{"id":26,"date":"2011-06-06T15:42:04","date_gmt":"2011-06-06T15:42:04","guid":{"rendered":"http:\/\/egad.engineering.queensu.ca\/?page_id=26"},"modified":"2014-12-12T14:52:35","modified_gmt":"2014-12-12T19:52:35","slug":"defining-the-purpose-and-the-outcomes-of-the-program","status":"publish","type":"page","link":"https:\/\/egad.engineering.queensu.ca\/?page_id=26","title":{"rendered":"1. Program Evaluation"},"content":{"rendered":"<h3>Module 1 &#8211; Program Evaluation<\/h3>\n<p>&nbsp;<\/p>\n<h3>Outcomes Based Program Review: Getting Started<\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><br \/>\nThe thought of undertaking a comprehensive program review can be pretty daunting. \u00c2\u00a0An effective and constructive way of easing into the process is to examine the foundations of the program(s) you offer and the characteristics of the students you serve. Doing so ensures that you\u00e2\u20ac\u2122ll be able to not only demonstrate the ways your programming supports the development of the 12 CEAB-identified attributes but also highlight any unique attributes that your program supports.\u00c2\u00a0 This process also makes it a little easier to describe the characteristic behaviours (indicators) you expect students to demonstrate in the context of your programs.<\/p>\n<p>The purpose of this module is to familiarize you with some preliminary program evaluation activities and help you explore what the Engineering Graduate Attributes look like in the context of your own program(s). To do that we\u00e2\u20ac\u2122ll walk you through a series of questions to focus your efforts and then guide you through identifying and writing effective indicators, those characteristic skills and behaviours that will enable you to determine that students have acquired the Graduate Attributes.<\/p>\n<p>In this module you will:<\/p>\n<ul style=\"padding-left: 30px;\">\n<li>Clarify the unique aspects of your program and the types of students who take part in it.<\/li>\n<li>Troubleshoot samples of indicators (characteristic behaviors) of Graduate \u00c2\u00a0Attributes.<\/li>\n<li>Define the Graduate Attributes in the context of your own programs by writing effective indicators.<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><\/p>\n<h4>Establishing Your Unique Program Parameters<\/h4>\n<p><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><br \/>\nThe aim of all engineering programs in Canada now is to support students\u00e2\u20ac\u2122 development of the 12 Engineering Graduate Attributes, but the way that schools choose to do this is entirely up to them. Because the requisite attributes have been provided as identified outcomes, we know what students must be able to do when they leave our programs. But the raw material we have to work with necessarily influences programming decisions, and each student body has its own unique characteristics. \u00c2\u00a0Getting a handle on who your students are might help you better define the specific ways your program supports their development. Take some time to complete the following two activities as we will be building upon this information in the modules to follow.<br \/>\n<strong><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><\/strong><\/p>\n<blockquote>[expand title=&#8221;<strong>Learning Activity<\/strong>: What does a typical entry-level student to your program look like?&#8221;]\n<ul style=\"padding-left: 30px;\">\n<li>What are their strengths?<\/li>\n<li>What attitudes do they display?<\/li>\n<li>What knowledge gaps or misconceptions do they have?<\/li>\n<\/ul>\n[\/expand]<\/blockquote>\n<blockquote>[expand title=&#8221;<strong>Learning Activity<\/strong>: Using the information you\u00e2\u20ac\u2122ve just generated, consider the ways your program has been tailored to support the types of students who typically choose to enter it.&#8221;]\n<ul style=\"padding-left: 30px;\">\n<li>What unique approaches to teaching does your department engage in to support the type of students you draw?<\/li>\n<li>What unique benefits do your students and the broader community gain by the approaches you take?<\/li>\n<\/ul>\n[\/expand]<\/blockquote>\n<p>In answering the questions:<\/p>\n<ul style=\"padding-left: 30px;\">\n<li><strong>What do you do?<br \/>\n<\/strong><\/li>\n<li><strong>For whom?<br \/>\n<\/strong><\/li>\n<li><strong>For what benefit?<br \/>\n<\/strong><\/li>\n<\/ul>\n<p>you clarify and articulate the purpose of your program.<\/p>\n<p>&nbsp;<\/p>\n<p><!--nextpage--><\/p>\n<h3>Defining the Purpose of Your Program:<\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><\/p>\n<ul style=\"padding-left: 30px;\">\n<li>The purpose of a program must help students achieve outcomes and is therefore driven by their needs<\/li>\n<li>The purpose of a program must also be aligned with that of the Faculty or School which in turn is aligned with that of the institution<\/li>\n<li><span style=\"line-height: 1.6em;\">A program statement of purpose answers the following questions, which you considered in the previous section:<\/span><\/li>\n<\/ul>\n<ol>\n<ol>\n<li><strong style=\"line-height: 1.6em;\">What do we do?<\/strong><\/li>\n<li><strong style=\"line-height: 1.6em;\">For whom?<\/strong><\/li>\n<li><strong style=\"line-height: 1.6em;\">For what benefit?<\/strong><\/li>\n<\/ol>\n<\/ol>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>The statement of purpose should be specific enough to outline what it is you do, and provide a touchstone against to align content and instructional and assessment methods of courses in the program. The following Examples will help you to get started.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/>[expand title=&#8221;<strong>Example 1<\/strong>: (Click to see examples) &#8221; rel=&#8221;expendable-highlander&#8221;]<strong> <\/strong> 1) The purpose of the Civil Engineering program is to <strong>provide a focused problem-based, education in areas of Structural, Geotechnical, Hydro-technical and Environmental Engineering<\/strong> to <em>academically elite undergraduates<\/em> to<span style=\"color: #ff0000;\"> <strong>support ethical and economically and environmentally sustainable practices<\/strong><\/span>.<\/p>\n[\/expand]\n[expand title=&#8221;<strong>Example 2<\/strong>: &#8221; rel=&#8221;expendable-highlander&#8221;]<strong> <\/strong> 1) The purpose of our program is to <strong>provide a high quality and broad engineering education, to conduct strong basic and applied research <\/strong><em>and to serve the industry, the profession and the community at large <\/em> through <span style=\"color: #ff0000;\"><strong>innovative solutions, dissemination of knowledge and advancement of science and technology <\/strong><\/span>. [\/expand]\n<img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><br \/>\n<!--nextpage--><\/p>\n<h3>Defining the Outcomes of Your Program:<\/h3>\n<p><strong><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><\/strong><\/p>\n<p>All engineering schools in Canada are now required to evaluate their programs\u00e2\u20ac\u2122 success relative to their ability to support students\u00e2\u20ac\u2122 development of the 12 engineering graduate attributes that have been defined by the Canadian Engineering Accreditation Board.<\/p>\n<p>The Engineering Graduate Attributes are general characteristics that CEAB has defined as essential for all graduates of Canadian engineering programs. Because they are so general, most schools will choose to better define them in terms of their own program\u00e2\u20ac\u2122s purpose and expectations for students\u00e2\u20ac\u2122 learning. One way of better defining the attributes is through articulation of specific indicators. Indicators are the component parts of attributes as you intend those attributes to present themselves in your program. They are specific descriptors of what your students must do to be considered competent in an attribute in the context of your program. An effectively written indicator uses language that indicates standards of performance that can be used to evaluate the demonstrations of learning described.<\/p>\n<p><strong><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><\/strong><br \/>\n[expand title=&#8221;<strong>Example 1: <\/strong>(Click to see examples) &#8221; rel=&#8221;expendable-highlander&#8221;] <span style=\"color: #333333;\">Criterion 3.1.12 requires that students possess the attribute Lifelong Learning. A program might consider that the <strong>indicators <\/strong>required to demonstrate that students possess this attribute include demonstrations of their ability to:<\/span><\/p>\n<ul style=\"padding-left: 30px;\">\n<li><span style=\"color: #333333;\">Critically evaluate procured information for authority, currency, and objectivity.<\/span><\/li>\n<li><span style=\"color: #333333;\">Describe professional and academic societies in the discipline and how new knowledge enters the discipline.<\/span><\/li>\n<li><span style=\"color: #333333;\">Identify resources and professional associations that address their own ongoing professional development.<\/span>[\/expand]<\/li>\n<\/ul>\n[expand title=&#8221;<strong>Example 2: <\/strong>(Click to see examples) &#8221; rel=&#8221;expendable-highlander&#8221;] <span style=\"color: #333333;\">Indicators for Communication might include statements like:<\/span><\/p>\n<ul style=\"padding-left: 30px;\">\n<li><span style=\"color: #333333;\">Uses graphics to explain, interpret, and assess information.<\/span><\/li>\n<li><span style=\"color: #333333;\">Delivers persuasive and professional formal presentations adapted to the needs of the audience.<\/span><\/li>\n<li><span style=\"color: #333333;\">Demonstrates functional use of current software packages for written, oral, and graphical communications in engineering contexts.<\/span>[\/expand]<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><\/p>\n<p>Verb selection is critical when writing indicators because the verb defines the level of learning complexity that is expected. Each verb should denote a purposefully selected level of performance to indicate targets for learning. To see a list of verbs demanding different levels of learning complexity [<a href=\"\/wp-content\/documents\/AppSciwordlist.pdf\" target=\"_blank\">click here<\/a>].<\/p>\n<p>&nbsp;<\/p>\n<p>For the following exercises, identify the problems with these attempts at writing indicators. The first two were first drafts for attribute #1, a Knowledge Base for Engineering and the last for #8, Professionalism.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/>[expand title=&#8221;<strong>Troubleshooting Exercise:<\/strong>&#8221; expanded = &#8220;true&#8221;]\n<p>Identify the problems with these attempts at writing indicators. The first two were first drafts for attribute #1, a Knowledge Base for Engineering and the last for #8, Professionalism.<\/p>\n[expandsub1 title=&#8221;<strong>Troubleshooting exercise #1:<\/strong>&#8221; expanded=&#8221;true&#8221; rel=&#8221;TES-highlander&#8221;]<em>&#8220;Students will learn concepts about linear motion&#8221;<\/em><br \/>\n[expandsub2 title=&#8221;<a>Reveal Answer<\/a>&#8221; trigclass=&#8221;roleselection_menu&#8221;]\n<blockquote><p>(no indication of what \u00e2\u20ac\u0153learning\u00e2\u20ac\u009d looks like; the statement provides no indication of a standard; it is open to interpretation and therefore not reliably measurable.)<\/p><\/blockquote>\n[\/expandsub2]\n[\/expandsub1]\n[expandsub1 title=&#8221;<strong>Troubleshooting exercise #2:<\/strong>&#8221; rel=&#8221;TES-highlander&#8221;]<em>&#8220;Student will describe concepts including force, power, energy and momentum&#8221;<\/em><br \/>\n[expandsub2 title=&#8221;<a>Reveal Answer<\/a>&#8221; trigclass=&#8221;roleselection_menu&#8221;]\n<blockquote><p>(While the word describe does provide information about the expected standard of performance [see word list], that standard is at a very low cognitive level. Consider writing indicators that describe what students will be able to accomplish with the knowledge they gain rather than itemizing the knowledge they are expected to gain)<\/p><\/blockquote>\n[\/expandsub2]\n[\/expandsub1]\n[expandsub1 title=&#8221;<strong>Troubleshooting exercise #3:<\/strong>&#8221; rel=&#8221;TES-highlander&#8221;]<em>&#8220;Students will work effectively in teams&#8221;<\/em><br \/>\n[expandsub2 title=&#8221;<a>Reveal Answer<\/a>&#8221; trigclass=&#8221;roleselection_menu&#8221;]\n<blockquote><p>(Aside from the fact that effective team work is a Graduate Attribute in itself, this statement is not an effective indicator: There is no standard of performance identified and as such the statement is open to interpretation, reducing the likelihood of consistent assessment across raters. Increase its effectiveness by specifying the characteristics of what effective groups look like \u00e2\u20ac\u201c the degree to which certain behaviours are exhibited.<\/p><\/blockquote>\n[\/expandsub2]\n[\/expandsub1]\n[\/expand]<img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><br \/>\n<!--nextpage--><\/p>\n<h4>Module Summary<\/h4>\n<p><img loading=\"lazy\" decoding=\"async\" style=\"border: 0px initial initial;\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><\/p>\n<p>Completing this module should have helped you gain insights into some of the unique characteristics of both your students and your programming, perhaps even enabling you to identify some attributes and skills your students are able to develop that haven\u00e2\u20ac\u2122t been identified in the 12 Graduate Attributes. You are now invited to begin identifying and matriculating specific indicators for each graduate attribute. Once this is completed, the next step in the review process involves identifying the places in the curriculum that directly support students\u00e2\u20ac\u2122 development. Module 2, Curriculum Mapping provides information, activities and tools to use in that process.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Module 1 &#8211; Program Evaluation &nbsp; Outcomes Based Program Review: Getting Started The thought of undertaking a comprehensive program review can be pretty daunting. \u00c2\u00a0An effective and constructive way of easing into the process is to examine the foundations of the program(s) you offer and the characteristics of the students you serve. Doing so ensures that you\u00e2\u20ac\u2122ll be able to &#8230;<\/p>\n","protected":false},"author":19,"featured_media":0,"parent":857,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-26","page","type-page","status-publish","hentry","no-post-thumbnail"],"_links":{"self":[{"href":"https:\/\/egad.engineering.queensu.ca\/index.php?rest_route=\/wp\/v2\/pages\/26","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/egad.engineering.queensu.ca\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/egad.engineering.queensu.ca\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/egad.engineering.queensu.ca\/index.php?rest_route=\/wp\/v2\/users\/19"}],"replies":[{"embeddable":true,"href":"https:\/\/egad.engineering.queensu.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=26"}],"version-history":[{"count":228,"href":"https:\/\/egad.engineering.queensu.ca\/index.php?rest_route=\/wp\/v2\/pages\/26\/revisions"}],"predecessor-version":[{"id":79,"href":"https:\/\/egad.engineering.queensu.ca\/index.php?rest_route=\/wp\/v2\/pages\/26\/revisions\/79"}],"up":[{"embeddable":true,"href":"https:\/\/egad.engineering.queensu.ca\/index.php?rest_route=\/wp\/v2\/pages\/857"}],"wp:attachment":[{"href":"https:\/\/egad.engineering.queensu.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=26"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}