This report explores the use of program-level learning outcomes in non-professional programs at Canadian institutions. It focuses on program-level development, implementation, and assessment of these learning outcomes.
Allow program-level leaders to customize development and implementation processesAt all profiled institutions, program leaders can tailor learning outcome development and implementation processes to align with their program’s unique size, structure, or field of study. The freedom to customize these processes helps ensure that learning outcomes use feels program-appropriate. To encourage customization, administrators at Institution B familiarize program leaders with different development and implementation options through the support of Centre for Teaching and Learning staff. Regardless of the exact process used by a specific program, contacts at all institutions agree that administrators should encourage program leaders to consider the right personnel to involve and the right responsibilities for those personnel, given the program’s unique needs.
Support learning outcome processes through a CTLAll profiled institutions have a Centre for Teaching and Learning (CTL) that educates faculty members on the value of learning outcomes and that offers support throughout development and implementation processes. CTL staff provide especially valuable support due to their understanding of pedagogical and learning design best practices. CTL staff at Institution B and Institution E distribute informational documents to educate faculty on learning outcomes’ meaning and value. At all profiled institutions, CTL staff offer customized ongoing support through either short-term or long-term consultations.
Common Program-Level Learning Outcome Development Processes Used…