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Centre for Teaching Excellence Support for Program Review

Explore four curriculum phases, assessment approaches, graduate attributes, and program outcomes supported by the Centre for Teaching Excellence. Identify ideal graduate qualities and map curriculum for effective assessment.

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Centre for Teaching Excellence Support for Program Review

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  1. Centre for Teaching Excellence Support for Program Review Veronica Brown Senior Instructional DeveloperCurriculum & Quality Enhancement veronica.brown@uwaterloo.caext. 31096

  2. Outline • Four phases of curriculum development • Approach to curriculum assessment • Curriculum and degree level expectations • Support available from CTE for all phases of curriculum renewal

  3. Phases of Curriculum Development • Design and Development • Implementation • Formative Assessment • Program Review and Accreditation

  4. Approach to Curriculum Assessment • What do we want from our students? • How are they developing these attributes? • How are we (and they) assessing their progress? • Adapted from: Wolf, P. (2010). Curriculum Development Processes: Faculty-Driven and Data-Informed. Presentation at the Spring 2010 Degree Level Expectations Workshop – Implementing the Undergraduate and Graduate Degree Level Expectations: Sharing Successes and Challenges.

  5. What do we want from our students? • Ideal graduate attributes • Program outcomes • Degree level expectations • UDLEs/GDLEs

  6. Identify the Ideal Graduate • How would you describe your idealgraduate? • Knowledge • Skills • Values/attributes • What distinguishes your programfrom other programs? • Value 20 years from now

  7. Program Outcomes • Reflect students’ knowledge, skills and values achieved as a result of program completion • Incorporate disciplinary context of the program • Help to set assessment criteria across the curriculum

  8. Critiquing your Outcomes • Consider design, function and discipline • Key questions available on CTE website • http://bit.ly/2dEIWQw

  9. Additional Sourcesfor Program Outcomes • OCAV degree level expectations (DLEs) • Past program review documents • Faculty-wide outcomes statements • Accreditation bodies • Professional associations (discipline-related but also librarian, graduate studies, etc.) • Similar programs at other institutions

  10. Sample Information Literacy Outcome • Differentiate between primary and secondary sources, recognizing how their use and importance vary with each discipline. • Source: Association of College and Research Libraries. Information Literacy Competency Standards for Higher Education. http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm#stan

  11. Degree Level Expectations • Developed by Ontario Council of Academic Vice-Presidents • Same requirements for all programs at that degree level • General • Honours • Master • PhD

  12. Undergraduate DLEs • Depth and breadth of knowledge • Knowledge of methodologies • Application of knowledge • Communication skills • Awareness of limits of knowledge • Autonomy and professional capacity • Experiential learning • Diversity

  13. Graduate DLEs • Depth and breadth of knowledge • Research and scholarship • Level of application and knowledge • Professional capacity/autonomy • Level of communication skills • Awareness of limits of knowledge Full description of UDLEs and GDLEs on CTE web site as well as mapping templates http://bit.ly/2dzjnim

  14. Describing your curriculum • Showing relationships among degree requirements, DLEs and outcomes • Curriculum mapping

  15. Opportunities to develop attributes • How, when and where are students developing attributes? • Show progression toward various points in a degree • Might you uncover gaps or unintended redundancies • Map program outcomes to UDLEs/ GDLEs then courses to outcomes

  16. Beyond Coursework • Significant portion of degree, especially graduate degree, might not be course-based • Need to capture how other work contributes to fulfilling DLEs • Thesis/dissertation • Comprehensive exams • Teaching assistantships • Supervising/research mentoring • Co-op and WatPD

  17. Curriculum Mapping • Visual representation of curriculum • Can help to identify gaps/redundancies • Map curriculum to ideal graduate attributes or program outcomes • For graduate programs, include the role of supervision in the map

  18. Assessment • Consider both typical and atypical assessments • E.g., exams, lab reports, presentations, projects, peer evaluations, case studies, etc. • Might emphasize different assessments between undergraduate and graduate levels

  19. Sample Map - Undergraduate

  20. Sample Map - Graduate

  21. CTE Program Review Support • Curriculum mapping • Sample survey: http://svy.mk/2dnqIRo • Program outcomes • Design and critique • Department discussions and retreats • SWOT, critiquing map and outcomes • Consultations https://uwaterloo.ca/centre-for-teaching-excellence/support-faculty-and-staff/curriculum-renewal

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