Dr. Harry Hubball, Department of Curriculum & Pedagogy University of British Columbia Canada

1. Integrating program-level learning outcomes and institutional teaching development plans: The scholarship of curriculum and pedagogical practice in higher educationNational University of Singapore, February 20, 2009 Dr. Harry Hubball, Department of Curriculum & Pedagogy University of British Columbia Canada

2. * Context for Learning-centred Program Reform & Staff Development: Global and Local Factors * Developing Learning-centred Curricula & Teaching Development Initiatives:Theory-Practice Integration * Critical Challenges and Curriculum/Faculty Support Initiatives The Scholarship of Curriculum & Pedagogy Practice Outline

3. CONTEXT FOR CURRICULUM RE-DESIGN: Multiple Factors Influencing Change • Global, National, Regional Initiatives (E.g. NSSE) • Social and Economic Challenges • Significant Curricular & Pedagogical Shifts • Prior Learning Assessment (PLA), Learning Outcomes, Interdisciplinarity, Internationalisation, Learning Technologies • “Triggering Opportunities”: External and InternalAccreditation, Retirements, Faculty/Student Satisfaction levels, Collaboration with Outside Units (e.g., Professional/Industrial) • (Barab & Duffy, 2000; Bresciani, 2006; Gold, 1997; Kupperschmidt & Burns, 1997; Hubball & Burt, 2004; Schneider & Schoenberg, 1999).

4. Broader / Provincial Contexts Institutional Contexts Faculty/Curricular Contexts Course Design Contexts Teaching & Learning Contexts Hierarchical Model of Learning Outcomes and Undergraduate Degree Level Expectations: 2-Way Macro-Meso-Micro Impacts Implications for Research, Development & Implementation

5. Program Evaluation: Multiple Ways of Judging the Effectiveness of an Undergraduate Program • Program Objectives - Quality of demonstrable learning outcomes • ‘Clout’ / Profile of a program • Number of Graduates Completed program • Quality of Graduates - academic/employment/commitment to action outcomes * • Program’s ability to attract high quality students • Satisfaction levels of various stakeholders • Cost-benefit analysis • Pre-Post change measures • Curriculum Leadership • Range and quality of program learning experiences • OTHERS? (Green & Kreuter, 1999; Hubball & Gold, 2007; Priest, 2001; * Scott & Yates, 2007)

6. Table 2. Implementation Analysis: SoCP ______________________________________________ Q. 1 What are critical factors when institutions/Faculties/Academic Units develop program-level learning outcomes? Q. 2 To what extent are learning outcomes reflected in program learning experiences? Q. 3 When and how do students demonstrate learning outcomes in this context? Q. 4 What are the overall reflections for implementation and alternative applications of learning outcomes to other academic activities in this context?

7. EXAMPLES OF INSTITUTIONAL AND PROGRAM-LEVEL LEARNING OUTCOMES In the context of …..the ability to demonstrate (KAS): * the acquisition, application and integration of knowledge * research skills, including the ability to define problems and access, retrieve and evaluate information * critical thinking and problem-solving * proficient literacy and numeracy skills * responsible use of ethical principles * effective leadership, communication and interpersonal skills (Barab & Duffy, 2000; Bresciani, 2006; Gold, 1997; Kupperschmidt & Burns, 1997; Hubball & Gold, 2007; Schneider & Schoenberg, 1999).

8. ASSESSING INNOVATIVE LEARNING & STUDENTS’ ACHIEVEMENT (E.G.,) * Classroom and distributed learning experiences, Individual, small and large group collaborative learning * Student Presentations / Interviews / Poster Displays * Course and Community-based Surveys/Projects/Reports, Case Study Development/Analyses, Case-based learning * Student/Graduation [E-] Portfolios / Reflective Assignments * Mini-Quizzes / Essays / Exams. Research and capstone projects, Field experiences, Experiential learning experiences, guest speaker panels, internationalization experiences etc) * Multiple assessment methods - Self, Peer, Group, Instructor, External Review * OTHERS? …. (Angelo & Cross, 1995; Shavelson, 2003)

9. (PAIMAP) Stages of Curricular Reform Practice Stage Action Plan Stage Mobilisation Stage Initiative Stage Awareness Stage Pre-Awareness Stage Hubball & Burt, 2004

10. SUPPORTING CURRICULAR & TEACHING CONTRIBUTIONS IN ORDER TO REALISE INSTITUTIONAL GOALS • INSTITUTIONAL AND FACULTY LEVELS • Tenure and Promotion Process • Curriculum Leadership Awards • Innovative Course Design Awards • Scholarship of University Teaching and • Teaching Excellence Awards • Faculty Certificate Program: The Scholarship of • Teaching, Learning & Curriculum Practice (SoTL/SoCP) • Curriculum Development and Pedagogy Support Service

11. Context of SoTL Leadership: UBC Faculty Certificate Program on Teaching and Learning in Higher Education • Began in 1998 - Focus on SoTL • (Curricula, Course Design and Pedagogy) • 8-month Mixed-mode cohort program • Tenure-track, tenured, teaching award • winners, - 200 Grads (International, national, provincial & • UBC faculty) • University President awards Certificates • (Hubball & Poole, 2004; Hubball, Pratt & Collins, 2005; Hubball & Burt, 2006; Hubball & Albon, 2007)

12. * Context for Learning-centred Program Reform & Staff Development: Global and Local Factors * Developing Learning-centred Curricula & Teaching Development Initiatives:Theory-Practice Integration * Critical Challenges and Curriculum/Faculty Support Initiatives The Scholarship of Curriculum & Pedagogy Practice Outline