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Practical Approaches to the Development of Programme Outcomes

Practical Approaches to the Development of Programme Outcomes. Dr Jacqueline Potter, Centre for Academic Practice and Student Learning (CAPSL). Practical Approaches to Programme Outcomes. 5. anatomy. 1. context & purposes. 7. process. 2. choosing/using reference points.

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Practical Approaches to the Development of Programme Outcomes

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  1. Practical Approaches to the Development of Programme Outcomes Dr Jacqueline Potter, Centre for Academic Practice and Student Learning (CAPSL)

  2. Practical Approaches to Programme Outcomes 5. anatomy 1. context & purposes 7. process 2. choosing/using reference points 3. writing for an audience 8. questions? starting points 6. curriculum mapping 4. aims vs. outcomes

  3. Europe Dublin Descriptors Tuning project subject outcomes Professional Body requirements Professional Body requirements Professional Body requirements Professional Body requirements Professional Body requirements Professional Body requirements Professional Body requirements Ireland National Qualifications Framework Other national experiences, e.g. UK subject benchmarks Other national experiences, e.g. UK subject benchmarks Other national experiences, e.g. UK subject benchmarks Institutional Level Descriptors School Strategic Plan School Strategic Plan School Strategic Plan School Strategic Plan School Strategic Plan School Strategic Plan School Strategic Plan Institutional Plans and Policies Institutional Plans and Policies Institutional Plans and Policies Institutional Plans and Policies Programme Outcomes Programme Outcomes Programme Outcomes research and scholarship of the contributing teaching staff & other resources research and scholarship of the contributing teaching staff & other resources research and scholarship of the contributing teaching staff & other resources research and scholarship of the contributing teaching staff & other resources research and scholarship of the contributing teaching staff & other resources research and scholarship of the contributing teaching staff & other resources research and scholarship of the contributing teaching staff & other resources Research-led teaching Research-led teaching Research-led teaching Research-led teaching Research-led teaching Module Outcomes Module Outcomes Module Outcomes

  4. Dublin Descriptors Tuning project subject outcomes Professional Body requirements National Qualifications Framework Other national experiences, e.g. UK subject benchmarks Institutional Level Descriptors School Strategic Plan Institutional Plans and Policies Programme Outcomes Programme Outcomes Programme Outcomes research and scholarship of the contributing teaching staff & other resources research and scholarship of the contributing teaching staff & other resources Research-led teaching Module Outcomes Module Outcomes Module Outcomes

  5. Dublin Descriptors Tuning project subject outcomes Professional Body requirements National Qualifications Framework Other national experiences, e.g. UK subject benchmarks Institutional Level Descriptors School Strategic Plan Institutional Plans and Policies Programme Outcomes Programme Outcomes Programme Outcomes research and scholarship of the contributing teaching staff & other resources research and scholarship of the contributing teaching staff & other resources Research-led teaching Module Outcomes Module Outcomes Module Outcomes

  6. Audiences for programme outcomes • Students • Course team members • Other academic colleagues, including external examiners and reviewers • Professional bodies and other external agencies

  7. Features of Programme Outcomes • Written for a broad audience • Written in context to reference points • Describe the likely achievements of a typical student • Provide a generalised overview of the programme curriculum in terms of generic competences within a subject specific context • Not directly tested or testable BUT can be mapped to the outcomes of modules

  8. aims vs. outcomes Prompt Questions for Programme Aims and Programme Outcomes starting points One possible starting point where aims and the rationale are present for an existing programme of study within existing programme documentation……..

  9. On completion of this programme it is expected that students will:/… ….be able to:….demonstrate: anatomy …be aware of the nature and treatment of medical emergencies, and the general hazards and risks of …surgery Provide a generalised overview of the programme curriculum in terms of generic competences within a subject specific context …derive and apply solutions from knowledge of sciences, engineering sciences, technology and mathematics • Not directly tested or • testable BUT can be mapped • to the outcomes of modules …a general knowledge of the history of …in Western Europe

  10. Competences Subject Specific - Generic anatomy • linked through the use of the common learning outcomes language • drafted using active, non-ambiguous verbs • verbs refer to the representation of learning, not the process “Through discussion, creation of reciprocal knowledge and mapping the ways the subject area is learned and taught in the various countries, insight was gained and consensus built on what constitutes the vital core of each subject area.” Tuning Project (2007)

  11. starting points curriculum mapping Curriculum Mapping One possible starting point where outcomes for constituent modules or courses are present for an existing programme of study within existing programme documentation……..

  12. process Collaborative About consensus common denominators not lowest Emotionally charged there will be differing viewpoints Iterative it will not be done and finished And the Process Metaphor? It’s not a straight-jacket it’s an invitation to a party

  13. BIGWIG(Beyond the Information Given - Within the Information Given) Developing Degree Level Expectations, Ontario (COUs) -six guidelines- Depth and Breadth of Knowledge Knowledge of Methodologies Application of Knowledge Communication Skills Awareness of Limits of Knowledge Autonomy and Professional Capacity If you visit one site outside Europe and Bologna, go to- http://degree-expectations.apps01.yorku.ca/wordpress/developing-degree-level-expectations-for-your-unit-ocav-guidelines/32/

  14. CAPSL Support Central workshops during Hilary and Trinity term on: developing programme outcomes; writing module outcomes; curriculum design and assessment. Requests for workshops or facilitated discussions on these topics to best support local curriculum initiatives, are welcome from course directors, discipline heads and Schools. Please contact us at capsl@tcd.ie or visit our website for further details.

  15. Any Questions?

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