scholarly journals Graduate Attributes: Intentional Mapping and Assessment Portfolios

2011 ◽  
Author(s):  
Peter Wolf ◽  
Warren Stiver
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes ◽  
White Paper ◽  
Current Status ◽  
Program Leaders ◽  
Graduate Attributes ◽  
Faculty Input ◽  
Course Outcomes ◽  
Undergraduate Programs ◽  
The University

In 1987, the University of Guelph introduced Learning1. CurricKit Outcomes Mapping has been created to support intentional curriculum development through aggregating faculty input on course outcomes to a program perspective.2. Progression Maps have been created to aid in the visualization of a program’s curriculum structure, through courses, semesters and program years3. A Portfolio System has been developed to permit student, educator and program portfolios to be built. These portfolios allow for reflection and for assessment of learning outcomes based on the artefacts of student work.This presentation will share current status and Guelph’s visions for the future - a future in which every student has a learning outcomes based portfolio and every program has an intentional curriculum map and a program level portfolio.By the end of this session, participants will be able to:• Describe the processes and tools being used at the University of Guelph,• Consider how to apply or adapt them for use in theirObjectives for all of its undergraduate programs. In 2004, the NSERC Chairs in Design Engineering released a white paper on Engineering Design Competencies. In 2009, the Province of Ontario mandated University Undergraduate Degree Level Expectations (UUDLEs). And finally, in 2010, the Canadian Engineering Accreditation Board (CEAB) began reviewing and assessing progress towards twelve graduate attributes. These initiatives are based on an outcomes philosophy towards curriculum development that is distinctly different from our historical, and still common, inputs based approach. Success in a learning outcomes approach relies on engaging students,educators and program leaders and is data-informed, educator- and student-driven, intentional and assessed. Guelph has been developing a combination of tools and processes to advance learning outcomes pedagogy:local context.

scholarly journals Investigating Alignment in a Quantitative Literacy Course for Social Sciences Students

Numeracy ◽  
2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Vera Frith ◽  
Pam Lloyd
Keyword(s):  
Social Sciences ◽  
Learning Outcomes ◽  
Student Performance ◽  
Quantitative Information ◽  
Quantitative Literacy ◽  
Literacy Course ◽  
Course Outcomes ◽  
University Of Cape Town ◽  
The University ◽  
Ongoing Monitoring

The Numeracy Centre at the University of Cape Town has taught a one-semester quantitative literacy course for social sciences students since 1999. This study aims to provide an example for how the design of such a course can be assessed for alignment with quantitative reasoning goals. We propose a framework of learning outcomes for the course and use that framework to analyse the assessments and student performance on them. We find that just under half of the overall mark for the course was devoted to the interpretation and communication of quantitative information (our “main” outcomes), and about a quarter was devoted to the performing of calculations. The analysis revealed that statistics outcomes were under-represented in the make-up of the overall course mark, and assessment of these outcomes was restricted almost entirely to the two final examinations. The results of the analysis of the alignment between outcomes and assessment are useful to inform discussions about changes to the course curriculum. The analysis of student performance on the different outcomes provides insights which are useful for informing improvements to our teaching approach. The analysis demonstrates a relatively straightforward procedure that can be used or adapted by researchers in other institutions for ongoing monitoring of alignment between course outcomes, teaching, and assessment.

scholarly journals Understanding CEAB's Graduate Attributes Criterion As A Department: The University Of Manitoba Biosystems' Experience

2012 ◽  
Author(s):  
Danny D Mann ◽  
Jason Morrison
Keyword(s):  
Learning Outcomes ◽  
Preliminary Investigation ◽  
Course Development ◽  
Graduate Attributes ◽  
The Past ◽  
University Of Manitoba ◽  
The University ◽  
Preparatory Exercises

With the approach of the accreditation visit by the Canadian Engineering Accreditation Board, it falls to the faculties and departments to interpret, understand and transition into use the latest accreditation criterion on graduate attributes. Over the past two years Biosystems has utilized our small size to perform several preparatory exercises to understand graduate attributes and how they relate to classes offered by our department. This has included several iterations of assessing the level of competency expected from students, an explanation of how attributes are developed by each course, development of learning outcomes, an integration of these ideas into course outlines and a preliminary investigation into how to report these items in a summative and informative manner. This work presents the process followed, observations on how it could be shortened and a brief discussion of the difficulties aligning course-based assessments to curriculum wide needs.

scholarly journals USE OF EPORTFOLIO TOOL FOR REFLECTION IN ENGINEERING DESIGN

2015 ◽  
Author(s):  
Ryan Clemmer ◽  
Jennifer Spencer ◽  
Dale Lackeyram ◽  
Jason Thompson ◽  
Bahram Gharabaghi ◽  
...  
Keyword(s):  
Engineering Design ◽  
Learning Outcomes ◽  
Electronic Portfolios ◽  
Group Project ◽  
Soft Skill ◽  
Graduate Attributes ◽  
The Third ◽  
Lecture Material ◽  
The University ◽  
Insight Into

Electronic portfolios (ePortfolios) can be a beneficial tool to facilitate student learning, evaluate learning outcomes and showcase skills and experience. At the University of Guelph, the School of Engineering piloted the use of ePortfolios within the third year design course of the engineering design sequence of courses. With the implementation of graduate attributes by the CEAB, more “soft skill” attributes like individual and teamwork, project management, and lifelong learning are important skills developed by students within the design courses and can be assessed within an ePortfolio environment.Students submitted guided reflections related to major deliverables within the course. The reflections were assessed for the level of insight through rubrics in the learning management system. Overall, students improved their ability to reflect and provided good insight into their learning and roles within their group project. The response to the reflections by students was mixed. Many students found value in reflecting on their experience while other students were frustrated by the method of filling the reflection form.In the future, the objectives for reflection should be made clearer with supplementary documentation to the lecture material. Adjusting the timing of the reflections to correspond to less stressful periods of the semester and improving the ePortfolio process will help with student engagement.

Professional application projects: work-based learning in the curriculum

2017 ◽  
Vol 7 (1) ◽  
pp. 21-34 ◽  
Author(s):  
Ruben Toledano-O’Farrill
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Business School ◽  
Education Institution ◽  
Private Higher Education ◽  
Content Type ◽  
Technology And Innovation ◽  
Management Of Technology ◽  
Undergraduate Programs ◽  
The University

Purpose The purpose of this paper is to discuss the experience in a Mexican private higher education institution of implementing credit-bearing student placements and projects (interventions) in organizations, as a mandatory part of the curriculum for all undergraduates. The university-wide program, called professional application projects (PAPs) has been running for ten years and has two main aims: to develop work-based professional skills in students and to deliver services to organizations and communities of diverse types. All undergraduate students get involved in PAP when they have completed 70 percent of the required program credits. This amounts to approximately 2,000 students per year. The paper reports the results of an investigation into the learning outcomes of PAPs in the Business School, which comprises six undergraduate programs, a center for liaisons with businesses, and a center for management of technology and innovation. Design/methodology/approach Qualitative analysis of students’ final reports of their PAP experience, from the period 2015-2016 was done. Findings The report analyses and clusters the main categories of learning outcomes reported by students. The analysis shows that the PAP experience has been mostly successful in terms of student learning. Originality/value There has been scarce reporting of the results of PAP at the reported institution, or of other similar experiences of work-based learning in Mexico on this scale.

scholarly journals Identity, employability and entrepreneurship: the ChANGE framework of graduate attributes

2019 ◽  
Vol 9 (1) ◽  
pp. 76-91 ◽  
Author(s):  
Rachel Maxwell ◽  
Alejandro Armellini
Keyword(s):  
Learning Outcomes ◽  
Content Type ◽  
Integrated Framework ◽  
Graduate Attributes ◽  
Student Progression ◽  
Tangible Benefit ◽  
Change Framework ◽  
The University ◽  
Personal Literacy ◽  
Practical Implications

Purpose The purpose of this paper is to introduce an evidence-based, transferable framework of graduate attributes and associated university toolkit to support the writing of level-appropriate learning outcomes that enable the university to achieve its mission to Transform Lives + Inspire Change. Design/methodology/approach An iterative process of co-design and co-development was employed to produce both the framework and the associated learning outcomes toolkit. Findings There is tangible benefit in adopting an integrated framework that enables students to develop personal literacy and graduate identity. The toolkit enables staff to write assessable learning outcomes that support student progression and enable achievement of the framework objective. Research limitations/implications While the framework has been in use for two years, institutional use of the toolkit is still in its early stages. Phase 2 of the project will explore how effectively the toolkit achieves the framework objective. Practical implications The introduction of a consistent, integrated framework enables students to develop and actively increase personal literacy through the deliberate construction of their unique graduate identity. Social implications Embedding the institutional Changemaker attributes alongside the agreed employability skills enables students to develop and articulate specifically what it means to be a “Northampton graduate”. Originality/value The uniqueness of this project is the student-centred framework and the combination of curricular, extra- and co-curricular initiatives that provide a consistent language around employability across disciplines. This is achieved through use of the learning outcomes toolkit to scaffold student progression.

scholarly journals Learning (About) Outcomes: How the Focus on Assessment Can Help Overall Course Design

2011 ◽  
Vol 41 (2) ◽  
pp. 44-61
Author(s):  
Richard S. Ascough
Keyword(s):  
Learning Outcomes ◽  
Teaching Effectiveness ◽  
Course Design ◽  
Program Assessment ◽  
University System ◽  
Post Secondary ◽  
Case Writing ◽  
Course Outcomes ◽  
Key Aspects ◽  
The University

The demand for quantitative assessment by external agencies and internal administrators can leave post-secondary instructors confused about the nature and purpose of “learning outcomes” and fearful that the demand is simply part of the increasing corporatization of the university system. This need not be the case. Writing learning outcomes has a number of benefits for course design that go beyond program assessment. This article clarifies some key aspects of the push towards using “learning outcomes,” and introduces a tripartite nomenclature for distinguishing between course “outcomes,” “outputs,” and “objectives.” It then outlines a process for instructors to use these three categories to develop and design courses that meet institutional assessment demands while also improving overall teaching effectiveness.  

scholarly journals UPDATE ON THE UNIVERSITY OF TORONTO GRADUATE ATTRIBUTE PROCESS

1969 ◽  
Author(s):  
Susan McCahan ◽  
Lisa Romkey
Keyword(s):  
Learning Outcomes ◽  
Development Process ◽  
Applied Science ◽  
Main Group ◽  
Science And Engineering ◽  
Graduate Attributes ◽  
University Of Toronto ◽  
The Past ◽  
Starting Point ◽  
The University

The Faculty of Applied Science and Engineering at the University of Toronto has been working through the development of a continuous curriculum improvement process for the past two years. The main group working on this is the Graduate Attributes Committee (GAC) which is made up of faculty representatives from each department. In this paper and presentation we will describe the process we have developed. In addition, we will show examples of the materials that the GAC has produced. Of particular interest are the extensive rubrics that have been developed that can be used as a starting point for professors tasked with assessing the learning outcomes identified for the Graduate Attributes. Faculty have begun to customize these generic rubrics for particular assignments, and examples will be shown of this work. The development process has resulted in reflection and discussion on our curriculum. The development process has also led to reflection on the difficulties involved in assessing the Graduate Attributes and compiling the data we collect. These issues will be explored briefly in the paper.

scholarly journals DEVELOPING CURRICULUM OF THE DEPARTMENT OF ISLAMIC RELIGIOUS EDUCATION IAIN LHOKSEUMAWE ACEH

2019 ◽  
Vol 2 (1) ◽  
pp. 146-166
Author(s):  
Aida Hayani
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes ◽  
Religious Education ◽  
Professional Competence ◽  
Field Studies ◽  
National Standards ◽  
History Of ◽  
Strategic Issue ◽  
The Government ◽  
The University

Abstract: The curriculum is the most important component for developing the quality of Islamic Religious Education (IRE) in universities. The curriculum is a unique characteristic of a college compared to other universities. Nonetheless, the Government has provided guidelines for how the university curriculum is developed. This study aims to describe the development of IRE curriculum in IAIN Lhokseumawe Aceh. The research findings are as follows: first, the emphasis on curriculum development (a) clarity profile of graduates with a description of its operation. (b) The learning outcomes as an indicator graduate profile that refers to Indonesian Qualifications Framework (IQF) and National Standards for Higher Education (NSHE). (c) Field studies as a strategic issue which combined with the development of the course learning outcomes, (d) curriculum development in Department of Islamic Religious Education (IRE) also stressed on the aspect of IRE consisting of Al-Qur’an-Hadith, Aqidah Akhlak, Fiqh, and History of Islamic Culture to improve the professional competence of future teachers.

scholarly journals REALIZING CEAB GRADUATE ATTRIBUTES USING THE CASE METHOD

2012 ◽  
Author(s):  
David Effa ◽  
Steve Lambert ◽  
Oscar Nespoli
Keyword(s):  
Engineering Design ◽  
Learning Outcomes ◽  
Case Studies ◽  
Work Experience ◽  
Primary Objective ◽  
Engineering Problem ◽  
Engineering Practice ◽  
Graduate Attributes ◽  
New Perspective ◽  
Undergraduate Programs

The University of Waterloo (UW) offers seven fully accredited and internationally competitive engineering undergraduate programs. It has the largest undergraduate co-operative education program in the world, and the largest Engineering program in Canada. All UW engineering departments are refining and evaluating their undergraduate curricula in order to address the new Canadian Engineering Accreditation Board (CEAB) requirements, with its focus on learning outcomes and graduate attributes. This new perspective provides an opportunity for alternative pedagogical approaches for developing and assessing graduate attributes. Over the past several years, the Waterloo Cases in Design Engineering (WCDE) group at UW has been developing and promoting the use of engineering design cases throughout the curriculum. These cases are developed primarily from our own students’ work term experience. Cases provide an effective pedagogical method to integrate students’ technical knowledge as well as develop appropriate engineering skills. Engineering cases help students understand and better appreciate the complexity of engineering practice, and gain valuable experience in engineering problem solving and working in teams. They naturally complement the real-world work experience they get on their co-op terms. The primary objective of this paper is to present the use of case studies to promote active learning and assessment of engineering design with a focus on the CEAB graduate attributes. Some case studies have been developed to focus on specific CEAB attributes. An example case study will be presented, its implementation discussed, and the effectiveness of achieving the targeted learning outcomes will be discussed.

Learning outcomes and curriculum development in psychology in Australia

2008 ◽  
Author(s):  
P. Wilson ◽  
D. Bath ◽  
G. Hannan ◽  
F. Martin ◽  
G. Farrell ◽  
...  
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes
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