Practical Approaches to the Development of Programme

Outcomes

Dr Jacqueline Potter,

Centre for Academic Practice and Student Learning (CAPSL)

starting points

Practical Approaches to

Programme Outcomes

1. context & purposes

3. writing for an audience

2. choosing/usingreference points

4. aims vs. outcomes

5. anatomy

6. curriculum mapping

7. process

8. questions?

Ireland

Europe

School Strategic Plan

Institutional Level Descriptors

Dublin Descriptors

National Qualifications Framework

Professional Body requirements

research and scholarship of the contributing

teaching staff & other resources

Programme Outcomes

Institutional Plans and Policies

Other national experiences, e.g.

UK subject benchmarks

Module Outcomes

Programme Outcomes

Module Outcomes

research and scholarship of the contributing

teaching staff & other resources

Programme Outcomes

Module Outcomes

Research-led teaching

School Strategic Plan

Professional Body requirements

research and scholarship of the contributing

teaching staff & other resources

School Strategic Plan

Professional Body requirements

Research-led teaching

research and scholarship of the contributing

teaching staff & other resources

School Strategic Plan

Professional Body requirements

Institutional Plans and Policies

Research-led teaching

research and scholarship of the contributing

teaching staff & other resources

School Strategic Plan

Professional Body requirements Other national

experiences, e.g. UK subject benchmarks

Institutional Plans and Policies

Research-led teaching

research and scholarship of the contributing

teaching staff & other resources

School Strategic Plan

Professional Body requirements

Tuning project subject outcomes

Other national experiences, e.g.

UK subject benchmarks

Institutional Plans and Policies

Research-led teaching

research and scholarship of the contributing

teaching staff & other resources

School Strategic Plan

Professional Body requirements

School Strategic Plan

Institutional Level Descriptors

Dublin Descriptors

National Qualifications Framework

Professional Body requirements

research and scholarship of the contributing

teaching staff & other resources

Programme Outcomes

Institutional Plans and Policies

Tuning project subject outcomes

Other national experiences, e.g.

UK subject benchmarks

Module Outcomes

Programme Outcomes

Module Outcomes

research and scholarship of the contributing

teaching staff & other resources

Programme Outcomes

Module Outcomes

Research-led teaching

School Strategic Plan

Institutional Level Descriptors

Dublin Descriptors

National Qualifications Framework

Professional Body requirements

research and scholarship of the contributing

teaching staff & other resources

Programme Outcomes

Institutional Plans and Policies

Tuning project subject outcomes

Other national experiences, e.g.

UK subject benchmarks

Module Outcomes

Programme Outcomes

Module Outcomes

research and scholarship of the contributing

teaching staff & other resources

Programme Outcomes

Module Outcomes

Research-led teaching

Audiences for programme outcomes

• Students

• Course team members

• Other academic colleagues, including external examiners and reviewers

• Professional bodies and other external agencies

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

Prompt Questions for Programme Aims and Programme Outcomes

starting points

aims vs. outcomes

One possible starting point where aims and the rationale are present for an existing programme of study within existing programme

documentation……..

On completion of this programme it is expected that students will:/…

….be able to: ….demonstrate:

anatomy

…derive and apply solutions from knowledge of sciences,

engineering sciences, technology and mathematics

…be aware of the nature andtreatment of medical emergencies,

and the general hazards and risks of …surgery

Not directly tested or testable BUT can be mapped to the outcomes of modules

…a general knowledge of the history of …in Western Europe

Provide a generalised overview of the programme

curriculum in terms of generic competences

within a subject specific context

Competences

Subject Specific - Generic

•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

anatomy

“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)

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……..

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

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/

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.

Any Questions?