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

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

  3. How do Learning Outcomes Connect to learning?

  4. 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

  5. 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)

  6. 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

  7. 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

  8. 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).

  9. Process Tool

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

  11. Thank you Erika Kustra kustraed@uwindsor.ca

  12. 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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