Tuning Project: Identifying and Measuring Sector

Based learning OutcomesMary Catharine Lennon, HEQCOAbdel Omri, Laurentian UniversityBrain Frank, Queen’s UniversityJames Humphreys, Mohawk CollegeKirsten Madsen, Sheridan CollegeRhonda Lenton, York UniversityRodney Turner, Seneca College& The Tuning Panels

Began in November 2011 to develop sector-specific student learning outcomes and assessment strategies oLife and Health SciencesoPhysical SciencesoSocial Sciences

Two year college diploma, ,three year college diploma, four year university degree & Masters program sorted into categories of competencies.

To Support: Students, Faculty, Programs, Institutions, Government, & the Public

HEQCO- led Tuning Project:

Build on existing work in European Union, US, and Ontario Colleges & Universities

Help align teaching, learning activities, & assessment at each level

Assist student mobility Etc………

Objectives

Expert panels created of up to 12 people each, formed in three initial sectors

Mix of faculty, students, and administrators from universities & colleges.

Who was involved:

As the project evolved, the panels found a common language for most competencies.

Competencies:◦ Knowledge◦ Critical Thinking◦ Communication◦ Social Responsibility◦ Personal & Interpersonal◦ Practice & Method (specific to each sector)

Tuning :

Competencies and Sub-competencies

Student Learning Outcomes

Context Table: Characteristics of SLOs by Qualification Level

From Student to Government

Course Program Discipline Sector Wide

Formal Standards(E.g., UDLES/GDLES/Program Standards/Professional

Accreditation Standards )

Competence Sub-competence

Credential level

learning outcomes

Program Outcomes

Course Outcomes

Assessment Type

Learning Artifact

Linking the Learning Outcomes Across the levels

Curricular Mapping

More SLO consensus than not across Sectors

Importance of linking outcomes to Assessment Methods

“Tuning” sector learning outcomes supports integration & implementation

In Sum: