Course INTRODUCTION TO DEGREE PROGRAM EXPECTATIONS: WHAT FACULTY NEED TO KNOW NOW

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1 Course INTRODUCTION TO DEGREE PROGRAM EXPECTATIONS: WHAT FACULTY NEED TO KNOW NOW Office of Curriculum, Learning Design, and Academic Assessment & Faculty Professional Development Presentation, September 24, 2015

2 Introductions Please introduce yourself. If you know and if relevant, where is your program currently at in terms of the Degree Program Expectations (DPEs)? If relevant, how have you been involved in developing the degree program expectations for your program? What do you hope to learn from this session?

3 Session Learning Goals Explain the rationale for the DPEs and how these best practices of curriculum, learning design, and assessment can improve teaching and learning. Relate the history of NAU s DPEs. Describe the DPEs.

4 Warm-up Activity You each have an index card with the name of a DPE. In your own words, what does the DPE mean and how could this DPE be relevant/useful to enhancing student learning or faculty collaboration?

5 Why the DPEs? Assessment, pedagogy, and curriculum are not mutually exclusive. In fact, they should work hand in hand, yet most institutions have yet to intentionally connect them effectively (Fulcher et al., 2014)

6 Why the DPEs? As best practices in curriculum, learning design, and assessment, NAU s DPEs provide A structure for improving student learning at the course, degree program, and university levels An opportunity for faculty to collaboratively reflect on, discuss, and take action to improve student learning

7 History of DPEs Impetus for Change Disconnected curriculum and assessment processes Few consequences for doing/not doing continual improvement efforts Gap between accredited and non-accredited programs Momentum to make positive changes

8 History of DPEs Summer Working Group Ad hoc group of faculty with support from Office of Curriculum, Learning Design, and Academic Assessment staff Mutually committed to guiding principle Reviewed curriculum, learning design, and assessment models Collaboratively developed a proposal Working group members answered the question: What are the characteristics related to curriculum, assessment, and student learning that define a quality academic program? Final six DPEs based on current theory and best practices in curriculum, learning, design, and assessment

9 Overview of DPEs 1. Degree Program Purpose Identifies the overall goals or aims of the degree program, as collectively understood by faculty teaching in the degree program What is studied in this degree program How it is studied Why it is studied

10 Overview of DPEs 2. Degree Program Intended Learning Outcomes Define the scope (breath and depth) of what students will know and be able to do upon completion of degree program Are explicit Are learning-centered Align with the degree program purpose Are appropriate to the level of the degree offered If the degree program has emphases, the outcomes capture both common and unique curricular requirements of the degree

11 Overview of DPEs 3. Coherent Curriculum Design and Degree Program Curriculum Matrix Curriculum has coherent course sequencing and structure designed to achieve the intended student learning outcomes and distributed to students and faculty in a manner that both students and faculty can articulate the rationale behind the sequencing and structure of the degree program A basic curriculum matrix visually demonstrates the courses covering each intended degree program student learning outcome A written description of how the courses and their sequence relate to students achievement of intended learning outcomes

12 Overview of DPEs 4. Systematic Assessment of Intended Student Learning Outcomes Information about student learning is collected and analyzed by program faculty or their designates to determine the extent students achieve degree program student learning outcomes Systematically conducts direct assessment of intended student learning outcomes Processes and methodologies to assess student learning reflect good practice Identifies what was discovered about student learning for each intended learning outcome

13 Overview of DPEs 5. Use of Assessment Findings for Continual Improvement of Student Learning Assessment findings are evaluated and used by program faculty for decision making and continual improvement of student learning in an on-going, systematic fashion Program faculty analyze and discuss the significance of findings about student learning and plan and implement changes to improve student learning

14 Overview of DPEs 6. Strategic Course Design The purpose, goal, or aim of the course The intended course learning outcome(s) and their connection to course purpose The intentional sequencing of instructional materials, course activities, learner interactions with peers and instructors, and other educational tools and technologies to achieve course learning outcomes The assignments/assessments faculty and students will use to gauge learning throughout the course

15 Application Activity Pair & Share Review one of the DPE examples. What are strengths of the DPE? What are your suggestions for next steps for the DPE?

16 Closing Activity Minute Paper On the back on your index card, please take a minute to answer the following questions: What was the most important thing you learned in this session today? What important question remains unanswered?

17 Resources Fulcher, K. H., Good, M. R., Coleman, C. M., & Smith, K. L. (2014). A simple model for learning improvement: Weigh pig, feed pig, weigh pig. Retrieved from apertwentythree.html.

18 Contact Information Gerald Wood College of Education Educational Leadership Associate Professor Sue Pieper Office of Curriculum, Learning Design, and Academic Assessment Coordinator for Assessment

Professional Learning Suite Framework Edition Domain 3 Course Index

Domain 3: Instruction Professional Learning Suite Framework Edition Domain 3 Course Index Courses included in the Professional Learning Suite Framework Edition related to Domain 3 of the Framework for