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

Programme Outcomes The dawning of a new era for higher education Peter Wolf 1 & Warren Stiver 2 1 Director, Centre for Open Learning and Educational Support 2 Professor & NSERC Chair in Design Eng’g , School of Engineering

Outline  Dual perspectives on developing a programme outcomes culture Language: Outcomes, objectives,  Four key questions attributes, expectations…  Advice …? April 12, 2012 2

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 outcomes? 3. How do we know whether our programmes are successful? 4. How do we embed continuous improvement? April 12, 2012 3

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 outcomes? 3. How do we know whether our programmes are successful? 4. How do we embed continuous improvement? April 12, 2012 4

‘Ideal’ Curriculum Development Process University Learning Objectives Programme Outcomes Areas of Specialization / Foundational Educational Experiences Content Programme Structure Course A Course B Course C Objectives Objectives Objectives Course D Objectives April 12, 2012 5

Engineering Attributes • Canada • US • Europe • International Value • Exchanges & mobility • Insight & perspective April 12, 2012 6

Engineering Expectations  Accreditation  + UUDLEs  + Guelph  + STUDENT! Knowledge Base Problem Analysis Investigation Critical Thinking Awareness of Limits of Knowledge Design Engineering Tools Communication Innovation Sustainability Individual & Team Work Professionalism Ethics & Equity Things like: Language, Business, International Development Environment & Society Business & Proj Mgmt Life Long Learning April 12, 2012 7

Autonomy (Programme & Student) April 12, 2012 8

Program Outcomes Refinement Outcome Statements High Level Defining Statements state Elements… Problem Identification Identify Program Outcomes … Analysis / Execution Discipline Problem Analysis Meaning Assess/Reflect/Discuss Conclusion / Recommendations • Measurable • In Context Attitude • Consistently interpreted April 12, 2012 9

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 outcomes? 3. How do we know whether our programmes are successful? 4. How do we embed continuous improvement? April 12, 2012 10

Intentions Map ™ Course-by-course info: Survey Questions : • Which instructional methods do you use in this course? • Outcomes • Assessment • Which assessment approaches do students engage in for this course? • Learning methods • 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? April 12, 2012 11

April 12, 2012 Frequency 10 0 1 2 3 4 5 6 7 8 9 Research Methods Participation - 1 Presentations – 5 Projects/Assignments – 13 Test/Quiz/Exams – 14 Assessed Graphics (Maps, Plans, Schematics, Research Methods Oral Presentation (Group) Research Methods - Assessment Oral Presentation (Individual) Participation (In- class) Method 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 ) 12

Outcome Focus Civic engagement & advocacy Taught & Assessed: 4 courses Taught; Not Assessed: 1 course Not Taught; Not Assessed: 25 courses Taught; Not Assessed Not Taught; Assessed Not Taught; Not Assessed Taught & Assessed April 12, 2012 13

Application of theory in the world Taught & Assessed: 25 courses Not Taught; Assessed: 1 course Not Taught; Not Assessed: 4 courses Taught; Not Assessed Not Taught; Assessed Not Taught; Not Assessed Taught & Assessed April 12, 2012 14

Semester Maps April 12, 2012 15

Next Generation Maps LO #1 LO #2 LO #12 Knowledge Problem Life Long Base Analysis Learning 1210 1210 1100 2230 2230 2100 Courses 2450 3100 2120 3260 4130 Do NOT forget about the contributions of co-curricular and extra-curricular activities in this development. April 12, 2012 16

Next Generation Maps LO #2 Problem Analysis 1210 1500 Developing Sequence 2230 2120 Reinforcing Courses 2450 2560 3260 3590 3430 Electives April 12, 2012 17

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 outcomes? 3. How do we know whether our programmes are successful? 4. How do we embed continuous improvement? April 12, 2012 18

Programme Assessment Content Learning methods Assessment Programme Outcomes Effective? Efficient? Appropriate? April 12, 2012 19

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. April 12, 2012 20

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 April 12, 2012 21

Future Every student graduates with a learning outcomes based portfolio April 12, 2012 22

Engineering Timeline • Two years to establish a baseline • 2014 accreditation deadline • Beyond 2014 – Ongoing 4-year cycle April 12, 2012 23

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 outcomes? 3. How do we know whether our programmes are successful? 4. How do we embed continuous improvement? April 12, 2012 24

Change… Infrastructure People Curriculum • • • Teaching Culture Shift Courses • • Space Hiring Assessment • • • Scheduling Recognition & Methods • Tools Rewards April 12, 2012 25

Recommended Practices • Data-informed • Faculty-driven • Student-engaged • Stakeholder-informed • Culture- & context-specific • Rigorous & authentic • Continuous improvement of sustainable practices • Resourced & recognized April 12, 2012 26

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 Buy-in! • Students  Fall 2012 priority • Alumni & stakeholders  2013 • Curriculum process facilitator  Peter Wolf April 12, 2012 27

Keep in Sight • Refining the blend of people, processes & resources • Transition requires investment • Keeping momentum • Continuous improvement is at least as important as ‘reporting’ • Mistakes will happen April 12, 2012 28

Worth the Effort! • Superior graduating students • Evidence of graduating student quality • Opportunity for individual student & programme autonomy • Enhanced time & resource usage April 12, 2012 29

Acknowledgements  Funding • University of Guelph • NSERC Chair in Design Engineering  Colleagues • Many, many… • Natasha Kenny, Richard Gorrie, Rich Couto, Jerry An, Dave Wilson A Guide to Developing and Assessing Learning Outcomes at the University of Guelph – http://www.uoguelph.ca/vpacademic/avpa/pdf/LearningOutcomes.pdf Images: www.freedigitalphotos.net April 12, 2012 30

Discussion April 12, 2012 31