Graduate Degree Level Expectations
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Graduate Degree Level Expectations GDLEs and Learning Outcomes. Erika Kustra , PhD 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?

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Graduate Degree Level Expectations GDLEs and Learning Outcomes

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Graduate degree level expectations gdles and learning outcomes

Graduate Degree Level Expectations

GDLEs and

Learning Outcomes

Erika Kustra, PhD

Director, Teaching and Learning Development

Centre for Teaching and LearningUniversity of Windsor

1


Agenda

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

How do Learning Outcomes Connect to learning?


Why have learning outcomes

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


Graduate degree level expectations gdles and learning outcomes

Constructive Alignment

Joined-Up Practice

Coherent University Curricula

Provincial Level

Degree Level Attributes / Accreditation

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

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


Examples

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 project-related techniques


Examples1

Examples

Masters Social Work:

  • formulate research questions, undertake research, and evaluate research outputs within the discipline, but also within an interdisciplinary context.  

    PhD Social Work:

  • competently conduct independent research using at least one research paradigm (mixed, qualitative, or quantitative).


Process tool

Process Tool


Future

Future

Curriculum Mapping

  • Demonstrate Alignment: Learning Outcomes, Assessments and Methods

  • Demonstrate learning outcomes have been met

  • International trends: UK, Australia, Bologna


Thank you

Thank you

Erika Kustra

[email protected]


Questions

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?


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