1. Integrating program-level learning outcomes and institutional teaching development plans: The scholarship of curriculum and pedagogical practice in higher education National University of Singapore, February 20, 2009 Dr. Harry Hubball, Department of Curriculum & Pedagogy University of British Columbia Canada

2. Outline *Context for Learning-centred Program Reform & Staff Development: Global and Local Factors * Developing Learning-centred Curricula & Teaching Development Initiatives:Theory-Practice Integration *Critical Challenges and Curriculum/Faculty Support Initiatives The Scholarship of Curriculum & Pedagogy Practice

3. CONTEXT FOR CURRICULUM RE-DESIGN: Multiple Factors Influencing Change Global, National, Regional Initiatives (E.g. NSSE) Social and Economic Challenges Significant Curricular & Pedagogical Shifts Prior Learning Assessment (PLA), Learning Outcomes, Interdisciplinarity, Internationalisation, Learning Technologies “Triggering Opportunities”: External and Internal Accreditation, Retirements, Faculty/Student Satisfaction levels, Collaboration with Outside Units (e.g., Professional/Industrial) (Barab & Duffy, 2000; Bresciani, 2006; Gold, 1997; Kupperschmidt & Burns, 1997; Hubball & Burt, 2004; Schneider & Schoenberg, 1999).

4. Institutional Contexts Faculty/Curricular Contexts Course Design Contexts Teaching & Learning Contexts Broader / Provincial Contexts Hierarchical Model of Learning Outcomes and Undergraduate Degree Level Expectations: 2-Way Macro-Meso-Micro Impacts Implications for Research, Development & Implementation

5. Program Objectives - Quality of demonstrable learning outcomes ‘Clout’ / Profile of a program Number of Graduates Completed program Quality of Graduates - academic/employment/commitment to action outcomes * Program’s ability to attract high quality students Satisfaction levels of various stakeholders Cost-benefit analysis Pre-Post change measures Curriculum Leadership Range and quality of program learning experiences OTHERS? Program Evaluation: Multiple Ways of Judging the Effectiveness of an Undergraduate Program (Green & Kreuter, 1999; Hubball & Gold, 2007; Priest, 2001; * Scott & Yates, 2007)

6. Table 2. Implementation Analysis: SoCP Table 2. Implementation Analysis: SoCP ______________________________________________ Q. 1What are critical factors when institutions/Faculties/Academic Units develop program-level learning outcomes? Q. 2To what extent are learning outcomes reflected in program learning experiences? Q. 3When and how do students demonstrate learning outcomes in this context? Q. 4What are the overall reflections for implementation and alternative applications of learning outcomes to other academic activities in this context?

7. EXAMPLES OF INSTITUTIONAL AND PROGRAM- LEVEL LEARNING OUTCOMES In the context of …..the ability to demonstrate (KAS): * the acquisition, application and integration of knowledge * research skills, including the ability to define problems and access, retrieve and evaluate information * critical thinking and problem-solving * proficient literacy and numeracy skills * responsible use of ethical principles * effective leadership, communication and interpersonal skills (Barab & Duffy, 2000; Bresciani, 2006; Gold, 1997; Kupperschmidt & Burns, 1997; Hubball & Gold, 2007; Schneider & Schoenberg, 1999).

8. ASSESSING INNOVATIVE LEARNING & STUDENTS’ ACHIEVEMENT (E.G.,) * Classroom and distributed learning experiences, Individual, small and large group collaborative learning * Student Presentations / Interviews / Poster Displays * Course and Community-based Surveys/Projects/Reports, Case Study Development/Analyses, Case-based learning * Student/Graduation [E-] Portfolios / Reflective Assignments * Mini-Quizzes / Essays / Exams. Research and capstone projects, Field experiences, Experiential learning experiences, guest speaker panels, internationalization experiences etc) * Multiple assessment methods - Self, Peer, Group, Instructor, External Review * OTHERS? …. (Angelo & Cross, 1995; Shavelson, 2003)

9. Awareness Stage Initiative Stage Mobilisation Stage Action Plan Stage Practice Stage Pre-Awareness Stage (PAIMAP) Stages of Curricular Reform Hubball & Burt, 2004

10. SUPPORTING CURRICULAR & TEACHING CONTRIBUTIONS IN ORDER TO REALISE INSTITUTIONAL GOALS INSTITUTIONAL AND FACULTY LEVELS Tenure and Promotion Process Curriculum Leadership Awards Innovative Course Design Awards Scholarship of University Teaching and Teaching Excellence Awards Faculty Certificate Program: The Scholarship of Faculty Certificate Program: The Scholarship of Teaching, Learning & Curriculum Practice (SoTL/SoCP) Teaching, Learning & Curriculum Practice (SoTL/SoCP) Curriculum Development and Pedagogy Support Service

11. Context of SoTL Leadership: UBC Faculty Certificate Program on Teaching and Learning in Higher Education Context of SoTL Leadership: UBC Faculty Certificate Program on Teaching and Learning in Higher Education Began in 1998 - Focus on SoTL (Curricula, Course Design and Pedagogy) 8-month Mixed-mode cohort program Tenure-track, tenured, teaching award winners, - 200 Grads (International, national, provincial & UBC faculty) University President awards Certificates (Hubball & Poole, 2004; Hubball, Pratt & Collins, 2005; Hubball & Burt, 2006; Hubball & Albon, 2007)

12. Outline *Context for Learning-centred Program Reform & Staff Development: Global and Local Factors * Developing Learning-centred Curricula & Teaching Development Initiatives:Theory-Practice Integration *Critical Challenges and Curriculum/Faculty Support Initiatives The Scholarship of Curriculum & Pedagogy Practice