undergraduate curriculum review
DESCRIPTION
UNDERGRADUATE CURRICULUM REVIEW. SCHOOL OF WOMEN’S STUDIES Tuesday, August 26. Welcome and Introductions. Introductions Context for today’s workshop Questions to keep in mind. Workshop Objectives. To collaboratively develop Program Learning Objectives for the undergraduate program - PowerPoint PPT PresentationTRANSCRIPT
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SCHOOL OF WOMEN’S STUDIESTuesday, August 26
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Introductions Context for today’s workshop Questions to keep in mind
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To collaboratively develop Program Learning Objectives for the undergraduate program
To foster community commitment to the new Program Objectives
To stimulate reflection about learning objectives for your own courses
To foster alignment of your teaching practices and assessments with program objectives
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9:30 Introductions10:00 Develop a profile of ideal student
learning in the program11:00 Convert these into Program Learning
Objectives12:00 Working Lunch:
Refinement of Objectives; Complete Curriculum Map
1:00 Curriculum Map Discussion1:30 Overview of current program:
Strengths, Weaknesses, Opportunities, Threats
2:15 Student Survey Results3:00 – 4:00 Setting Priorities for Change
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ALIGNMENT
How can the curriculum support Program Learning Objectives?
How can teaching practices and assessments align with the Program Learning Objectives?
A collective and evolutionary process !(not a one-time thing)
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On your small yellow sticky notes, describe the ideal WMST student at the year level on your table:
What does this student know? (knowledge)What does this student do? (skills)What does this student care about?
(attitudes)
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Discuss your ideas with others in the group.
Add or merge ideas as you discuss.Determine large categories (large post-its)
and sub-headings (smaller post-its)
Don’t be critical at this stage, just get as many ideas out as possible.
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What knowledge, skills or attitudes would the ideal WMST have at each year level?
First?Second?Third?Fourth?
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15 MINUTES
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Undergraduate Degree Level Expectations (UDLEs)
1. Depth and Breadth of Knowledge2. Knowledge of Methodologies3. Application of Knowledge4. Communication Skills5. Awareness of Limits of Knowledge6. Autonomy and Professional Capacity
OCAV Website: http://degree-expectations.apps01. yorku.ca/wordpress/?page_id=32
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Sort your ideas under the OCAV headings.
Put large categories onto large post-itsPut sub-categories onto smaller ones.
Write large!Re-write if necessary for legibility
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Put your group’s post-its on the appropriate bristol boards, by year level if possible.
Review what the other groups have posted. Re-sort or cluster if necessary.
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First Task: Re-organize into six groups (one for each
OCAV objective). Summarize, by year level if possible, the
learning objectives for that poster. Focus on what the students will learn: By the
end of this degree, students will be able to…
Second Task: Curriculum Themes Please indicate which of the themes your
courses addresses (must be a central focus of your course, you teach it, it is scaffolded, students can practice ungraded, and it is assessed.)
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Group reports on the draft of their Learning Objectives
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Handout: Curriculum Map- Table was generated from course outlines- Some information was missing, does not
mean it was not there in the courseAlignment Ideal: course learning objectives
are Taught (did they get it?) Practiced (ungraded with feedback) Scaffolded Assessed
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Humanities/Social Science balance seems OK Methodology should be more evident across
the curriculum; perhaps more explicitly addressed in course outline
Application: weak on practical applications Communication: Listening skills not profiled,
weak on oral skills Limits of Knowledge: not profiled Professionalism: weak, especially on group
skills and civil interaction
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Discuss handout: Course Enrollments Table
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Organize into four groups:
StrengthsWeaknessesOpportunities
Threats
Each table take five minutes to write down points, then chart moves to next table.
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Reports on each chart…
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What did we learn? Students find out about the program from
their first year courses, and recommendations from friends and faculty members
Drawn to the program by reputation, and course selection, and personal interest
Web site needs to have more detail about graduates (what they do?) and more detail about the program (anti-racism, etc.)
Mini calendar – students split. Some never use it, some prefer it to the web. Frustrated that it is not complete or outdated
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Advising: some never use it; some delighted; some access only the staff; frustrated with the schedule, feel rushed and faculty not knowledgeable about requirements.
Career Goals: NGO, Graduate school, professional studies, teaching, government, private sector
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Follow-up on Program Learning Objectives… ?
Set Priorities for Change… ?Future meetings to develop alignment… ?
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