Supporting the implementation of externally generated learning outcomes and learning‐centered curriculum development: An integrated framework

Hubball, Harry; Gold, Neil; Mighty, Joy; Britnell, Judy

doi:10.1002/tl.301

Cited by 18 publications

(11 citation statements)

References 12 publications

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“…It should be noted that in the case of the NBK/UBC, some of these stages were either blended or not as fully developed as [12] propose.…”

Section: Curriculum Reform At Nbk Incorporating Learning Communitiesmentioning

confidence: 86%

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Advances In Mining Engineering Education: A Case For Learning Communities

Hitch

2015

Int. J. Eng. Ped.

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Abstract-Mining engineering involves the design, planning and management of operations for the development, production and eventual rehabilitation of resource extraction. These activities draw on a diverse set of skills. University of British Columbia mining engineers have traditionally been highly regarded for their strengths in the technical aspects of mining and mineral process but also for their understanding of the application of principles of sustainability and social responsibility. The current view of the UBC Mining curriculum demands the integration of aspects of environmental and social sciences shaping the future of tertiary engineering education. The solution is developing a curriculum that is focused on key learning objectives that are a reflection of all these external pressures. This paper examines the challenge of curriculum reform and the emergence of learning communities at the Norman B. Keevil Institute of Mining Engineering at the University of British Columbia, Canada.

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“…It should be noted that in the case of the NBK/UBC, some of these stages were either blended or not as fully developed as [12] propose.…”

Section: Curriculum Reform At Nbk Incorporating Learning Communitiesmentioning

confidence: 86%

“…For clarity, these stages or integration phases are presented using the terminology presented by [12] and include:…”

Section: Curriculum Reform At Nbk Incorporating Learning Communitiesmentioning

confidence: 99%

Advances In Mining Engineering Education: A Case For Learning Communities

Hitch

2015

Int. J. Eng. Ped.

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“…Although using learning outcomes in individual courses allows institutions to assess specific student learning, comparing outcomes for programs addresses all learning outcomes related to a program (Aviles, 2001b). For university program stakeholders, the use of learning outcomes promotes an objective benchmark for formative and summative assessment, as well as a prior learning assessment of students transferring to a university program (Hubball, Gold, Mighty, & Britnell, 2007;Miles & Wilson, 2004). Suitable institutional practices promoting these opportunities are crucial for student planning, integration, and success.…”

Section: Using Learning Outcomes In the Transfer Processmentioning

confidence: 99%

9. Improving the Outcomes for College Students Transferring to University

Carter

Coyle

Leslie

2011

CELT

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T his essay considers the use of learning outcomes as a way of improving the results for college students seeking admission to four-year university programs. Both colleges and universities face issues involving the transfer of credits from colleges to universities. Colleges deliver twoand three-year diploma programs with applied focuses, while four-year university programs place their emphasis on the development of theory and research skills. Upon graduation from college or after gaining work experience, students often aspire to raise their professional status by seeking to obtain a four-year university degree. This process frequently results in frustration due to confusing transfer policies and disappointing transfer credit results. The policies and processes that are employed in transferring credits from college to university programs clearly needs improvement, and using learning outcomes presents a viable alternative. Confusing and Frustrating Transfer PoliciesWhen moving from high school to institutions of higher learning, students often choose colleges over universities because they view colleges as a steppingstone into universities. Colleges often have more affordable tuition levels, require lower grades for

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“…13 Fostering a culture of assessment is essential in order to compete globally, ensure quality graduates, contend with rapid enrolment growth, and have a reputation for excellence. Institutions of higher education are now mandated "to implement explicit learning outcomes and assessment policies" 14 .…”

Section: Literature Reviewmentioning

confidence: 99%

Undergraduate Program Review Processes: A Case Study in Opportunity for Academic Libraries

Chen

Adam

Gray

et al. 2013

The Journal of Academic Librarianship

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How can an academic library most effectively participate and expand their contributions to program reviews at the institutional level? By becoming involved in undergraduate reviews, college and university libraries can articulate new and enhanced roles for themselves on campus. Academic libraries have always contributed to a variety of institutional review processes. However, by embracing a more holistic view of its support, the library can expand beyond collection-related metrics to encompass all the ways the library interconnects with the program. Furthermore, by becoming proactively involved with the committee(s) responsible for managing institutional program reviews, libraries can contribute to the governance of this essential activity on campus. This paper describes one academic library's experience and efforts in becoming involved with undergraduate reviews at both the program and institutional levels. It is hoped that sharing our case study and the tools we have created, will benefit other academic libraries.

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Supporting the implementation of externally generated learning outcomes and learning‐centered curriculum development: An integrated framework

Abstract: This chapter provides an overview of externally generated program‐level learning outcomes and an integrated and stage‐specific framework for redeveloping learning‐centered curricula in higher education contexts.

Cited by 18 publications

References 12 publications

Advances In Mining Engineering Education: A Case For Learning Communities

Advances In Mining Engineering Education: A Case For Learning Communities

9. Improving the Outcomes for College Students Transferring to University

Undergraduate Program Review Processes: A Case Study in Opportunity for Academic Libraries

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