[PPT] - Programme Outcomes The dawning of a new era for higher education PowerPoint Presentation

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Programme Outcomes The dawning of a new era for higher education

Peter Wolf1 & Warren Stiver2

1Director, Centre for Open Learning and Educational Support 2Professor & NSERC Chair in Design Eng’g, School of Engineering

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Outline

Dual perspectives on developing a programme
utcomes culture
Four key questions
Advice…?

Language: Outcomes, objectives, attributes, expectations…

April 12, 2012 2

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Key Questions

1. What are the programme outcomes that we

want to foster in our students?

2. Where in the curriculum are students

encouraged to develop the programme

utcomes?
3. How do we know whether our programmes

are successful?

4. How do we embed continuous improvement?

April 12, 2012 3

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Key Questions

1. What are the programme outcomes that

we want to foster in our students?

2. Where in the curriculum are students

encouraged to develop the programme

utcomes?
3. How do we know whether our programmes

are successful?

4. How do we embed continuous improvement?

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Programme Outcomes Educational Experiences

Areas of Specialization / Foundational Content

‘Ideal’ Curriculum Development Process

University Learning Objectives Programme Structure

Course A Objectives Course C Objectives Course B Objectives Course D Objectives

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Engineering Attributes

Canada
US
Europe
International

Value

Exchanges & mobility
Insight & perspective

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Engineering Expectations

Accreditation
+ UUDLEs
+ Guelph
+ STUDENT!

Knowledge Base Problem Analysis Investigation Design Engineering Tools Communication Individual & Team Work Professionalism Ethics & Equity Environment & Society Business & Proj Mgmt Life Long Learning Critical Thinking Awareness of Limits of Knowledge Innovation Sustainability Things like: Language, Business, International Development

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Autonomy (Programme & Student)

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Program Outcomes Refinement

Problem Analysis Problem Identification Analysis / Execution Assess/Reflect/Discuss Conclusion / Recommendations

Discipline Meaning

Attitude Program Outcomes … Elements… state Identify

High Level Defining Statements

Measurable
In Context
Consistently interpreted

Outcome Statements

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Key Questions

1. What are the programme outcomes that we

want to foster in our students?

2. Where in the curriculum are students

encouraged to develop the programme

utcomes?
3. How do we know whether our programmes

are successful?

4. How do we embed continuous improvement?

April 12, 2012 10

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Intentions Map

™

Survey Questions :

Which instructional methods do you use in this course?
Which assessment approaches do students engage in for this course?
For each listed Knowledge, Skill and Value, please indicate which, if any, you

intentionally foster in this course? At what level of sophistication?

For those indicated, please specify how /whether each KSV is taught and/or assessed in

this course?

How are the total marks available to students distributed over the course of the

semester?

Comments?

Course-by-course info:

Outcomes
Assessment
Learning methods

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Research Methods - Assessment

1 2 3 4 5 6 7 8 9 10 Research Methods Assessed Graphics (Maps, Plans, Schematics, Oral Presentation (Group) Oral Presentation (Individual) Participation (In- class) Project (Group) Project (Individual) Skills Demonstration Test/Quiz/Exam ( > 25% of Final Grade ) Test/Quiz/Exam ( ? 25% of Final Grade ) Written Assignment ( > 5 pages ) Written Assignment ( ? 5 pages ) Method Frequency

Research Methods

Test/Quiz/Exams – 14 Projects/Assignments – 13 Presentations – 5 Participation - 1

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Outcome Focus

Civic engagement & advocacy Taught & Assessed: 4 courses Taught; Not Assessed: 1 course Not Taught; Not Assessed: 25 courses

Taught & Assessed Taught; Not Assessed Not Taught; Not Assessed Not Taught; Assessed

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Application of theory in the world Taught & Assessed: 25 courses Not Taught; Assessed: 1 course Not Taught; Not Assessed: 4 courses

Taught & Assessed Taught; Not Assessed Not Taught; Not Assessed Not Taught; Assessed

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Semester Maps

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Next Generation Maps

1100

Courses

LO #1

Knowledge Base

2450 3260 2230 1210 2120 2230 1210 4130 LO #2

Problem Analysis

LO #12

Life Long Learning

2100 3100

Do NOT forget about the contributions of co-curricular and extra-curricular activities in this development.

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Next Generation Maps

1500

Courses

2450 3260 2230 1210 3590

LO #2 Problem Analysis

2120 2560 3430 Developing Sequence Reinforcing Electives

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Key Questions

1. What are the programme outcomes that we

want to foster in our students?

2. Where in the curriculum are students

encouraged to develop the programme

utcomes?
3. How do we know whether our

programmes are successful?

4. How do we embed continuous improvement?

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Programme Assessment

Programme Outcomes Content Assessment Learning methods

Effective? Efficient? Appropriate?

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Programme Assessment

Student work – Tests, assignments, etc.
360° consultations
Curriculum mapping
External reviews, accreditations, etc.
Benchmarks, research, literature, etc.
Student reflection – (e)Portfolios, journals, etc.

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Student Reflection

40+ courses
100’s of assignments, projects, etc
Life experiences

TIME to …

Sort
Reflect
Self-assess against programme outcomes

To build a learning outcomes-based portfolio To build a story about who they are

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Future

Every student graduates with a learning

utcomes based portfolio

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Engineering Timeline

Two years to establish a baseline
2014 accreditation deadline
Beyond 2014 – Ongoing 4-year cycle

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Key Questions

1. What are the programme outcomes that we

want to foster in our students?

2. Where in the curriculum are students

encouraged to develop the programme

utcomes?
3. How do we know whether our programmes

are successful?

4. How do we embed continuous

improvement?

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Change…

Culture Shift
Hiring
Recognition &

Rewards Infrastructure

Teaching

Space

Scheduling
Tools

Curriculum

Courses
Assessment
Methods

People

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Data-informed
Faculty-driven
Student-engaged
Stakeholder-informed
Culture- & context-specific
Rigorous & authentic
Continuous improvement
f sustainable practices
Resourced & recognized

Recommended Practices

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Engagement

External bodies  Accreditation & Ontario
Senior & administrative support  Prof Mancuso (VP Acad)
Internal champion  SOE Grad Attributes Coordinator
Faculty  9 working groups engaging 90+% of faculty
Students  Fall 2012 priority
Alumni & stakeholders  2013
Curriculum process facilitator  Peter Wolf

Buy-in!

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Refining the blend of people, processes &

resources

Transition requires investment
Keeping momentum
Continuous improvement is at least as

important as ‘reporting’

Mistakes will happen

Keep in Sight

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Superior graduating students
Evidence of graduating student quality
Opportunity for individual student &

programme autonomy

Enhanced time & resource usage

Worth the Effort!

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Acknowledgements

Funding
University of Guelph
NSERC Chair in Design Engineering
Colleagues
Many, many…
Natasha Kenny, Richard Gorrie, Rich Couto, Jerry An, Dave

Wilson

Images: www.freedigitalphotos.net

A Guide to Developing and Assessing Learning Outcomes at the University of Guelph –

http://www.uoguelph.ca/vpacademic/avpa/pdf/LearningOutcomes.pdf

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Discussion

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