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Centre for Teaching Excellence Support for Program Review

Centre for Teaching Excellence Support for Program Review. Veronica Brown Senior Instructional Developer Curriculum & Quality Enhancement veronica.brown@uwaterloo.ca ext. 31096. Outline. Four phases of curriculum development Approach to curriculum 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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