Immediate Program Graduate Attributes and Learning Outcomes of Pre-Service Teachers and their Retrospection in Studying

2019 ◽  
Author(s):  
Gilbert Magulod
Keyword(s):  
Learning Outcomes ◽  
Graduate Attributes ◽  
Program Graduate

scholarly journals Attainment of the Immediate Program Graduate Attributes and Learning Outcomes of Teacher Candidates towards Global Competence Initiatives

2020 ◽  
Vol 19 (12) ◽  
pp. 106-125
Author(s):  
Gilbert C. Magulod ◽  
Leonilo B. Capulso ◽  
Josephine Pineda Dasig ◽  
Micheal Bhobet B. Baluyot ◽  
John Noel S. Nisperos ◽  
...  
Keyword(s):  
Teacher Education ◽  
Learning Outcomes ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
The Philippines ◽  
Global Competence ◽  
Graduate Attributes ◽  
The Difference ◽  
High Level ◽  
Program Graduate

This paper focuses on assessing the immediate program graduate attributes and learning outcomes for the teacher preparation towards global competence initiatives. It describes the students' retrospection, which will serve as a basis for the program's strategic enhancement. This study employed a descriptive survey of 75 teacher candidates in the Philippines. Findings revealed that the top five highest program graduate attributes are lifelong learner, responsive teacher, ethical educator, subject matter expert, and multi-literate educator. Simultaneously, the bottom five are effective communicator, value-laden educator, instructional material developer, classroom manager, assessor and evaluator, and curriculum planner and implementer. Grade in experiential learning courses spelled the difference in the acquisition of graduate attributes. Implying that students with high academic performance perceived themselves to have a high level of acquisition of the Immediate Graduate Attributes (IGA). Retrospection of the respondents showed excellent satisfaction with the research and extension services, educational counseling program, and the instructors and professors' qualities while family and relatives were influential in choosing teaching as career preparation. Finally, parents' satisfaction and geographic locations are important factors that affect the teacher education program enrollment. This study will serve as reference in designing teacher education initiatives towards internationalization.

scholarly journals Modernising a Classic: Updating Leeds Beckett University’s Taxonomy of Assessment Domains to Support Institutional Curricular Change

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Susan Smith ◽  
Rebecca Sellers
Keyword(s):  
Learning Outcomes ◽  
Digital Literacy ◽  
Working Group ◽  
Curricular Change ◽  
Periodic Review ◽  
Short Life ◽  
Graduate Attributes ◽  
Curriculum Review ◽  
Intended Learning Outcomes ◽  
Future Work

Leeds Beckett University is embarking on a new cycle of Periodic Review after our wholesale curriculum review in 2012. Reviewing our current academic activity in relation to our curricular practice showed that work still needed to be done in several key areas. For example, improving the writing of levelled intended learning outcomes (ILOs), integrating our graduate attributes (GAs) – Enterprise, Having a Global Outlook and Digital Literacy – more fully into course and module outcomes and ensuring staff understand the nature and scope of the different assessment domains which enhance opportunities for full student learning from our programmes. To address these issues, a short life working group (SLWG) focused on modernising our existing taxonomy of assessment domains (Link 1) which had been well-used by our staff for at least 20 years. This paper focuses on i) consideration of the benefits of the existing taxonomy ii) the broader context and reasons for modifying our existing taxonomy of assessment domains, iii) the approach, process and activity of the SLWG, iv) planned future work streams to build on our work in progress.

scholarly journals IMPLEMENTING EXPERIENTIAL EDUCATION ON ENGINEERING AND SOCIETY

2015 ◽  
Author(s):  
Matthew Harsh ◽  
Brandiff Caron ◽  
Deborah Dysart-Gale ◽  
Govind Gopakumar ◽  
Ketra Schmitt
Keyword(s):  
Community Engagement ◽  
Learning Outcomes ◽  
Educational Research ◽  
Communication Skills ◽  
Experiential Education ◽  
Technology And Society ◽  
Canadian Universities ◽  
Graduate Attributes ◽  
Impact Of Technology ◽  
Social Components

Recent educational research in engineeringhas examined the challenges Canadian universities arefacing when implementing graduate attributes, especiallythose attributes that involve significant social components(such as ethics and equity, impact of technology onsociety, and communication skills). In response to thesechallenges, this paper asks: how might experientialeducation be used as an approach to teach non-technicalgraduate attributes? Having asked this question at ourown institution, we are in the process of implementingexperienced-based approaches to engineering education.We describe our efforts in curricular and non-curricularspaces which include adding project-based components toour existing courses on technology and society andcommunication, designing a new experiential course oncreativity and innovation, serving as clients for capstonecourses, facilitating reflection for our co-op program,developing a workshop on community engagement, andorganizing design competitions in our innovation centre.We analyze the challenges and the benefits of theseapproaches. Our argument is that experience alone maynot lead to planned learning outcomes, so finding creativeways to promote reflection on experience becomescritical. In our programs, this has meant: playing the roleof both client and facilitator in projects; partnering withfaculty members in other disciplines; and having studentsdirectly interact with users from very differentbackgrounds. Through these approaches, we are findingways to help students visualize the lived context oftechnology use in communities, and ways to help themunderstand the non-technical components of design andco-op work that are essential if we want to create just andsustainable outcomes though technology. The implicationof this preliminary reflexive account is that experientialeducation holds much promise for improving instructionrelated to non-technical graduate attributes.

scholarly journals CEAB’s Graduate Attributes and Ontario’s UUDLEs

2011 ◽  
Author(s):  
Warren Stiver
Keyword(s):  
Learning Outcomes ◽  
Learning Outcome ◽  
Educational Benefits ◽  
Graduate Attributes ◽  
Degree Level ◽  
Engineering Schools

In 2009, the Province of Ontario mandated UniversityUndergraduate Degree Level Expectations (UUDLEs). The Canadian Engineering Accreditation Board (CEAB) began reviewing and assessing progress towards twelve graduate attributes in 2010. UUDLEs and Graduate Attributes are both a learning outcomes perspective on education. Unfortunately, the vocabulary of these two learning outcome requirements is not identical. This presentation will take a look at the intersection and the differences between the two requirements. Recognizing and understanding the differences is essential for Ontario engineering schools to maximize the educational benefits associated with these two new requirements.

CAPSTONE DESIGN PROJECTS WITH INDUSTRY PARTNERS: A 6-YEAR EXPERIENCE REPORT

2019 ◽  
Author(s):  
Philippe Kruchten ◽  
Paul Lusina
Keyword(s):  
Learning Outcomes ◽  
Soft Skills ◽  
Lessons Learned ◽  
Computer Engineering ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Capstone Courses ◽  
Evaluation Scheme ◽  
Capstone Design Courses ◽  
Capstone Design

Since 2013, the fourth-year capstone design courses for the electrical and computer engineering programs at UBC are working only with projects defined by industrial partners. These capstone courses run over two terms (September to April) and are worth 10 credits. The projects involves teams of five students, which follow a common timeline, produce a common set of deliverables, and have a common evaluation scheme –with some latitude for variation based on the nature of the project and the type of partner. A key objective is to include non-technical graduate attributes, the so-called “soft skills”, in our learning outcomes. In this paper, we describe our current course framework, our constraints and design choices, and we report lessons learned and improvements implemented over 6 years.  

scholarly journals Evaluating an Integrated Course Design Tool for Engineering Graduate Attributes Assessment

2017 ◽  
Author(s):  
R.W. Brennan ◽  
R. Hugo ◽  
S. Li ◽  
M. Taboun
Keyword(s):  
Learning Outcomes ◽  
Course Design ◽  
Software Tool ◽  
Design Tool ◽  
Learning Activities ◽  
Continual Improvement ◽  
Graduate Attributes ◽  
Course Planning ◽  
Integrated Course Design ◽  
Wide Usage

The research reported in this paper isconcerned with developing a software tool (the IntegratedCourse Design Tool) based on the principle ofconstructive alignment. This tool is intended to assistinstructors with course planning by linking togethercourse learning outcomes, teaching & learning activities,and assessments. The rationale is to report on studentachievement in the context of the Engineers CanadaAccreditation Board’s graduate attributes and use thisinformation for continual improvement. Our experiencewith the ICDT has shown it to be a simple, intuitive toolfor course-based graduate attributes assessment andcontinual improvement; however, further work is requiredto extend the tool for program-wide usage.

scholarly journals RECONCILING GRADUATE ATTRIBUTE ASSESSMENT WITH EXISTING OUTCOME-BASED ASSESSMENT

2015 ◽  
Author(s):  
D. Kennedy ◽  
K. Abercrombie ◽  
M. Bollo ◽  
J. Jenness
Keyword(s):  
Learning Outcomes ◽  
Program Improvement ◽  
Program Quality ◽  
Faculty Members ◽  
Subjective Expectations ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Improvement Process ◽  
One To One ◽  
The Relationship

Historically, accreditation of engineering programs has relied on the use of input-based assessment of a program by framing major categories and identifying accreditation unit totals for each category. Beginning in 2014, compliance with an outcomes-based assessment of program quality and implementation of a program improvement process is also required.The introduction of graduate attributes assessment at BCIT prompted faculty members to question the relationship between existing learning outcomes and indicators of graduate attributes. Since both outcomes and indicators are written to describe competencies, faculty hypothesized that correlation exists between them.Upon further investigation, faculty, staff, and administrators at BCIT came to understand that there is a relationship between learning outcomes and indicators of graduate attributes, but they are not synonymous. Indicators are required to build a normalizing bridge between outcomes and attributes. They provide a rational relationship between a curriculum’s individual course learning outcomes and the twelve graduate attributes mandated by the Canadian Engineering Accreditation Board.. This is especially important for subjective expectations of learning where there is not an obvious one-to-one relationship between learning outcomes and attributes

scholarly journals OBACIS: Outcome Based Analytics and Continuous Improvement System

2017 ◽  
Author(s):  
Mohamed A. Ismail
Keyword(s):  
Learning Outcomes ◽  
Continuous Improvement ◽  
User Interfaces ◽  
Integrated System ◽  
Categorical Analysis ◽  
Course Assessment ◽  
Graduate Attributes ◽  
Multiple User ◽  
Data Compilation ◽  
Data Informed

In this paper, an integrated system for outcome-based assessment and continuous improvement is presented. The system is designed and implemented as a suite of three integrated Apps: An Excel-App for creating Auto Grading Sheets (AGSs); a Web-App for building assessmenttrees, updating server database(s), uploading associated documents, and conducting surveys; and a Win-App for program-wide and faculty-wide OBA data compilation, performance analysis, and data-informed continuousimprovement. The proposed system adopts a bottom-up approach for building assessment trees that define the structure and the smart logic embedded in AGSs. Some course assessment activities, possibly all, are mapped to graduate attributes, more precisely indicators, and course learning outcomes. The proposed system analyzes the collected datafrom three different views: 1) Categorical Analysis view (CAs), 2) Learning Outcomes Analysis view (LOAs), and 3) Graduate Attributes Analysis (GAAs) view. The paper presents some principles related to the proposed system, demonstrates its multiple user interfaces, and digs more intoOBA analytics and its proposed closed-loop continues improvement process. The objective of the proposed system and its underlying framework is to set new grounds for the accreditation process by making it more appealing, more economical, and more fruitful for all involved stakeholders.

scholarly journals DESIGN DAYS BOOT CAMP 2.0: IMPROVEMENTS AND CONNECTIONS TO CEAB GRADUATE ATTRIBUTES

2019 ◽  
Author(s):  
Jennifer Howcroft ◽  
Igor Ivkovic ◽  
Matthew J. Borland ◽  
Maud Gorbet
Keyword(s):  
Engineering Design ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Systems Design ◽  
Boot Camp ◽  
First Year ◽  
Design Activity ◽  
Graduate Attributes ◽  
Design Activities ◽  
Intended Learning Outcomes

Engineering design is a critical skill that all engineering students are expected to learn and is often the focus of final year capstone projects and first-year cornerstone projects. In the Systems Design Engineering Department at the University of Waterloo, engineering design is introduced to the students during an intense two-day Design Days Boot Camp. Design Days was originally conceived of and run in Fall 2016. The Fall 2018 version, Design Days 2.0, included substantial improvements focused on adding two additional design activities and a writing activity, strengthening the connection with first year content, and providing a greater variety of team experiences. The methods of achieving the nine intended learning outcomes of Design Days 2.0 are discussed and connected to CEAB graduate attributes. This demonstrates that meaningful learning can be achieved during a two-day boot camp that will starts students on the path towards professional engineering. Other departments are encouraged to use the presented intended learning outcomes, graduate attributes connections, and Design Days 2.0 descriptions as a template for their own design boot camp. Finally, Design Days 2.0 inspired ideas for further improvements including the incorporation of a software-focused design activity, adding budgetary constraints, and providing an opportunity for student reflection.

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