Intended OutcomesIntended Outcomes

At the end of this session, you should be able to :

Outline some useful examples to help map a course ILOs to a programme ILOs

Explain the importance of aligning ILOs from both the curriculum and co-curriculum to theboth the curriculum and co curriculum to the CityU Ideal Graduate Outcomes

OutlineOutline

A Brief Introduction

Examples from the Guest Speakers

Do we really need to map co-curricular activitiesDo we really need to map co curricular activities to the Ideal Graduate Outcomes?

What do employers of our graduates want?

OutcomesOutcomesCityUCityU Ideal Graduates as ProfessionalsIdeal Graduates as Professionals

Ta getKnowledge & abilities students MUST

Final O tcomes

CityUCityU Ideal Graduates as ProfessionalsIdeal Graduates as Professionals

Be able to apply skills & strategies Students have

Targetg

acquire during university education Final Outcomes

IdealSpecialist &

content-

Be able to deal with problems

gin learning an educational

experience capable of

Ideal

Graduates

content-based

knowledge

creativelyBe able to

communicate, interact and work

preparing them for the

world of workPLUS well with people

from diverse cultural

background

& providing an underpinning for

lifelong learningBe able to operate across discipline and professional

boundaries

lifelong learning

On graduation, On graduation, CityUCityU students will be able tostudents will be able to

REFLECTOn the ethical and

social responsibilities

RELATE

social responsibilities required of

professional citizens in a global society

Cultural awareness to collaborate

effectively in a broad range of

teamwork

APPLYMulti-disciplinary critical thinkingteamwork

situationscritical thinking skills to solve problems and

create new ideas

APPLYEffective

communication, language

GENERATEA positive and flexible approach to lifelong

learning andlanguage, numerical and IT skills to a variety of professional

settings

learning and employability

Academic Development pProposal 2009/12

Sharing of Experience & Sharing of Experience & Examples from ourExamples from ourExamples from our Examples from our

Guest SpeakersGuest Speakers

Sharing Experiences……………Sharing Experiences……………

PILOs & CILOs Mapping pp g--- an EE example

K S ChiangK S ChiangggDepartment of Electronic EngineeringDepartment of Electronic Engineering

Requirements from Other Constituents Attributes of Ideal Graduate

University strategic plan 2003-2008 1 Specialist and content based knowledge1. Specialist and content based knowledge2. Be able to apply skills and strategies in learning3 Be able to deal with problems creatively3. Be able to deal with problems creatively4. Be able to communicate, interact and work well with

people from diverse backgroundspeople from diverse backgrounds5. Be able to operate across discipline and professional

Accreditation of Engineering Degree Programmes: HKIE

1. An ability to apply knowledge of mathematics, science, and engineering appropriate to the degree discipline

2. An ability to design and conduct experiments, as well as to analyse and interpret data2. An ability to design and conduct experiments, as well as to analyse and interpret data3. An ability to design a system, component or process to meet desired needs within realistic

constraints, such as economic, environmental, social, political, ethical, health and safety, manufacturability and sustainability

4 An ability to function on multi disciplinary teams4. An ability to function on multi-disciplinary teams5. An ability to identify, formulate and solve engineering problems6. An ability to understand professional and ethical responsibility7. An ability to communicate effectively7. An ability to communicate effectively8. An ability to understand the impact of engineering solutions in a global and societal context,

especially the importance of health, safety and environmental considerations to both workers and the general public

9 An ability to stay abreast of contemporary issues9. An ability to stay abreast of contemporary issues10. An ability to recognize the need for, and to engage in life-long learning11. An ability to use the techniques, skills, and modern engineering tools necessary for engineering

practice appropriate to the degree discipline12. An ability to use the computer/IT tools relevant to the discipline along with an understanding of

their processes and limitations

Programme Intended Learning Outcomes

1. An ability to apply knowledge of mathematics, science and engineering.

BEng in Electronic and Communication Engineering (BEngECE)

2. An ability to design and conduct experiments as well as to analyze and interpret data.

3 An ability to design a system, component, or process that conforms to a3. An ability to design a system, component, or process that conforms to a given specification within realistic constraints.

4. An ability to function effectively and responsibly as a team member.

5 An ability to identify formulate and solve engineering problems5. An ability to identify, formulate and solve engineering problems.

6. Awareness of professional and ethical responsibilities.

7. An ability to communicate effectively.y y

8. Knowledge in contemporary issues and an awareness of the impact of engineering solutions in a broad, global and societal context.

9 Recognition of the need for life-long learning9. Recognition of the need for life long learning.

10. An ability to use necessary engineering tools.

Constructive Alignment of PILOs with Stakeholders

Constructive Alignment of BEngECE PILOs with Courses

Sharing Experiences……………Sharing Experiences……………

PILOs & CILOs Mapping pp g--- an EN example

Angel Angel GarraldaGarraldaggDepartment of EnglishDepartment of English

MODUS OPERANDI IN MAPPING ILOs

Ideal GraduateAttributesGeneralGeneral

&specific

CILOs

Feedback from

PILOs CILOs

Stakeholders

EmployersExternal advisors

Graduates

CILOs

GraduatesTeachers, etc.

Input from employers

CILOs

The BAEPC Program (overview)

General PILOs for BAEPC

Communicate in English with fluency, appropriateness and accuracy in a wide range of local and international contexts with people from a variety of cultures and through a variety of modes, and media in a wide range of g y , ggenres including those related to corporate communication, promotional communication and creative communication. Apply theories of Linguistics, Discourse Analysis, Professional and Corporate Discourse Language for Specific Purposes and Corporate andCorporate Discourse, Language for Specific Purposes, and Corporate and Organizational Communication to the critical analysis and evaluation of actual language and communication texts, practices and problems in organizations and other social contexts.E l t l d i ti ti i b i dEvaluate language and communication practices in businesses and organizations, formulate recommendations and design solutions, policies and programs to enhance those practices.Work effectively in collaborative teams in planning and executing businessWork effectively in collaborative teams in planning and executing business projects and composing texts and other communication products. Demonstrate creativity in problem solving and communication, knowledge and appreciation of literature and other creative texts, and familiarity with the cultures of English speaking countriesfamiliarity with the cultures of English speaking countries.Synthesize knowledge, understanding, skills and experience in ways that cultivate critical and reflective thinking and lifelong learning.

Detailed PILOs for BAEPC (example)

Knowledge and Understanding

Intellectual Skills Practical Skills Transferable Skills

A1 Describe the structures of B1 Analyze the use of English in C1 Use English with a high degree D1 Embark on their own programA1. Describe the structures of functions of the English language on the levels of phonology, semantics, grammar, discourse, genre, language variation and social

d h l d

B1. Analyze the use of English in authentic texts to understand the relationship among textual features, discourse practices and social practices, the effect of texts

d / i d h

C1. Use English with a high degree of creativity and communicative competence in a range of corporate, professional and cultural contexts using various

di d d

D1. Embark on their own program of lifelong learning, especially in terms of English language proficiency, and demonstrate continuous improvement in l i icontext and the role and

importance and application of English in the global business environment;

on readers/viewers, and the roles and functions of texts in groups, institutions and societies;

genres, media and modes; language, communication, relational and managerial skills;

A2. Explain the major theories in the fields of Applied Linguistics, English for Specific Purposes, Cultural Studies Management

B2. Apply professional communication theories to the analysis and evaluation of internal and external professional communication

C2. Operate effectively in global and local corporate and professional settings in the areas of language use, communication

D2. Demonstrate creativity in problem solving and communication and cultivate an appreciation of literature, culture and other creativeStudies, Management

Communication and Corporate and Organizational Communication and demonstrate how they relate

f i l

professional communication practices in companies and institutions (including the social and ethical implications of these practices), especially in

l b l/i l l

communication, administration and management;

culture and other creative sources and products;

to professional communication practices both locally and globally;

global/intercultural contexts, identify real or potential communication problems, and formulate possible solutions;

Mapping PILOs and CILOs (example)

CourseC d

Course Title Programme ILOsCode A1 A2 B1 B2 C1 C2 D1 D2 A3 B3 Etc.

ENxxxx Professional communication… √ √ √ √ √

ENxxx Intercultural Communication √ √ √ √ √ENxxx Intercultural Communication… √ √ √ √ √

ENxxx Introduction to English Literary and Cultural Studies √ √ √ √

Sharing Experiences……………Sharing Experiences……………

PILOs & CILOs Mapping pp g--- an IS example

Louis MaLouis MaDepartment of Information SystemsDepartment of Information Systems

Intended Learning Outcomes

Use appropriate Verbs to represent the Different Levels of LearningDifferent Levels of Learning

Biggs vs. BloomExamine the Alignment of a PILO/CILO MatrixIdentify Guidelines and Good Practices from the yUGC OBA/OBTL Symposium

Use of Key Verbs to Formulate ILOs

••TheorizeTheorize

Adapted from Biggs’s SOLO Taxonomy

••Compare/contrastCompare/contrastE l iE l i

••GenerateGenerate••HypothesizeHypothesize••ReflectReflect

••EnumerateEnumerate••DescribeDescribe••ListList

••Explain causesExplain causes••AnalyzeAnalyze••RelateRelate••ApplyApply

. . . .. . . .

••IdentifyIdentify••Do simple Do simple proceduresprocedures

••CombineCombine••Do algorithmsDo algorithms

pp ypp y

proceduresprocedures

Misses pointMisses point

Prestructural Unistructural Multistructural Relational Extended AbstractPrestructural Unistructural Multistructural Relational Extended Abstract

Misses pointMisses point

Quantitative PhaseQuantitative Phase Qualitative PhaseQualitative Phase

Bloom’s Taxonomy (Revised, 2001)

Revised taxonomy of the cognitive domain (Anderson & Krathwohl, 2001) Source: http://www.learningandteaching.info/learning/bloomtax.htm

Bloom: Knowledge and Understanding

(1) Knowledge / Remembering: Recalling i t t i f ti

(2) Comprehension / Understanding: Explaining i t t i f tiimportant information

define repeat

important information translate restate p

record list recall

discuss describe recognizerecall

name relate

recognize explain express

underline identify locate reportreport review tell

Source: http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Bloom: Intellectual Skills

(3) Application/Applying: Solving closed-ended problems

interpret

(4) Analysis/Analysing: Solving open-ended problems

distinguish papply employ use demonstrate

ganalyse differentiate appraise calculatedemonstrate

dramatize practise illustrate operate

calculate experiment test compare contrastoperate

schedule sketch

contrast criticize diagram inspect d bdebate question relate solve examine categorize

S htt // j t d / ltt/i d h ?titl Bl %27 TSource: http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Bloom: Intellectual Skills

(5) Evaluating (2001): Making critical judgments based on a sound knowledge base

(6) Creating (2001): Creating ‘unique’ answers to problems

composesound knowledge base judge appraise evaluate

compose plan propose d ievaluate

rate compare

i

design formulate arrange

revise assess estimate

assemble collect construct create set up organizeorganize manage prepare

S htt // j t d / ltt/i d h ?titl Bl %27 TSource: http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Application of Bloom’s Taxonomy at IS

Show Matrix

Microsoft Office Excel Worksheet

What Next?

UGC OBA/OBTL Symposium, 18-6-2008

Foreign Speakers Academic Cultures of Evidence - Dr. Peter Ewell, UGC Consultant

VP N i l C f Hi h Ed i M SVP, National Center for Higher Education Management Systems

Accreditation of Engineering Programs - Dr. Skip FletcherPresident of ABET

Assessment Imperative - Dr. Ricky W. GriffinInterim Dean of Mays Business School, Texas A&M University

Outcomes and the Humanities - Prof. Ian SaundersOutcomes and the Humanities Prof. Ian SaundersHead, School of Social and Cultural Studies, University of Western Australia

Research and Good Practice - Dr. Thomas A. AngeloProf of Higher Education and Director Centre for Teaching Learning andProf of Higher Education and Director, Centre for Teaching, Learning, and Curriculum, La Trobe University

Panel DiscussionCoordinator - Prof. Ed Ko (UGC)Coordinator Prof. Ed Ko (UGC)External SpeakersLocal Moderators (CityU: Prof. Lilian Vrijmoed)

URL: http://outcomes.ugc.edu.hkp // g

ILOs of the CoILOs of the Co--Curriculum map to Curriculum map to ppCityU Ideal GraduatesCityU Ideal Graduates

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CoCo--Curricular ILOs MapCurricular ILOs MapAcademic SuccessAcademic Success CALIS/English ImmersionCALIS/English Immersion LanguageLanguage PALSIPALSI

Adopted from Peggy L. MakiJune 18, 2008 Plenary at ACPA

Academic Success Academic Success (A)(A)Personal Access Personal Access (D)(D)C S ( )C S ( )

CALIS/English Immersion CALIS/English Immersion SchemeScheme

LanguageLanguageClinicClinicTutorsTutors

PALSIPALSIParticipantsParticipants

Career Success (P)Career Success (P)

Outcome 1:

Apply effective i ti

•Identify their own language learning needs and design

language learning plans appropriate for authentic

•Analyse a text effectively & identify errors at different levels (A)

•Improve learning and communication skills enhancecommunication,

language, numerical & IT skills to a variety

appropriate for authentic language settings (A)

•Communicate effectively by

levels (A)

•Reflect on their tutoring skills &

skills, enhance personal responsibility & motivation in

( )s s to a a etyof professional settings

applying their language learning plans in the authentic language

settings (A)

tuto g s s &provide guidance to clients in their writing. (P)

learning. (A)

•Evaluate the results of their language learning plans and develop new ones for further

i t (A)

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improvement (A)

CoCo--Curricular Curricular Activities MapActivities MapIntroduce (I)Introduce (I) CALIS/EnglishCALIS/English LanguageLanguage PALSIPALSI

Adopted from Peggy L. MakiJune 18, 2008 Plenary at ACPA

Introduce (I)Introduce (I)Reinforce (R)Reinforce (R)Emphasize (E)Emphasize (E)

CALIS/English CALIS/English Immersion SchemeImmersion Scheme

LanguageLanguageClinicClinicTutorsTutors

PALSIPALSIParticipantsParticipants

Outcome 1:

Apply effective i ti

•Interact with the local community through

volunteer experience (R)

•Attend tutor training workshops (I)

O i l

•Attend Orientation/Training seminars (I)

communication, language, numerical & IT skills to a variety

•Attend classes focusing on cross-cultural

awareness & language ( )

•Organise language activities for students to participate (R)

•Meet wit PALSI Leaders weekly to forge study plan and s s to a a ety

of professional settings

skills (R)

•Live as a homestay with a local family (E)

•Participate in booster camp & set study/career goals (R)

o ge study p a a dreview class materials (E)

a local family (E) y g ( )

•Complete students & self evaluations (E)

•Prepare for meeting by studying beforehand & formulating questions

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formulating questions (R)

Constructive Alignment of BEngECE PILOs with Co-curricular Activities

Activities/PILOs 1 2 3 4 5 6 7 8 9 10

CALIS/LanguageImmersion Scheme

I, R & E

I & R

Language ClinicTutors

I & R R R I & R

PALSI Participants

I & R R R I & R

Mapping PILOs and CILOs& Co& Co--curricular Activitiescurricular Activities (example)

CourseCode

Course Title Programme ILOs

A1 A2 B1 B2 C1 C2 D1 D2 A3 B3 Etc.

ENxxxx Professional communication √ √ √ √ √ENxxxx Professional communication… √ √ √ √ √

ENxxx Intercultural Communication… √ √ √ √ √

ENxxx Introduction to English Literary and Cultural Studies √ √ √ √ENxxx Introduction to English Literary and Cultural Studies √ √ √ √

Activities /PILO

A1 A2 B1 B2 C1 C2 D1 D2/PILOs

CALIS/English I, R &E I, R &E R & EImmersionScheme

Language Clinic R R I & R RLanguage ClinicTutors

R R I & R R

PALSIParticipants

R R I & R R

CoCo--curriculum Cataloguecurriculum Catalogue

Category Alpha Code

Academic Success AProfessional Development PpStudent Exchange Programme

Eg

Personal Development D

Campus Involvement CCampus Involvement CPhysical Education H

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Sample of a CoSample of a Co--Curriculum CatalogueCurriculum CatalogueXSM E001 SCM Student Exchange Programme [ Link ]

XEDO P001 PALSI Leaders [ Link ]XEDO P001 PALSI Leaders [ Link ]

XIS P001 IS Student Mentoring Schemes-Mentors [Link]XIS P001 IS Student Mentoring Schemes Mentors [Link]

XCTL A001 PTH Salon [ Link ](Putonghua enhancement activities)

XEDO A003 LASSI Workshops [ Link ]

XEDO A002 LC Student Participation [ Link ]

What do employers of our What do employers of our graduates want?graduates want?

Attributes that employers are Attributes that employers are interested are:interested are:

Chinese Language ProficiencyChinese Language ProficiencyChinese Language ProficiencyChinese Language ProficiencyEnglishEnglish Language ProficiencyLanguage ProficiencyNumerical CompetencyNumerical Competencyp yp yInformation Technology LiteracyInformation Technology LiteracyAnalytical Problem Solving AbilitiesAnalytical Problem Solving AbilitiesW k Attit dW k Attit dWork AttitudesWork AttitudesInterpersonal SkillsInterpersonal SkillsManagement SkillsManagement SkillsManagement SkillsManagement SkillsTechnical SkillsTechnical Skills

*Index numbers are the average scores of corresponding attributes

So, is your So, is your programmeprogramme producing producing graduates with the attributes thatgraduates with the attributes thatgraduates with the attributes that graduates with the attributes that

the employers want?the employers want?

STESTEP2008P2008--0909STESTEP2008P2008 0909

Thank you!Thank you!

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