let’s discuss
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Let’s Discuss . Katharine Janzen, Ed.D . Coordinator M.Ed. In Higher Education Leadership Cohort September 24, 2012 [email protected]. Learning Outcomes. The Panel. Erika Kustra Director Teaching and Learning Dev., - PowerPoint PPT PresentationTRANSCRIPT
www.oise.utoronto.ca
Let’s Discuss
Katharine Janzen, Ed.D.Coordinator M.Ed. In Higher Education Leadership CohortSeptember 24, [email protected]
Learning Outcomes
The Panel
Erika Kustra Director Teaching and Learning Dev.,Centre for Teaching and Learning,
University of Windsor
Nicola Simmons Faculty of Education, Brock University Regional Vice-President, Can International Society for the Scholarship of Teaching and Learning (ISSoTL)
Past Chair, Educational Developers Caucus
Mary Catherine Lennon Senior Research Analyst Higher Education Quality
Council of Ontario (HEQCO)
The Context
• Focus will be on Learning Outcomes as they apply to Graduate Studies
• Recognize the Discussion Paper applies to Learning Outcomes in Undergraduate and College programs as well
Defining Learning Outcomes
• Clearly articulated culminating and significant learning to be demonstrated by students for successful completion of a course/program of study
• What students are expected to be able to demonstrate that they know, that they can do, and what they value when they complete that course/program is clearly defined for when they BEGIN the course/program
Defining Learning Outcomes
Complex clusters of learning in all 3 domains as relevant to the focus of the course/ program and credential:1. Cognitive – knowledge, understanding,
comprehension, application, analysis, synthesis and evaluation
2. Skills – tasks, study skills, analysis skills, synthesis skills3. Affective - attitudes
Learning Outcomes in The Ontario Colleges
• Early 1990s the Ontario Colleges of Applied Arts & Technology (CAATs) were directed to move to outcomes based curricula with identified:1. Vocational Learning Outcomes – specific to the
focus of the course/program of study2. Essential Employability Skills - communication,
critical thinking/problem solving, information management, interpersonal and personal skills
3. General Education Requirements
Learning Outcomes and the Ontario Universities
• Ontario Council of Academic Vice Presidents (OCAV)
• Graduate Degree Level Expectations (GDLEs) - Masters and Doctoral Level
• Undergraduate Degree Level Expectations (UDLEs)
Defining Degree Level Expectations
“Degree level expectations (DLE) define expectations appropriate for a given degree in terms of both discipline specific and generic knowledge and skills.”
http://vpacademic.lakeheadu.ca/?display=page&pageid=68
Learning Outcomes and Quality• January/February 2005 - Ontario Council of Graduate
Studies (OCGS) adopted statement of Graduate University Degree Level Expectations (GDLE)
• December 2005 - COU endorsed University Undergraduate Degree Level Expectations (UDLES)
• The Ontario Council of Academic Vice- Presidents (OCAV) subsequently incorporated UUDLES into its UPRAC Review and Audit Guidelines.
• GDLEs incorporated into Graduate Program Review Process – OUC “Quality Assurance Framework”
• (Feb/May 2012)
Undergraduate Degree Level Expectations (UDLE)
1. Depth and Breadth of Knowledge 2. Knowledge of Methodologies 3. Application of Knowledge 4. Communication Skills 5. Awareness of Limits of Knowledge 6. Autonomy and Professional Capacity
GDLEs Masters and Doctoral Levels
Six areas:1. Depth and Breadth of Knowledge2. Research and Scholarship 3. Level of Application of Knowledge 4. Professional Capacity/Autonomy5. Level of Communications Skills
6. Awareness of Limits of Knowledge “Doctoral Degrees – extend the skills associated with the Master’s degree
and are awarded to students who have demonstrated "them
Doctoral Level:1. Depth and Breadth of Knowledge
A thorough understanding of a substantial body of knowledge that is at the forefront of their academic discipline or area of professional practice.
2. Research and Scholarship
a. The ability to conceptualize, design, and implement research for the generation of new knowledge, applications, or understanding at the forefront of the discipline, and to adjust the research design or methodology in the light of unforeseen problems;
b. The ability to make informed judgments on complex issues in specialist fields, sometimes requiring new methods; and
c.
2. Research and Scholarship - continued
c. The ability to produce original research, or other
advanced scholarship, of a quality to satisfy peer review, and to merit publication.
3. Level of Application of Knowledge
The capacity to i) Undertake pure and/or applied research at an
advanced level; and
ii) Contribute to the development of academic or professional skills, techniques, tools, practices, ideas, theories, approaches, and/or materials.
4. Professional Capacity/Autonomy
a. The qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex situations;
b. The intellectual independence to be academically and professionally engaged and current;
4. Professional Capacity/Autonomy – continued
c.The ethical behaviour consistent with
academic integrity and the use of appropriate guidelines and procedures for responsible conduct of research; and d. The ability to evaluate the broader implications of applying knowledge to particular contexts.
5. Level of Communication Skills
The ability to communicate complex and/or ambiguous ideas, issues and conclusions clearly and effectively.
6. Awareness of Limits of Knowledge
An appreciation of the limitations of one’s own work and discipline, of the complexity of knowledge, and of the potential contributions of other interpretations, methods, and disciplines.
6. Awareness of Limits of Knowledge – continued
Competence in the research process by applying
an existing body of knowledge in the critical analysis of a new question or of a specific problem or issue in a new setting.
ReferencesBiggs, J., & Tang, C. (2007). Teaching for quality learning at university. (3rd
ed.) Berkshire, England: McGraw-Hill.
Spady, W. G. (1994). Outcome-based education: Critical issues and answers. Arlington, VA: American Association of School Administrators.
Lakehead University: Degree Level Expectations http://vpacademic.lakeheadu.ca/?display=page&pageid=68
OCGS Degree Level Expectations for Graduates of Each Credentialhttp://vpacademic.lakeheadu.ca/uploads/OCGSDegreeExpectations.pdf
References
Ontario Council on Quality Assurance (2012) QualityAssurance Framework (D.Woolcott)
http://www.cou.on.ca/related-sites/the-ontario-universities-council-on-quality-assura/pdfs-(1)/quality-assurance-framework---guide-may-2012
ResourcesMcMaster• http://cll.mcmaster.ca/COU/pdf/Graduate%20Degree%20Leve
l%20Expectations.pdf
• http://cll.mcmaster.ca/COU/index.html
U of Waterloo• http://cte.uwaterloo.ca/teaching_resources/OCAV/index.html
• http://cll.mcmaster.ca/COU/pdf/Graduate%20Degree%20Level%20Expectations.pdf
• http://cll.mcmaster.ca/COU/index.html
ResourcesRyerson• http://www.ryerson.ca/lt/programs/curriculum/Quality_Assura
nce_2010.pdf
U of Windsor• http://web4.uwindsor.ca/units/senate/main.nsf/main/3320D4E
32399A684852570D800705E73?OpenDocument
• http://vpacademic.lakeheadu.ca/?display=page&pageid=68