Learning Expectations

Degree Level Expectations: A Guide for Faculty at Nipissing University

AN OVERVIEW

Developing learning expectations is a process that builds on Nipissing’s existing programmes and degrees. The following steps will assist us in aligning our programmes and degrees OCAV guidelines:

1. Read the OCAV document which sets out degree level expectations (BA, BA Hons., BSc, BSc Hons.).

2. As a department, meet to determine corresponding programme-level expectations. This stage in the process will be iterative. Assess weaknesses and strengths and, if possible, include students and alumni. As applicable, consult professional/disciplinary organizations; many of them are developing student learning outcomes for degree and service programs at various levels. Consult graduate schools and so forth.

3. Plot where various learning expectations are met within the programme. Final documents will be available made to students and to the Ministry.

4. Prepare learning expectations for each course (6-8 is a guideline). These learning expectations will have ramifications for course delivery.

5. Where you do not do so already, assess student learning by redesigning assignments geared to measure achievement of each expectation in each course and degree program.

It is recommended that your department meet at the end of each semester or academic year to revise expectations, teaching methods, curricula, and/or programs.

PROGRAM-LEVEL CONSIDERATIONS

Program learning outcomes are usually visible, demonstrable, and measurable. They produce evidence that substantiates student learning. In particular, they identify the knowledge, skills and attitudes a program is intended to develop.

Program-level learning outcomes do not usually address specializations or streams (e.g., a specialization in clinical psychology, psychiatric nursing, British literature). It is appropriate, however, to indicate that students will or may choose such specializations.

Consider a degree in Biology at Nipissing University

After discussion, the department decides that graduates with a BSc in Biology need to be able to analyze assigned readings, synthesize key ideas in their biological context, and identify their significance. Possible program-specific learning outcomes could include the following:

1. Demonstrate close reading of assigned scientific texts
Assessment: Short papers written at graduation level or a lab experiment in which students simulate the conditions set out in a text.

2. Describe scientists who have made significant contributions to the life sciences and offer a synthesis of their major accomplishments
Assessment: Written paper prepared at graduation level and according to standards set by the American Psychological Association (APA)

3. Demonstrate appropriate use of terminology
Assessment: Written test or exam in which the focus is terminology

4. Analyze scientific reports for historical and scientific context as well as significance
Assessment: Long paper written at graduation level and according to standards set by the American Psychological Association (APA)

5. Interpret scientific findings in the field of biology
Assessment: Report written at graduation level and according to standards set by the American Psychological Association (APA)

6. Read and understand research process as it typically occurs in biology
Assessment: Prepare poster outlining the process used in a specific research study