04/21/23 1

SCHOOL OF WOMEN’S STUDIESTuesday, August 26

Introductions Context for today’s workshop Questions to keep in mind

04/21/23 2

To collaboratively develop Program Learning Objectives for the undergraduate program

To foster community commitment to the new Program Objectives

To stimulate reflection about learning objectives for your own courses

To foster alignment of your teaching practices and assessments with program objectives

04/21/23 3

9:30 Introductions10:00 Develop a profile of ideal student

learning in the program11:00 Convert these into Program Learning

Objectives12:00 Working Lunch:

Refinement of Objectives; Complete Curriculum Map

1:00 Curriculum Map Discussion1:30 Overview of current program:

Strengths, Weaknesses, Opportunities, Threats

2:15 Student Survey Results3:00 – 4:00 Setting Priorities for Change

04/21/23 4

ALIGNMENT

How can the curriculum support Program Learning Objectives?

How can teaching practices and assessments align with the Program Learning Objectives?

A collective and evolutionary process !(not a one-time thing)

04/21/23 5

04/21/23 6

On your small yellow sticky notes, describe the ideal WMST student at the year level on your table:

What does this student know? (knowledge)What does this student do? (skills)What does this student care about?

(attitudes)

Use one note per idea.04/21/23 7

Discuss your ideas with others in the group.

Add or merge ideas as you discuss.Determine large categories (large post-its)

and sub-headings (smaller post-its)

Don’t be critical at this stage, just get as many ideas out as possible.

04/21/23 8

What knowledge, skills or attitudes would the ideal WMST have at each year level?

First?Second?Third?Fourth?

04/21/23 9

15 MINUTES

04/21/23 10

Undergraduate Degree Level Expectations (UDLEs)

1. Depth and Breadth of Knowledge2. Knowledge of Methodologies3. Application of Knowledge4. Communication Skills5. Awareness of Limits of Knowledge6. Autonomy and Professional Capacity

OCAV Website: http://degree-expectations.apps01. yorku.ca/wordpress/?page_id=32

04/21/23 11

Sort your ideas under the OCAV headings.

Put large categories onto large post-itsPut sub-categories onto smaller ones.

Write large!Re-write if necessary for legibility

04/21/23 12

Put your group’s post-its on the appropriate bristol boards, by year level if possible.

Review what the other groups have posted. Re-sort or cluster if necessary.

04/21/23 13

First Task: Re-organize into six groups (one for each

OCAV objective). Summarize, by year level if possible, the

learning objectives for that poster. Focus on what the students will learn: By the

end of this degree, students will be able to…

Second Task: Curriculum Themes Please indicate which of the themes your

courses addresses (must be a central focus of your course, you teach it, it is scaffolded, students can practice ungraded, and it is assessed.)

04/21/23 14

Group reports on the draft of their Learning Objectives

04/21/23 15

Handout: Curriculum Map- Table was generated from course outlines- Some information was missing, does not

mean it was not there in the courseAlignment Ideal: course learning objectives

are Taught (did they get it?) Practiced (ungraded with feedback) Scaffolded Assessed

04/21/23 16

Humanities/Social Science balance seems OK Methodology should be more evident across

the curriculum; perhaps more explicitly addressed in course outline

Application: weak on practical applications Communication: Listening skills not profiled,

weak on oral skills Limits of Knowledge: not profiled Professionalism: weak, especially on group

skills and civil interaction

04/21/23 17

Discuss handout: Course Enrollments Table

04/21/23 18

Organize into four groups:

StrengthsWeaknessesOpportunities

Threats

Each table take five minutes to write down points, then chart moves to next table.

04/21/23 19

Reports on each chart…

04/21/23 20

What did we learn? Students find out about the program from

their first year courses, and recommendations from friends and faculty members

Drawn to the program by reputation, and course selection, and personal interest

Web site needs to have more detail about graduates (what they do?) and more detail about the program (anti-racism, etc.)

Mini calendar – students split. Some never use it, some prefer it to the web. Frustrated that it is not complete or outdated

04/21/23 21

Advising: some never use it; some delighted; some access only the staff; frustrated with the schedule, feel rushed and faculty not knowledgeable about requirements.

Career Goals: NGO, Graduate school, professional studies, teaching, government, private sector

04/21/23 22

04/21/23 23

04/21/23 24

Follow-up on Program Learning Objectives… ?

Set Priorities for Change… ?Future meetings to develop alignment… ?

04/21/23 25