How do you fix an unclear outcome?

You may notice many program brochures include unclear learning outcomes which represent elements of curriculum rather than action the participants will generate. 

To address this, rephrase the aforementioned characteristics of “good learning outcomes," such that they are questions. 

For Example:

A program “designed to improve health and quality of life” says, “we will increase the proportion of University X students who receive information from us on alcohol and other drug use prevention.”

First: Does the outcome speak to some facet of the strategic plan?  Yes, a healthy student body is integral to building an environment centering on student learning (which could probably fit into the first or second dimensions of the Strategic Initiatives).

Second: Is the outcome measurable?  Sure is.  We can enumerate the amount of info we distribute.

Third: Is the outcome meaningful?  Probably not.  Just because students received information, does not necessarily mean they learned anything from it.  In this particular instance, it may be better to say something like:  “we will decrease the proportion of University X students who report having consumed or ingested any recreational pharmaceutical within the last 30 days.”