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Learning Outcomes Graduate and Undergraduate Degree Level Expectations GDLEs, UDLEs

Learning Outcomes Graduate and Undergraduate Degree Level Expectations GDLEs, UDLEs. Erika Kustra , PhD Director, Teaching and Learning Development Centre for Teaching and Learning University of Windsor. 1. Agenda. What are Learning Outcomes? Why have Learning O utcomes?

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Learning Outcomes Graduate and Undergraduate Degree Level Expectations GDLEs, UDLEs

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  1. Learning OutcomesGraduate and Undergraduate Degree Level Expectations GDLEs, UDLEs Erika Kustra, PhD Director, Teaching and Learning Development Centre for Teaching and LearningUniversity of Windsor 1

  2. Agenda • What are Learning Outcomes? • Why have Learning Outcomes? • Aligning with GDLEs, UDLEs • Process Tools and Resources 2

  3. What is a Learning Outcome? Statements that indicate what students will know, value or be able to do by the end of the course.

  4. Learning Outcomes Stem: Upon successful completion of this course/unit, a student will be able to: Completion: Active Verb/Phrase • explain the relationshipbetween support and challenge in mentoring relationships.

  5. How do Learning Outcomes Connect to learning?

  6. Process Tool

  7. Why have Learning Outcomes? • Clarity, fairness • Increased student motivation • Relevant teaching methods/learning methods • Strategic and relevant assessment • Accessibility – AODA and accommodations • Intentional teaching • Better Learning

  8. Constructive Alignment Joined-Up Practice Coherent University Curricula Provincial Level Degree Level Attributes / Accreditation University Level Graduate Attributes Program Level Outcomes Course Level Learning Outcomes Teaching for Learning (Methods) Reflection and Realignment for Next Cycle of Learning Assessment Tasks and Criteria Adapted from Schofield M (2005) based on Biggs, J (2003)

  9. PDC forms • FORM A - PROPOSAL FOR NEW PROGRAMS • Section C4 • FORM D - NEW COURSE PROPOSALS • Section B4 http://www.uwindsor.ca/grad/iqap-templates-and-resources

  10. Examples Higher Education: • evaluate educational theories and approaches, particularly as they relate to the cultural, political and institutional contexts of higher education. Masters Computer Science: • review and assess the applicability of project-related techniques

  11. Examples Masters Social Work: • formulate research questions, undertake research, and evaluate research outputs within the discipline, but also within an interdisciplinary context.   PhD Social Work: • competently conduct independent research using at least one research paradigm (mixed, qualitative, or quantitative).

  12. Try it! Where would you place the previous examples in the Learning Outcomes chart?

  13. Constructive Alignment Joined-Up Practice Coherent University Curricula Provincial Level Degree Level Attributes / Accreditation University Level Graduate Attributes Program Level Outcomes Course Level Learning Outcomes Teaching for Learning (Methods) Reflection and Realignment for Next Cycle of Learning Assessment Tasks and Criteria Adapted from Schofield M (2005) based on Biggs, J (2003)

  14. Why have the UDLEs and GDLEs? • Ensure consistency across universities • Establish a common language • Set a basic threshold for quality • Potential for improved quality of learning • This requires more than learning outcomes • Process for enhancement

  15. Alignment • Graduate Attributes • Undergraduate Degree Level Attributes • Graduate Degree Level Attributes http://web4.uwindsor.ca/units/senate/main.nsf/main/3320d4e32399a684852570d800705e73!OpenDocument#_Section3

  16. Program Mapping

  17. Future Curriculum Mapping • Demonstrate Alignment: Learning Outcomes, Assessments and Methods • Demonstrate learning outcomes have been met • International trends: UK, Australia, Bologna

  18. Summary • What are Learning Outcomes? • Why have Learning Outcomes? • Aligning with GDLEs, UDLEs • Process Tools and Resources 18

  19. Thank you Erika Kustra kustraed@uwindsor.ca

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