FACULTY OF HEALTH Course Learning Outcomes Workshop Slides adaptable for use by Course Co-ordinators last updated_

What are CLOs? –Upon completion of their program of study, healthcare graduates at professional entry-level* will be able to: ……. –What a graduate should look like –Anchor to prevent curriculum drift, a consistent course message for academics and students –Essential for Curriculum design, Mapping & Evidencing curriculum for accreditation (AQF, professional bodies) 2 Task 1 (5 mins) For discussion in groups: 1.Recent = have CLOs been renewed in the last 2 years. 2.Are all staff aware of the CLOs? 3.Are they stored centrally? Where? 4.Are changes in unit ILOs cognisant of CLOs and other units in the course/major ? What is the process? FACULTY OF HEALTH

Developing CLOs Process –Engagement of Staff = Ownership by staff =Use by staff –Write them once and write them clever –Six Hats Template –UTAS Curriculum Principles Statement –UTAS Qualities Statement –Professional Standards (& Industry voice) –AQF: do the CLO’s match AQF level? –Descriptors (Verbs- Blooms Taxonomy) –Mapping: Curriculum Design Workbench (CDW) 3 Task 2. Refer to the Six Hats Template, professional standards, AQF standards and other documents relevant to your team’s course. 1. Are there any themes missing? 2. Review template and insert in “other”. 3. Now discuss the themes in your groups. FACULTY OF HEALTH

Curriculum Principles Statement –UTAS has adopted a Curriculum Principles Statement –Demonstrate how the UTAS Curriculum Principles are applied through your course. Curriculum-Principles1.pdf Curriculum-Principles1.pdf 4 FACULTY OF HEALTH

UTAS Graduate Attributes TRANSITION UTAS Graduate Qualities Statement INSERT FACULTY NAME IN FOOTER 5 Graduate Qualities Statement approved Dec ssets/pdf_file/0009/636921/Gra duate-Quality-Statement- Policy.pdf ssets/pdf_file/0009/636921/Gra duate-Quality-Statement- Policy.pdf

The Six Thinking Hats (adapted) The White Hat –What do you think a graduate should look like. The Red Hat –What do students want to achieve. The Black Hat –What does industry/the profession want from graduates. The Yellow Hat –What do regulatory bodies want your program to achieve. The Green Hat –Who are you marketing the program at. The Blue Hat –What does your institution want a graduate to look like? DE BONO’S THINKING HATS- ADAPTED BY ROMY LAWSON (UNI WOOLONGONG) 6

Developing CLOs Considerations when constructing CLOsSupporting documents What do you think a graduate should look like? What do students want to achieve? What does industry/the profession want from graduates?  Professional Standards  Threshold Learning Outcomes  Accreditation Standards  International standards What do regulatory bodies want your program to achieve?  Professional Standards  Threshold Learning Outcomes  Accreditation Standards  International standards Who are you marketing the program at? What does your institution want a graduate to look like?  UTAS Graduate Attributes /Curriculum Principles statement 7 Task 3. Consider the Six Hats Template. Discuss in groups and complete the blank sections. FACULTY OF HEALTH

Development of CLOs Task 4 1.Write Course Learning Outcomes for each Theme –Refer to example CLOs and Blooms verbs 2.Critique and refine your CLOs –Review the CLO. Is it written at the appropriate AQF level for the course? 8 FACULTY OF HEALTH

06. Development of CLOs (refinement) [Facilitator displays CLOs on screen (type in here) or write on board] 9 FACULTY OF HEALTH

07. Finalisation of CLOs Task 5 Involving everyone in the workshop consider each of the questions for the CLOs. 1.How many CLOs are there? (optimal no more than 5) 2.Are any CLOs repetitive or overlapping? 3.Is there any gaps with regard to the themes initially identified? 4.Are your graduates (should your graduates) be capable of these at the conclusion of the course? 5.Do your individual unit ILOs fit under the umbrella provided by your new CLOs? 6.Do they match with the UTAS graduate qualities statement? 7.Do they address the Curriculum principles document. 10 FACULTY OF HEALTH

Stakeholder Involvement & Scholarship Opportunity [Stakeholder Voice- Course-coordinator needs to consider if it is more appropriate to have student reps, industry reps present for the CLOs workshop or disseminate CLOs for consultation following the workshop]. [SOTL opportunity- if it is practical to fit this into the development of CLO schedule the course coordinator may encourage the teaching team (highlighting TPE and RPE requirements) to consider a Delphi method. If its is not practical coordinator to delete this slide.] –You can develop CLOs and get a publication at the same time? Delphi method for writing CLOs –Minimum risk Ethics application (Generic/adaptable form) and relevant publications available on MyLO site: L&T in the Faculty of Health. AQF Module. * Contact QELT if you require further information and assistance. FACULTY OF HEALTH 11

08. Where to from Here? Need to ensure new CLOs are now embedded in the curriculum? –Use Curriculum Design Workbench (CDW) to Review/Design curriculum –[facilitator or coordinator workshop materials available on MyLO site: L&T in the Faculty of Health. CDW Module] –Requires teaching team discussion of CLOs at Course level to complete rubrics, assessment task, learning activities in the CDW tool. (don’t worry the tool makes it easier to design your curriculum). Proposed Workshop date: [entered by coordinator or facilitator] 12 FACULTY OF HEALTH

Task and Finish Template FACULTY OF HEALTH 13