Nunavut Arctic College January 16, 2004

1. Overview of Mapping ProcessVisioningOutcomesMapping Program Document Program Assessment PlanLearning DesignCoggingAnne Larson Nunavut Arctic College January 16, 2004

2. Agenda – 2 pm to 4 pm • Overview–Perspective and Philosophy • The Program Design Process and Products • Overview of Program Outcomes • Teaching, Learning and Assessment Approach • Map the Learner’s Journey • Program Curriculum Assessment Plan • Program Information Document • Learning Design

3. We can't solve problems by using the same kind of thinking we used when we created them.- Albert Einstein

4. Tenets of the Program Outcomes and Mapping Process • Team • Vision and Voice • Leadership • Participation • Conversation • Collaborative decision-making

5. Curriculum Curriculum encompasses all the activities and materials that facilitate learning. Curriculum includes the purposeful and proactive organization and management of the dynamic interactions between instructors, learners and knowledge.

6. The Awareness of Perspective

7. Perspective

9. The Pillars of Curriculum Excellence

10. The Program Design Process and Products • Create Program Outcomes • Map the Learner’s Journey • Teaching, Learning and Assessment Approach • Program Curriculum Assessment Plan • Program Information Document

11. Four Levels of Outcomes Guiding Principles of Inuit Qaujimajatuqangit College–wide outcomes Program outcomes Course outcomes

12. Guiding Principles of Inuit Qaujimajatuqangit Respecting others, relationships and caring for people Fostering good spirit by being open, welcoming and inclusive Serving and providing for family and/or community Decision making through discussion and consensus Development of skills through practice, effort and action Working together for a common cause Being innovative and resourceful in seeking solutions

13. College-Wide Learning Outcomes College Wide outcomes are key abilities considered important in preparing students for current and future work and learning. Educational institutions typically reflect these core abilities in their mission or philosophy statements.

14. Examples of College-Wide Outcomes • Communicate effectively • Demonstrate computer literacy • Apply math and science skills • Demonstrate learning and critical thinking • Maintain a code of ethics • Demonstrate professional skills and attitudes • Work effectively in groups and teams • Be safe

15. Bow Valley College in Calgary BVC has ten college-wide learning outcomes that promote soft interpersonal and workplace skills and foster citizenship

16. Create a Different Generation of Program Outcome What will the students be able to DO out there in the real world as a result of completing this program?

17. Program Learning Outcomes State what will the students be able ‘to do’ out there in the real world as a result of completing this program Unify program staff, faculty, industry and students through conversation and collaboration Differ significantly from competencies in terms of scope and depth. Shape the program teaching and learning approach for the courses and program Inform the assessment strategies for the courses and program Begin with an action verb, are measurable and observable, clear and concise, state context, scope and degree of complexity

18. Sample Program Outcomes Interact effectively, accurately and ethically using oral and written communication skills within the Aboriginal justice environment Apply innovative and critical thinking in order to: conceptualize, illustrate and present projects that incorporate the elements and principles of good design. Exhibit work behaviours and versatility in an ever evolving early childhood educational environment that maximize opportunities for continued employment and increased responsibility. Select and integrate appropriate current and emerging technologies to support health care functions. Ensure personal, patient and public health safety while working in the health care field.

19. Follow a tested process • Gather participants: • Determine ‘intended roles’ ( 1,2 & 5 years out) • Envision/brainstorm tasks the graduate will do while working • Participate in an affinity grouping • Write ‘robust’ learning outcomes • What will the students be able to do out there. • Validate the draft program outcomes with accrediting bodies and industry representatives • Revise the outcomes

20. The Program Design Process and Products • Create Program Outcomes • Teaching, Learning and Assessment Approach • Map the Learner’s Journey • Program Curriculum Assessment Plan • Program Information Document

21. Program PhilosophyA shared understanding is needed We may map the student's journey through the program; however, if we also co-create a shared understanding of the program vision and a build a common approach to teaching, learning and assessment the learning experience will be more consistent and improve the learner’s journey.

22. Different Guide, Different Ride, Shared Outcome

23. “… all change, even very large and powerful change, begins when a few people start talking with one another about something they care about.” –Margaret Wheatley in Turning Toward One Another

24. Who is the Learner? • Demographics (Age, gender) • Prior Learning and articulation • Language proficiency • Technology proficiency (use of computers, social software, etc) • Working? (Part or full time) • Parents? • Learning preferences

25. What do we expect of our learners? • Work and school balance • number of hours of learning “work” • Professional conduct (punctuality and behavior) • Expectations for attendance • Use of technology to support learning

26. Café Conversation • Small groups of four members • Each group appoints a host who will report out • Each table has a collection of coloured markers to be used for note-taking, records thoughts, illustrating, doodling, making connections, etc. • Large sheet of paper available to all members to write • The goal is to create a visual and written representation of the conversation

27. Café Conversations World café is a method for creating a living network of collaborative dialogue around questions that matter. www.theworldcafe.com

28. Teaching and Learning Approach What are the best instructional approaches and assessment strategies that instructors can employ to ensure that learners will be able to demonstrate that they have met the program outcomes?

29. From the café conversation the program faculty create: • Broad statement that captures the learner’s experience while in the program • A tool-kit* of program approaches *Instructors select approaches from the toolkit that are most suitable to meet their course outcomes.

30. MTC Program-SAIT The MTC program believes that a practical, hands-on demonstration of skill is the most effective means for graduates to demonstrate that they have met program outcomes and, thereby, will be able to contribute effectively within the manufacturing work environment. The MTC instructors use the following instructional and assessment strategies to ensure that learners will be able to demonstrate that they have met the program outcomes.

31. Toolkit of Program Approaches Instructional strategies • Lectures • Show and Tell – samples, visual aids • Task → Questioning • Assignments (progressively more challenging) • Assigned homework • Encourage independent learning • Discussions • Mentoring • Collaborative learning • Questioning • Demonstration • Peer learning/mentorship Assessment strategies • Exams • Assignments • Quizzes • Projects • Written tests • Complete drawings • Observations • Labs • Checklists with grading criteria (for all assessments)

32. KBD Program- VCC Learners in the Kitchen and Bath Design Program at VCC will consistently be introduced to new concepts and skills. As students advance through the program, they will be required to practice and demonstrate competence in order to successfully move through the program. Clear and transparent criteria for assessment of competence, and the provision of on-going, effective feedback is a foundational value for the program. All graduates of the program will have the opportunity to produce a portfolio which will showcase their achievements, knowledge, attitudes and skills.

33. Toolkit of Program Approaches The following performance-based teaching, learning and assessment approaches will anchor the program Presentations Authentic tasks Guided learning Apprenticeship Practicum • Application of factual knowledge • Case studies • Scenarios • Simulations • Role Plays

34. The Program Design Process and Products • Create Program Outcomes • Teaching, Learning and Assessment Approach • Map the Learner’s Journey • Program Curriculum Assessment Plan • Program Information Document

35. “A conversation starts before it begins and ends after its over and doesn’t always involve words….” - Art of Hosting participant- Bowen Island, 2008

36. Map the Learner’sJourney • Illustrates the whole, interconnected learning experience from the learner’s perspective • Uses conventions to organize the map • Provides a shared understanding for faculty and students

37. A MappingConversation

38. Program Map (ASNT)

39. Mapping Conventions • Foundational courses • Connections between courses • Program and course themes • Course sequences • Integrated learning experiences • Capstone Projects • Program (key) assessment points

40. Next Steps • Map will be … • Reviewed • Put into electronic template • Shared and reviewed regularly

41. The Program Design Process and Products • Create Program Outcomes • Teaching, Learning and Assessment Approach • Map the Learner’s Journey • Program Curriculum Assessment Plan • Program Information Document

42. Program Curriculum Assessment Lay the foundation by creating program outcomes and identifying key assessmentsPlan for annual program curriculum assessment Plan to gather and track evidence Aim for program continual quality improvement

43. The Program Design Process and Products • Create Program Outcomes • Teaching, Learning and Assessment Approach • Map the Learner’s Journey • Program Curriculum Assessment Plan • Program Information Document

44. Program Information Document

45. Purpose of the Program Document • The program document is to the program as the course outline is to the course. • It provides program information to: • Academic Chairs • Faculty • Curriculum Coordinators • Enrolled students

46. Other Purposes for the Document • Marketing (calendar, program guide, mast heads): • Prospective students • Career Counselors • Parents • Administrative purposes • Student and instructor handbooks • Policies and procedures

47. Samples The samples provided are from Vancouver Community College- Kitchen and Bath Design Program And SAIT Polytechnic Machinist Technician Program

48. Learning Design-Courses • Overview–Perspective and Philosophy • The Program Design Process and Products • Overview of Program Outcomes • Teaching, Learning and Assessment Approach • Map the Learner’s Journey • Program Curriculum Assessment Plan • Program Information Document • Learning Design

49. “Everything should be made as simple as possible, but not simpler.”- Albert Einstein