1. Practical Approaches to the Development of Programme Outcomes Dr Jacqueline Potter, Centre for Academic Practice and Student Learning (CAPSL)

2. starting points Practical Approaches to Programme Outcomes 1. context & purposes 3. writing for an audience 2. choosing/using reference points 4. aims vs. outcomes 5. anatomy 6. curriculum mapping 7. process 8. questions?

3. 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

4. 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

5. 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

6. Audiences for programme outcomes Students Course team members Other academic colleagues, including external examiners and reviewers Professional bodies and other external agencies

7. 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

8. 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……..

9. 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 and treatment 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

10. 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)

11. 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……..

12. process Collaborative About consensuscommon denominators not lowest Emotionally chargedthere will be differing viewpoints Iterativeit will not be done and finished And the Process Metaphor? It’s not a straight-jacketit’s an invitation to a party

13. 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/

14. 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.

15. Any Questions?