Graduate Degree Level Expectations GDLEs and Learning Outcomes

Graduate Degree Level Expectations GDLEs and Learning Outcomes Erika Kustra, Ph. D Director, Teaching and Learning Development Centre for Teaching and Learning University of Windsor 1

Agenda • • • Place of learning outcomes and GDLEs Why have learning outcomes? Why have GDLEs? Examples Process Tools 2

How do Learning Outcomes Connect to learning? Learning Outcomes Assessment 2010 Methods 3

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 4

Constructive Alignment Joined-Up Practice Provincial Level Degree Level Attributes / Accreditation Coherent University Curricula 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)

Why have the 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 6

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 projectrelated techniques 7

Examples Masters Social Work: • formulate research questions, undertake research, and evaluate research outputs within the discipline, but also within an interdisciplinary context. Ph. D Social Work: • competently conduct independent research using at least one research paradigm (mixed, qualitative, or quantitative). 8

Process Tool Learning Outcomes Teaching/Learning Methods Assessment What will students do? Tasks What will the instructor do? Criteria Cognitive/ Knowledge Performative/ Skills Affective/ Attitudes 2010 9

Future Curriculum Mapping • Demonstrate Alignment: Learning Outcomes, Assessments and Methods • Demonstrate learning outcomes have been met • International trends: UK, Australia, Bologna 10

Thank you Erika Kustra kustraed@uwindsor. ca 11

Questions • What really matters in graduate education? • Is anything missing from the GDLEs? • What issues have you faced in designing learning outcomes for the graduate level? • What concerns do you have about GDLEs? • Do the UDLEs prepare students for graduate school? • How can you assess whether relevant outcomes are met? 12