Fostering Continuous Improvement of Curriculum - Learning Outcomes

1. Fostering Continuous Improvement of Curriculum - Learning Outcomes Peter Wolf Director, Centre for Open Learning Educational Support University of Guelph

2. Geography Majors • Geography (BA Honours) • Environmental Governance (BA Honours) • Environmental Geoscience and Geomatics (BSc Honours) • Environment and Resource Management (BSc [Env.] Honours) • Earth Surface Science (BSc Honours program)  • Environmental Geography (BSc [Env.] Honours program) 

3. Geography Program Assessment • Mapping structure and intentions • focus groups with entering students • focus groups with graduating students • alumni survey • past reviews • programs of high regard elsewhere • faculty perspectives • retreat

4. Geography Learning Outcomes 1.  Analyze the earth as an integrated human-environment system by examining dynamic flows, interactions and exchanges at different spatial and temporal scales. 2.  Reflect critically upon the scope and evolution of the diverse discipline of geography. 3.  Recognize, synthesize and evaluate diverse sources of knowledge, arguments and approaches pertinent to exploring human-environment problems. 4.  Collect and analyze geographical data and interpret its significance within the context of human-environment relations. 5.  Communicate geographical concepts and data effectively using oral, written and visual forms. 6.  Collaborate effectively as a team leader and member to pursue innovative solutions to human-environment problems. 7.  Work independently to prioritize tasks and manage time effectively while maintaining academic and professional integrity. 8.  Identify and address geographical questions using creativity and critical thought in diverse settings (e.g. classroom, lab, field, community). 9.  Investigate complex real world challenges using appropriate concepts, methods, and tools from one or more geographical sub-disciplines. 10.  Appreciate and reflect critically on the importance of holistic, integrative human-environment perspectives. 11.  Explain societal relevance of geographical knowledge and apply it to real world human-environment issues. 12.  Value respectful, responsible, and just community engagement and demonstrate active citizenship when addressing human-environment issues.

5. Geography Program Assessment Priority Findings • Students reported being confused on what geography is; didn’t know other geography students • No field trips – key signature pedagogy

6. Geography

7. Plant Agriculture • Priority Issue: • Outcome – communication skills (writing)

8. Plant Ag - Assessment Plan Curriculum Mapping - Writing Taught/Assessed - 2 Taught/Not assessed - 2 Not Taught/Assessed - 4 Not Taught/Not Assessed - 22 Faculty Focus Group Student Focus Group

9. Plant Ag - Impact Actions: • Common rubric that can be used for providing feedback on writing in all 3/4th year courses • Workshops for faculty on how to incorporate and assess writing in-course • Common resource for students on disciplinary writing

10. Content-driven Curriculum Areas of Specialization / Foundational Content Programme Structure Course A Content Course B Content Course C Content Course D Content

11. Outcomes-driven Curriculum University Learning Objectives ProgrammeOutcomes Educational Experiences Areas of Specialization / Foundational Content Programme Structure Course A Objectives Course B Objectives Course C Objectives Course D Objectives

12. Key Questions • What are the programme outcomes that we want to foster in our students? • Where in the curriculum are students encouraged to develop the programme outcomes? • How do we know whether our programmes are successful?

13. Curriculum Continuous Improvement

14. Recommended Practices • Data-informed • Faculty-driven • Student-engaged • Stakeholder-informed • Culture- & context-specific • Rigorous & authentic • Continuous improvement of sustainable practices • Resourced & recognized

16. Learning Outcomes – Why Now? • Globalization • Technology • Accountability & funding changes • Learning-centredness

17. Embedding Outcomes OCAV DLE University Outcome Degree Outcome Course Outcome

18. Programme Assessment Content Effective? Efficient? Appropriate? Effective? Efficient? Appropriate? Programme Outcomes Assessment Learning methods Effective? Efficient? Appropriate?

19. Programme Assessment • Student work – Tests, assignments, etc. • 360° consultations • Curriculum mapping • External reviews, accreditations, etc. • Benchmarks, research, literature, etc. • Studentreflection – (e)Portfolios, journals, etc. • Analytics

20. Intentions Map • Course-by-course info: • Outcomes • Assessment • Learning methods • Survey Questions : • Which instructional methods do you use in this course? • Which assessment approaches do students engage in for this course? • For each listed Knowledge, Skill and Value, please indicate which, if any, you intentionally foster in this course? At what level of sophistication? • For those indicated, please specify how /whether each KSV is taught and/or assessed in this course? • How are the total marks available to students distributed over the course of the semester? • Comments?

21. Outcome Focus Not Taught; Assessed Civic engagement & advocacy Taught & Assessed: 4 courses Taught; Not Assessed: 1 course Not Taught; Not Assessed: 25 courses Taught; Not Assessed Not Taught; Not Assessed Taught & Assessed

22. Outcome Focus Application of theory in the world Not Taught; Assessed Taught & Assessed: 25 courses Not Taught; Assessed: 1 course Not Taught; Not Assessed: 4 courses Taught; Not Assessed Not Taught; Not Assessed Taught & Assessed

23. Research Methods Test/Quiz/Exams – 14 Projects/Assignments – 13 Presentations – 5 Participation - 1

24. Grades Allocated by Week

25. Semester Maps