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Faculty Guide and Resources

Prepared by the Teaching and Learning Centre

Seneca College

2018

Degree Level Teaching

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Contents

Teaching at the Degree Level ...................................................................................... 2

Setting the Benchmarks ............................................................................................... 4

Progression of Learning ............................................................................................... 6

Curriculum Mapping ..................................................................................................... 9

Bridging Diploma to Degree ....................................................................................... 10

Understanding Degree Level Course Learning Outcomes ........................................ 11

Designing Degree Level Assessments ...................................................................... 16

Examples of Student Work ........................................................................................ 19

Incorporating Research/Advanced Scholarship ......................................................... 20

Summary ................................................................................................................... 24

References and Resources ....................................................................................... 25

The Degree Level Standard ....................................................................................... 27

Degree Level Teaching

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Teaching at the Degree Level

Seneca offers a variety of credentials including Certificate, Diploma, Advanced Diploma, Graduate Certificate and Honours Bachelor Degree programs. Each credential is associated with a set of expectations that specify the breadth, depth and complexity of learning a student must demonstrate upon graduation, as outlined in the Ontario Qualifications Framework (Table 1). As a result, faculty need to incorporate unique elements of teaching and learning into their practice to meet the requirements of each credential.

Degree level learning differs from diploma level learning in several key ways:

• degree programs support learning at a greater breadth, depth and complexity; • degree programs focus on theory to a greater extent and how the theory explains

the practical application of knowledge; • degree programs provide opportunities to review, analyze and conduct research

and/or develop creative solutions; • degree programs emphasize to a greater extent the interpretation, comparison,

and critique of ideas and methods.

According to the Postsecondary Education Quality Assessment Board (PEQAB) Manual for Colleges:

“A degree in an applied area of study requires the same level of conceptual sophistication, specialized knowledge, and intellectual autonomy as that of other 4-year honours degrees in Ontario but with the disciplinary content oriented to an occupational field of practice.” (PEQAB, 2018, p.21)

This handbook is designed to assist faculty teaching in degree programs design, develop and deliver courses at an Honours Bachelor degree level. It supplements existing course planning resources found on the Teaching & Learning website.

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Comparison of Credentials Offered at Seneca

Credential Certificate Diploma Advanced Diploma Graduate Certificate Honours Degree

Program Length in Semesters

2 4 6 2 8

Breadth, depth and complexity of knowledge

Knowledge required to complete a list of tasks with clear instructions.

Knowledge required to complete a variety of tasks and specialize in a few tasks. Be able to plan and choose between tasks.

Knowledge required to complete a wide variety of specialized tasks, with an emphasis on depth. Be able to plan, coordinate, design and troubleshoot tasks and provide guidance to others.

Knowledge required to complete a specialized set of complex tasks. Be able to evaluate, analyze and develop practices and provide leadership in problem solving and planning

In-depth knowledge of an entire field and a specialized area of the field, including: theories, methods, current advances and research. Be able to critically evaluate and compare theories and concepts in order to apply the most appropriate methods; develop solutions to a problem or create new work.

Table 1. Summary of the key requirements and abilities expected of graduates for Ontario college credentials as outlined in the Ontario Qualifications Framework. Source: (MTCU, 2009a; MTCU, 2009b; PEQAB, 2018)

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Setting the Benchmarks

Three types of benchmarks describe the level, extent and composition of learning in Honours Baccalaureate degree programs: the Degree Level Standard, the Program Content, and the Course Learning Outcomes. Together, these benchmarks ensure graduates possess the knowledge and skills required for employment in their field or further study.

The Degree Level Standard

Within the Ontario education system, the Ministry of Training, Colleges and Universities (MTCU) must grant Ministerial consent for each college degree program. Therefore, all Bachelor degree programs at Ontario colleges must meet the Honours Baccalaureate credential standards and benchmarks outlined in the Postsecondary Quality Assessment Board (PEQAB) Manual for Ontario Colleges (2018). PEQAB conducts the quality assurance processes that assess program proposals and renewal applications through an arms-length advisory board and makes recommendations to the Minister regarding degree consent. There are eleven credential standards, each with multiple benchmarks, which a College must meet. Of particular importance to teaching and learning is the Degree Level Standard. One key component of this quality assurance process is an assessment of student work in the final years of the program to verify that the Degree Level Standard and the Course Learning Outcomes are being achieved (refer to the section ”Examples of Student Work”).

The Degree Level Standard identifies the level of knowledge and skills expected of graduates of Honours Bachelor degree programs in Ontario. The standard contains six elements: depth and breadth of knowledge, methodological awareness, communication skills, application of knowledge, professional capacity and awareness of limitations. Together, these elements ensure that graduates will gain in-depth knowledge not only of the subject area but also how that knowledge is discovered, applied, evaluated and communicated.

The Degree Level Standard specifies the required breadth, depth and complexity of learning. These three terms can be interpreted as follows:

Breadth: the range of different topics presented; Depth: the level of detail presented within each topic; Complexity: the level of difficulty of each concept with respect to Bloom’s taxonomy and how the different concepts interconnect with one another.

Breadth, depth and complexity form a continuum of knowledge and the relative contribution of each to the overall course content will vary depending on nature of program (applied/practical vs. theoretical) and the subject area.

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Program Content

Program Content outlines the knowledge and skills required for graduation from a specific program. For Honours Baccalaureate degrees, the program content includes the Program Learning Outcomes and associated breadth requirements (non-core course offerings). Program Learning Outcomes are expressed as broadly written statements that encompass learning in multiple courses throughout the entire program. Program Learning Outcomes are available on the Seneca degree programs webpage.

Program Content is developed by the corresponding Seneca School in consultation with a Program Advisory Committee comprised of external industry experts and community representatives. Program Content must adhere to PEQAB’s Program Content Standard and include a balance of current theories and practices.

Course Learning Outcomes

Course Learning Outcomes specify what students can expect to achieve upon successful completion of a course. Course Learning Outcomes are described by focused and measurable statements indicating the knowledge and skills that can be attained by students within a specified time frame. Each Course Learning Outcome must be mapped onto the broader Program Learning Outcomes to ensure all criteria defined by the Program Content are met. Learning Outcomes for all courses may be found on the Seneca Subject Outline System.

Faculty together with program Chairs develop Course Learning Outcomes for Honours Bachelor Degree programs during the proposal phase. Once approved, Course Learning Outcomes should not be altered without consultation with the program Chair. A more detailed review of Course Learning Outcomes, and Program Learning Outcomes, occurs during the program renewal application process. For guidance on Course Learning Outcome implementation and development, refer to the section “Understanding Degree Level Course Learning Outcomes”.

To learn more about Seneca’s degree program development process, consult the Degree Consent and Renewal website.

When teaching in degree programs, it is important to keep in mind the Degree Level Standard, Program Learning Outcomes and Course Learning Outcomes. Awareness of the Degree Level Standard during course and lesson planning enables the implementation of the Course Learning Outcomes in a way that is appropriate to the Honours Bachelor credential level. Examination of the program description and Program Learning Outcomes ensures individual course content fits appropriately into the broader program. Together, these types of benchmarks enable students to develop the critical thinking, analytical and research skills that form the foundation of an Honours Baccalaureate.

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Progression of Learning

The Degree Level Standard reflects the expected level of student achievement upon graduation. Accordingly, the accumulation of skills and knowledge should progress systematically throughout the program. The complexity of learning likewise should increase. This increase may occur over the length of the program, over the duration of a single course, or both.

Within such a laddering approach, first- and second-year courses typically lay a critical foundation for the achievement of the Degree Level Standard in the third and fourth years of the program. This foundation may include:

• a comprehensive overview of the subject, including an introduction to the major concepts in a wide variety of topics;

• demonstration of analytical or creative methods used in the field; • development of self-directed study habits and information literacy skills (i.e. the

ability to independently find and retrieve relevant information).

Laddering strategies may be applied to the development of knowledge, the perfection of a skill or the cultivation of an attitude. A number of models describing progression through different levels of learning, such as the revised Bloom’s taxonomy (Anderson, Krathwohl & Bloom, 2001), SOLO taxonomy (Biggs & Collis, 1982) and Webb’s Depth of Knowledge levels (Webb, 1997), can provide guidance on developing your own laddering strategy. Figure 1 illustrates possible examples of progression of learning strategies within degree programs.

Progression of learning may also be adapted within a single course to introduce advanced topics and challenging skills. Building from simple to complex examples, modelling cognitive or academic behaviour and performing guided practice exercises provide suitable starting points from which students can progress to achieve higher level Course Learning Outcomes. For instance, reviewing a sample case study together with students and modelling the relevant analytical methods may set the stage for a major assignment in which students must analyse and evaluate a more complex study on their own.

It is important to recognize that although several different levels of learning will be accessed throughout a course, the majority of teaching activities and assessments must be at a level appropriate to the relevant elements of the Degree Level Standard and the position of the course within the program.

For example, a fourth-year course may introduce a new concept and require students to recall, comprehend and apply this new information; however, the main focus of activities and assessments would involve critical evaluation of this new information and reconciliation with existing knowledge in order to evolve new ideas, methods or products. Likewise, a first-year course may include activities that require students to compare, assess and evaluate information at an introductory level, with the emphasis on building a strong, foundational knowledge base.

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Examples of Progression of Learning Strategies

Specialization

Abstraction

Consolidation

Foundation

Abstraction of concepts for

application to complex, real-

world scenarios.

Systematic critique and

evaluation of merits and

limitations of various ideas

towards solving a problem.

Discovery of the relationships

among concepts, integration of

knowledge with context and the comparison of

ideas.

Detailed examination of

individual concepts from a

variety of viewpoints.

Overview of main concepts within a field.

Apply

Create

Analyze

Understand

Assimilate knowledge to create a new

product, solution or

process in order to address a

specific need.

Critique, judge or formulate

opinions about the content in order to select best options.

Use knowledge appropriately to solve a problem, complete a task, or illustrate an

example.

Perceive and recall what,

when, where, who, how and

why.

Concepts

Content

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Practice

Adapt

Perform

Observe

Adapt, modify or improve upon skill, method or

procedure to solve problems, and respond to

changing situations. Test

or appraise alterations and

recommend based on results.

Independently perform skill,

use method or execute

procedure in an appropriate

context. Evaluate or

troubleshoot one’s own

performance.

Follow instructions to duplicate skill,

method or procedure step-

by-step and explain purpose

of each step.

Participate in demonstration of skill, method or procedure.

Analyze Data

Justify Arguments

Draw Conclusions

Gather Evidence

Adapt, modify or improve upon skill, method or

procedure to solve problems, and respond to

changing situations. Test

or appraise alterations and

recommend based on results.

Make

generalizations, construct

theories and formulate

hypotheses based on gathered

information.

Interpret

information using

appropriate methodology.

Observe, collect and record

information.

Research

Skills

Figure 1. Examples of possible laddering strategies in four different areas: concept formation, content application, research, and skills development.

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Curriculum Mapping

It is important to remember that not every element of the Degree Level Standard needs to be met (or can be met) in every course. Curriculum mapping determines where your course “fits” within the degree program and what role it will play in meeting the Program Learning Outcomes and the Degree Level Standard. General information on curriculum mapping is available on the Teaching & Learning website.

Curriculum mapping of Honours Bachelor degree programs differs from mapping of other college programs in that it must also consider achievement of the Degree Level Standard.

In addition, Honours Bachelor degree programs not only provide a detailed study of the major areas within a field, but also an understanding of how these areas interconnect with one another and with other fields. Consulting a curriculum map can help you identify the appropriate breadth, depth and complexity level for your course material, the position of your course within the progression of learning and the relationship of your course to the overall discipline. This will help you interpret and implement the Course Learning Outcomes in a manner appropriate to the year of study and the relevant Degree Level Standard elements.

A curriculum and Degree Level Standard map for your program is developed as part of the degree consent application process and is available from your Chair. It is important to consult this map in order to interpret the appropriate level for your course content. Begin by determining how your course fits into the program as a whole and to what other courses it is directly connected. For example, what are the pre-requisites for your course, and/or are there subsequent courses in the program that are dependent upon successful completion of your course? Determine which Degree Level Standard elements form part of the Course Learning Outcomes. Where in the progression of learning for the achievement of the relevant standards does your course fall? This will help you identify the appropriate level of learning when it comes time to implement the Course Learning Outcomes.

Table 2 may assist you with this planning:

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Degree Level Standard Mapping Exercise

Program:

Course: Semester:

Pre-requisites: Dependent Courses:

Degree Level Standard elements mapped to this course:

Level: (F / I / A )

F = Foundational Students acquire fundamental knowledge, skills and attitudes necessary for

progression through program.

I = Intermediate Students build towards achievement of the Degree Level Standard element through guided practice.

A = Adept Students demonstrate achievement of the Degree Level Standard element.

Bridging Diploma to Degree

Seneca Honours Baccalaureate programs grant transfer credits to students who have completed another credential, provided that they meet the specified academic requirements. It is important to help these students transition between the diploma and degree learning environments. Bridging courses may be offered that are designed to close Course Learning Outcome gaps between the two levels of learning and position students for success in an Honours Bachelor degree program.

In addition to covering additional content not presented in the diploma program, bridging courses may discuss:

• the shift in focus between diploma and degree goals. In particular, diploma level learning emphasizes the process of “doing” and how to best accomplish specific tasks. By contrast, degree level learning explains the theory behind the “doing” and explains why the process is used.

Table 2. Mapping exercise for courses in degree programs. Once the position of the course within the program has been identified with respect to course pre-requisites and dependent courses, determine the appropriate level of practice for each Degree Level Standard element mapped to the course.

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• the increase in breadth, depth and complexity of course material. Although the topics may be similar between the two credentials, degree programs will delve deeper into the concepts and require higher levels of cognitive reasoning.

• the expectation for more independent learning. This may require students to adjust their learning/study habits, their view of class time and their approach to assignments.

• the expectation for enhanced written and oral communication skills and the development of scholarly arguments.

To assist with the Diploma to Degree transition consider:

• offering an orientation session for students entering from a diploma program, • providing discrete examples of the differences between degree and diploma

performance, • having students complete a self-assessment of their current mastery of

Program/Course Learning Outcomes, • reviewing prerequisite foundational material at the beginning of the bridging

course and requiring students to demonstrate competency with this material.

Understanding Degree Level Course Learning Outcomes

Learning outcomes describe the knowledge, skills or attitudes that students will be able to demonstrate upon successful completion of a course. Detailed Course Learning Outcomes for each subject within an Honours Bachelor degree program are developed as part of the initial application for Ministerial consent. As descriptors of course content, Course Learning Outcomes play an important role in PEQAB course evaluations. Course Learning Outcomes are structured to fit into the broader curriculum to ensure the program as a whole meets the Program Learning Outcomes at an Honours Baccalaureate credential level. As faculty teaching in a degree program, you will need to be able to interpret and implement approved degree level Course Learning Outcomes for your courses. You may also be involved in the development or review of Course Learning Outcomes and Program Learning Outcomes for new and existing degree programs, as part of a program development team.

Degree level learning outcomes follow the same format as other Seneca Course Learning Outcomes. Each learning outcome statement begins with an action verb and describes an observable or measurable behaviour or performance. Course Learning Outcomes are written from the students’ perspective and describe or indicate what the students can expect to achieve if they are successful in the course.

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There are three parts to every learning outcome statement:

Additional information on verbs for learning outcome statements is available in the Bloom’s Taxonomy: Guide for Verbs.

Degree level Course Learning Outcomes generally reflect higher cognitive complexity levels within Bloom’s taxonomy and may be associated with more abstract knowledge. Figure 2 summarizes Bloom’s revised taxonomy (Anderson et al, 2001) and provides examples of learning outcomes at the different levels. The appropriateness of the learning outcome statement towards the fulfillment of degree level criteria increases as one moves towards the upper right quadrant of the table. The cognitive processes and knowledge domains mentioned in the figure are defined as follows (Table 3):

Definition of Terms from the Revised Bloom’s Taxonomy

Cognitive Processes Knowledge Domains Remember Recall relevant knowledge from

memory. Factual The basic elements, facts or

terminology students must know to be acquainted with a discipline or solve problems within it.

Understand Construct meaning from material.

Apply Use learned material in new ways.

Analyze Break concepts into parts and determine how the parts interrelate.

Conceptual The interrelationships among the basic elements within a larger structure that enables them to function together.

Evaluate Make judgements based on criteria and guidelines.

Procedural How to do something, methods of inquiry and criteria for using skills, algorithms, techniques and methods.

Create Put together elements in an innovative way.

Metacognitive Knowledge of cognition in general as well as knowledge of one’s own cognition.

A single action verb that identifies the performance to be demonstrated and the level of learning

The content or learning focus that specifies what knowledge, concept or skill the learner is expected to acquire;

The context or criteria that specifies the parameters or the measurable characteristics in which the learning is grounded.

01

02

03

Table 3. Definitions of the cognitive processes and knowledge domains from Bloom’s revised taxonomy (Anderson et al, 2001).

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Revised Bloom’s Taxonomy

Figure 3. Examples of how Bloom’s revised taxonomy can be applied to Course Learning Outcomes. The complexity of learning increases as one moves towards the upper right quadrant of the table. Adapted from (Anderson et al, 2001; CELT, 2018)

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Meeting Degree Level Course Learning Outcomes

The Course Learning Outcomes for your subject can be found on the Seneca Subject Outline System.

When determining how to implement Course Learning Outcomes into your lesson planning, keep in mind the breadth, depth and complexity level that is appropriate for your course, and the Degree Level Standard elements that have been mapped to the course. In addition, consider how Seneca’s Core Literacies are addressed by the course material. Remember that instructional activities and assessments should align to the intended Course Learning Outcomes. This tip sheet from the University of Waterloo Centre for Teaching Excellence provides examples of assessments and activities aligned to outcomes across various disciplines.

Some questions to consider:

• Where is the outcome situated along the progression of learning? How does the outcome build on learning from prior courses? How will the learning be extended in future courses?

• What level of Bloom’s Taxonomy is associated with this outcome?

• Is the measured achievement of the outcome aligned with meeting one or more element of the Degree Level Standard?

• How can I incorporate primary sources, methodologies, current advances, etc. into the delivery of the outcome?

• How do students practice what they are learning? What activities contribute to achievement of the outcome and the associated Degree Level Standard elements?

• Do my assessments measure achievement of the outcome?

• Are the content, teaching activities and assessments at a level of breadth, depth and complexity consistent with the position of the course within the program curriculum and a degree level of learning?

Below is a comparison of degree vs diploma level Course Learning Outcomes taken from selected Seneca degree and diploma Course Outlines:

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Degree vs Diploma Course Learning Outcomes

Distinction Learning Outcome

Degree Level Diploma Level

The degree level outcome employs a higher cognitive level within Bloom’s taxonomy.

Compose advanced SQL statements to retrieve data from an Oracle database.

Use SQL SELECT statement to retrieve data.

The degree level outcome demonstrates increased breadth (individuals and corporations), depth (specific provisions) and complexity (theoretical concepts).

Explain the theoretical concepts behind specific provisions of the Income Tax Act as they apply to individuals and corporations in Canada.

Discuss relevant sections of the Income Tax Act as they relate to the taxation of Canadian residents.

The degree level outcome places the learning into a broader, cross-disciplinary context.

Explain basic assumptions, concepts, and propositions of family theories within the context of anthropological, psychological, and sociological lenses.

Examine the theories related to family roles, structures and dynamics.

Writing Degree Level Course Learning Outcomes

As a subject matter expert in your field, you may be involved in developing Course Learning Outcomes for a new Honours Bachelor degree program, or in reviewing outcomes for an existing program undergoing renewal. These activities must be done in collaboration with your Chair, program coordinator and other faculty to ensure the program as a whole meets the overall Program Learning Outcomes and the Degree Level Standard. Keep in mind best practices for writing SMART (specific, measurable, attainable, relevant, and time-limited) 3-part learning outcomes. Numerous resources on writing learning outcomes are available on the Teaching and Learning website. Always begin with curriculum and Degree Level Standard mapping and be sure the Course Learning Outcomes reflect the appropriate breadth, depth and complexity of the corresponding Degree Level Standard elements.

Table 4. Three scenarios comparing diploma versus degree Course Learning Outcomes.

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Designing Degree Level Assessments

Assessment and evaluation of student work provides students with ongoing and meaningful feedback about their progress in meeting Course Learning Outcomes. This feedback is a critical component of the learning process.

Creating assessments at the degree level follows the same guidelines as for diplomas and other credential levels, as outlined in Seneca’s Student Assessment Policy. Assessments must align with and measure achievement of the Course Learning Outcomes. Each outcome must be evaluated by at least one assessment and students should have multiple opportunities to demonstrate achievement of an outcome. Effective assessment incorporates a variety of authentic tasks and assignments and involves assessment of, for and as learning.

As degree level Course Learning Outcomes generally employ higher levels within Bloom’s taxonomy, the types of questions asked and the tasks students are required to demonstrate must reflect the complexity level of the Course Learning Outcome being assessed. Degree level assessments will measure a greater depth of knowledge and may require learning to be applied to different contexts. The Teaching and Learning guide for aligning assessments, learning outcomes and teaching activities provides helpful question stems for each of Bloom’s six cognitive domain levels. Assessments should also align with the Degree Level Standard elements that have been mapped to the relevant Course Learning Outcome. In practice, higher level assessments not only evaluate mastery of content at the appropriate breadth, depth and complexity, but also carry expectations with respect to how that content is synthesized and presented. This is reflected in higher standards for written and oral communication skills, referencing of sources, and design of reports.

Authentic Assessment

Authentic assessments “involve students in the actual challenges, standards, and habits needed for success in the academic disciplines or in the workplace” (Wiggins, 1989, p. 706). By requiring students to carry out tasks in situations as similar as possible to real-world contexts, authentic assessments reflect the practical knowledge and skills required of graduates in a field. They are particularly effective at the degree level as they promote critical thinking and inquiry, assess deep learning and require judgement and innovation in order to solve complex contextual problems. Authentic assessments allow students to play a direct role in structuring their learning by applying a variety of skills towards accomplishing a relevant, real-world task.

Therefore the difference between degree and diploma level assessment originates with the Course Learning Outcomes.

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Table 5 lists examples of various types of authentic assessments appropriate for degree level learning.

Examples of Authentic Assessments

Category Assessment Examples Category Assessment Examples

Written

Business correspondence Executive summary Legal brief Newspaper article or editorial Policy memo Scientific abstract Standard operating procedure White paper

Reflective Practice

Blog Interview Journal Portfolio Resume

Performance

Client Presentation Conference poster Debate Practical exam Speaking engagement

Collaboration

Debate Peer teaching Social media campaign Team project

Creation

Advertisement Brochure Infographic Podcast Poem or play Poster Product development Spreadsheet Video Web page Work of art or music

Application

Annotated bibliography Annual report Budget proposal Business case for support Capstone project Case study Inventory list Literature review Research proposal to a granting

agency Survey and data analysis Technical report

Table 5. Types of authentic assessments adaptable to a degree level of learning. Adapted from: (Walvoord & Anderson, 1998)

Rubrics

Evaluation of student progress involves a determination of the quality of work based upon defined criteria as set out in a rubric or a grading scheme. Rubrics are helpful tools to communicate performance expectations and assessment criteria. While rubric design will be similar between degree and diploma level assessments, the degree level rubric will have stricter criteria and more refined categories. Keep in mind appropriate levels of depth, breadth and complexity of knowledge, along with expectations surrounding academic scholarship when creating rubrics for degree level assignments. Links to rubric design and other assessment resources are available on the Teaching and Learning website.

An example of a degree level assessment and rubric is presented in Table 6.

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Example of a Degree-level Assessment Rubric

Criteria Missing or

Unacceptable Below

Expectations Meets

Expectations Exceeds

Expectations Score 0 1 2 3

Research question Research question is not defined

Research question is poorly defined and ambiguous

Research question is defined

Research question is clearly defined and is unique

Hypothesis /objectives are not stated

Hypothesis /objectives are stated but their intent is not clear

Hypothesis /objectives are stated

Hypothesis /objectives are explicitly stated and their relevance explained

Methodology Methodologies are not used

Methodologies are not ideally suited to the subject area

Methodologies appropriate to the subject area are used

Appropriate methodologies are used and their use is justified

Evidence is not collected

Collected evidence is insufficient to address the research question

Evidence is sufficient to address the research question

Evidence is sufficient to address the research question and is well utilized

Analysis of information is not conducted

Analysis of information is lacking or missing key points

Information is analyzed and key points extracted

Information is analyzed, synthesized and evaluated for accuracy and relevance

Conclusions Conclusions are not presented

Conclusions are presented

Conclusions are presented and supported

Conclusions are presented, supported and examined for their value

Writing Language is poor and ideas are unorganized

Language is confusing and contains a number of spelling /grammatical errors.

Language adequately conveys the message and contains some minor spelling/ grammatical errors

Language is clear, free of spelling /grammatical errors and ideas are presented in an effective, organized manner

Sources are not cited

Citations do not adhere to proper guidelines

Sources are properly cited

Sources are relevant, reliable and properly cited

Total (out of 24)

Table 6. A sample assessment rubric for an in-depth research project under the supervision of a faculty member on a subject-related topic, culminating in a written project summary. Adapted from (Haggerty et al., 2011).

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As can be seen in this example, the degree level rubric evaluates performance at a high level of cognitive complexity. Assessment criteria align not only with the Course Learning Outcomes, but also with relevant Degree Level Standard elements such as Communication and Methodological Awareness.

The Office of Teaching & Learning at the University of Calgary has assembled this collection of rubric examples.

Examples of Student Work

As part of the quality assurance process, colleges must provide program assessors with samples of student work from the terminal stage (3rd and/or 4th years) of the program. According to PEQAB guidelines, student work is reviewed as “evidence that the expected learning outcomes related to the Degree Level Standard have been achieved” (PEQAB, 2018, p.47).

Samples of student work may include assignments, essays, capstone projects, exams, case analyses, reports and presentations. Each sample must include details of the assignment (i.e., a copy of what the student receives), the student’s original, ungraded work and, where applicable, the rubrics against which the assignment was graded.

These samples are categorized into what the instructor considers minimally acceptable, average and exemplary work. Minimally acceptable work meets the minimum criteria for achieving a passing grade on the assignment. Although the work demonstrates learning at a degree level, there is considerable room for improvement in all areas. Average work reflects achievement of the assessment criteria. The work fulfills the expectations of the assignment, but may contain minor errors or deficiencies. Exemplary work meets all expectations with few, if any, errors and exceeds the assignment goals in some areas.

The following worksheet may be applied when selecting and classifying student work for the PEQAB review process.

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Evaluating Degree Level Assessments

Course Learning Outcome

Assignment

Rubric

Criteria for Classification Minimally Acceptable Average Exemplary

Table 7. A worksheet to assist with the classification of student work. For a given Course Learning Outcome, describe an appropriate assessment and the corresponding grading scheme or rubric. Then provide criteria for evaluating demonstration of minimally acceptable, average or exemplary student work with respect to the assessment.

Incorporating Research/Advanced Scholarship

One of the important differences between diploma and degree level teaching is the emphasis in Honours Bachelor degree programs on academic scholarship, research and creative processes. The ability to consult, understand and utilize primary literature, discuss new developments in the field, and apply appropriate research or creative methods are critical skills for graduates to master. The opportunity to explore one’s own ideas and take responsibility for one’s own learning can be highly engaging activities and may stimulate students’ interest in a topic.

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Many degree programs include an upper semester research study or capstone project. However, research and advanced scholarship should not be restricted to this one learning activity but should be incorporated into the curriculum at different levels throughout the entire program. A progression of learning model which guides learners to gradually develop proficiency in research and scholarship skills by increasing the complexity of activities and assignments is recommended.

Understanding the Literature

Working with primary literature may be daunting for students unfamiliar with this type of resource. Many new skills must be developed with regards to finding and retrieving sources, discerning between valid and poor resources, and understanding, interpreting and extracting the information contained in the source, correctly summarizing and referencing the information and learning how to critically evaluate the content. Here are some suggestions for helping students navigate these tasks:

Research and advanced scholarship should be incorporated into all courses throughout a degree program

• Identify the different types of primary sources in your field and incorporate these into your readings. Primary sources include case studies, scholarly journal articles, conference proceedings, clinical reports, white papers, patents, dissertations, interviews, autobiographies and original creative works (music, video, photography etc.)

• Curate for your students a list of the top journals or other primary sources in your field. This can help direct students away from resources of questionable validity. Refer students to the appropriate Seneca Libraries Subject Guide for your course.

• Discuss with students how to evaluate the credibility and authenticity of the information contained in primary sources using the CRAAP test or a similar tool.

• Teach students “how” to read an academic paper/article. Students should be aware of the structure of a paper, the purpose of each section and what type of information can be obtained from each section. As students become more proficient in this activity, have them try to interpret the findings for themselves rather than rely on the author’s conclusions. Refer to the progression of learning example below.

• Identify the seminal papers, articles or other bodies of original work which led to the development of key concepts in your field. Incorporate these into your lectures, discussions and assigned readings.

• Create assessments that require students to summarize, consolidate and/or critique primary sources.

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• Provide instruction in essay writing, the development of scholarly arguments, and proper citation. The library is a good source of existing resources in these topics. Consult the Seneca Libraries Guide to Citing Sources or arrange for a classroom visit by one of the librarians.

Progression of Learning Strategy for Using Primary Sources

Figure 3. A possible laddering strategy for learning to use and apply primary sources.

Integrating Current Research and New Advances

The discussion of recent advances in the area of study maintains the currency and relevancy of course curriculum. It can also provide an introduction to advanced topics and other timely material that is of interest to students. Awareness of current research can stimulate new ideas and help prepare graduates for future careers or continued learning.

• Identify the main areas of current research or exploration in your field and incorporate these topics into your lessons.

• Invite guest speakers (industry professionals, subject experts, alumni working in the field) to your classes to discuss their own research or creative projects.

• Assign new advances and other current topics as self-study projects.

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• Encourage students to sign up to social media/news alerts from relevant journals, websites and professional associations. This can be incorporated into classroom activities or assignments.

• Arrange a site visit to an industry, business, clinic or other representative organization.

• Provide an opportunity for students to attend a conference, symposium, networking event or other professional gathering.

Key Methodologies

The ability to interpret primary research or recent advances in a discipline requires a knowledge of the methodologies involved in generating new information and content. Methodological awareness is the first step in the processes of discovery and creation. Graduates should be able to apply key methodologies to problem solving within a range of topics in their respective fields. Although methodologies will vary considerably based on the discipline, basic principles of inquiry and analysis should be emphasized in all programs. The following questions may guide you when incorporating methodological awareness into the course curriculum.

• Are students aware of how the knowledge, theories, assumptions and techniques in their field of study were initially discovered?

• Can students articulate the steps that led to the development of a theory or process?

• Are creative processes part of the field, and what are the approaches to creating new work?

• What are the accepted practices for collecting and evaluating data?

• Are students taught the basic principles of good research?

• Are the principles of research ethics taught and are students given opportunities to discuss ethical issues related to specific methodologies?

• Is methodological awareness incorporated throughout the curriculum and do learning activities promote the proper use of key methodologies?

• Do assessments provide opportunities to explore, practice and apply key methodologies?

It is important for students to be aware of the methodologies commonly used within their specific discipline. These may be quantitative or qualitative, and involve experimental, opinion-based, or observational approaches. Examples of research methodologies include controlled variable studies, surveys, focus groups, interviews, meta-analyses, case studies, and phenomenology. The choice of methodology will depend on the discipline and the objectives of the research. For a comprehensive resource on research methodologies, consult Creswell’s “Research Design: Qualitative, Quantitative, and Mixed Methods Approaches”.

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Ethical considerations are an important component of any research methodology and a discussion of ethics should be part of the instruction in methodologies. The Tri-Council Policy Statement (TCPS) promotes and outlines the ethical conduct of all research involving humans. Guidance on the TCPS is available through the TCPS 2 CORE online tutorial. At Seneca, any research which involves human subjects must receive prior approval from the college’s Research Ethics Board (REB). Seneca faculty and students conducting human-based research on or off campus must consult with the REB before beginning the study.

Research / Capstone Projects

Most Honours Bachelor degree programs require that students complete an original body of work in their final year of study. This may take the form of a brief thesis paper, a short research study or a capstone project. Projects may be theoretical or applied, and are generally structured to be completed in one semester. A literature review is usually a key component of the project. In many instances, studies and projects are conducted with industry and/or community partners. Riipen is a three-party tool which connects student assignments and projects with industry partners. For more information about using Riipen in your courses, contact riipen@senecacollege.ca.

An important learning objective is for students to understand how to approach project design and management, and students may need guidance in this regard. Have students spend time developing a proposal or outline of the project before commencing. In some programs projects are split over two consecutive courses; the first course focuses on methodology and project design, while execution of the project takes place in the second course. It is essential to allow adequate time during the planning stage to secure REB approval. It is also important to ensure the scope of the project suits the students’ level and can be completed in the time allotted.

Research and capstone projects are also venues for students to gain experience in communicating their ideas. Incorporate opportunities for students to present their work to their peers in a variety of different formats such as in-class presentations, poster sessions, online discussions, exhibitions and showcases. Summary

The Degree Level Teaching handbook offers guidance and resources for faculty teaching in Seneca’s degree programs. For topics and questions about teaching not covered in this handbook, refer to the Teaching & Learning website or contact us at teaching@senecacollege.ca.

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References and Resources

Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman. Biggs, J. & Collis, K. (1982). Evaluating the Quality of Learning: The SOLO Taxonomy. New York: Academic Press. Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada and Social Sciences and Humanities Research Council of Canada. (2014). Tri Council Policy Statement: Ethical Conduct for Research Involving Humans. Author. Center for Excellence in Learning and Teaching, Iowa State University. Revised Bloom’s Taxonomy. Retrieved from http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy Centre for Teaching Excellence, University of Waterloo. Aligning Outcomes, Assessments and Instruction. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessing-students/aligning-outcomes-assessments-and-instruction Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, California: SAGE Publications. Haggerty, M., Coladarci, T., Killinger, M., & Slavin, C. (2011) “Honors Thesis Rubrics: A Step toward More Consistent and Valid Assessment in Honors”. Journal of the National Collegiate Honors Council. 12(2), 145-166. Office of Teaching & Learning, University of Calgary. Rubrics for Assessment. Retrieved from https://werklund.ucalgary.ca/tandl/resources/rubrics-assessment#quickset-field_collection_quicktabs_4 Ontario Ministry of Training, Colleges and Universities. (2009). Framework for Programs of Instruction. (Appendix A). Retrieved from http://www.tcu.gov.on.ca/pepg/documents/FrameworkforPrograms.pdf Ontario Ministry of Training, Colleges and Universities. (2009). Ontario Qualifications Framework (OQF). Retrieved from http://www.tcu.gov.on.ca/pepg/programs/oqf/oqf.pdf

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The Post-secondary Quality Assessment Board. (2018). Manual for Ontario Colleges. Author.

Walvoord, B. & Anderson, V. (1998). Appendix B: Types of assignments and tests. In Effective Grading: A Tool for Learning and Assessment. (pp. 193 – 195). San Francisco: Jossey-Bass Webb, N. (1997). Research monograph number 6: Criteria for alignment of expectations and assessments on mathematics and science education. Washington, D.C.: CCSSO. Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan, 70(9), pp.703-713.

Seneca Resources

Core Literacies Degree Consent and Renewal Degree Programs Seneca Libraries CRAAP test

Guide to Citing Sources Subject Guides

Research Ethics Board Riipen Seneca Subject Outline System Student Assessment Policy Teaching and Learning Bloom’s Taxonomy: Guide for Verbs Used in Outcomes Curriculum Mapping Linking Learning Outcomes to Assessments Learning Outcomes Rubric Design

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The Degree Level Standard

The Degree Level Standard for a Baccalaureate/Bachelor Degree: Honours is outlined in the PEQAB Manual for Colleges 2018 (pp. 23 – 24). Elements of the Standard include:

Depth and Breadth of Knowledge

Description of Element

a. A developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches, and assumptions in a discipline overall, as well as in a specialized area of a discipline

b. A developed understanding of many of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines

c. A developed ability to i. gather, review, evaluate, and interpret information ii. compare the merits of alternate hypotheses or creative options, relevant to

one or more of the major fields in a discipline d. A developed, detailed knowledge of and experience in research in an area of the

discipline e. Developed critical thinking and analytical skills inside and outside the discipline f. The ability to apply learning from one or more areas outside the discipline

Interpretation

The Depth and Breadth of Knowledge element outlines the scope and level of detail of the content and the level of interaction of students with the content for the program as whole. Individual courses within the program may focus on specific areas. Graduates are expected not only to understand course material, but also to place it into a broader context and to draw comparisons between subject areas. Critical evaluation of the content is a crucial component of this benchmark.

• Does the material presented in this course cover each area of study in sufficient detail with respect to course level, and include underlying theories, methods, research approaches and current advances?

• Are students asked to make connections between this course and other courses within the program, and is the context of the course material with respect to the overall discipline clear?

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• Are students able to find, review, evaluate and interpret relevant information? • Do students demonstrate critical thinking and are these skills transferred to fields

outside the main area of study? • Are assessments designed to evaluate the depth, breadth and complexity of

knowledge and skills achieved by students?

Sample Learning Outcomes

Evaluate the key findings of relational research and explain its ramifications on child development and care in a variety of contexts. (BCD404)

Critique the direction of auditing standards in Canada compared to international standards. (IAF826)

Conduct guided research in order to ascertain client’s infrastructure and technology requirements. (BTS830)

Critically evaluate complex ethical arguments and standpoints as these are applied to a variety of ethics scenarios from past, present, and future. (INS302)

Resources

Inquiry-based Learning from Queen’s University Queen’s University’s Centre for Teaching and Learning defines inquiry-based learning, explains its importance, and offers some strategies, guidelines and resources.

Interdisciplinary Approaches to Teaching from Carleton College This website from the Science and Engineering Resource Centre at Carleton College provides an in-depth discussion of teaching and assessment strategies for interdisciplinary teaching.

Using Coursework to Enhance Students’ Understanding of Research/Scholarship from McGill University A report prepared by the Teaching and Learning Services at McGill identifying ways of integrating course material and research knowledge across disciplines and academic levels.

Transfer of Knowledge to New Contexts from Yale University A short article from Yale Center for Teaching and Learning providing examples and strategies for helping students transfer and apply knowledge and skills to new areas.

Seneca Core Literacies – Creative Thinking; Critical Thinking and Problem Solving; Information Literacy; Inquiry and Analysis

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Conceptual & Methodological Awareness/Research and Scholarship

Description of Element

An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to

a. evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques

b. devise and sustain arguments or solve problems using these methods c. describe and comment upon particular aspects of current research or equivalent

advanced scholarship

Interpretation

Methodological awareness is an understanding of how the concepts, theories and assumptions were discovered or developed. Depending on the area of study, this may involve scholarly research (academic or applied) or any other established, prescribed process or technique that leads to a desired outcome. Methodologies may consist of a highly structured series of ordered steps or a less structured, creative approach to discovery.

• Can students critically compare various problem solving methods, choose the better among them and explain the reasons for their choices?

• Are research or problem solving methods taught and evaluated? • Are students asked to apply these methods to solve a problem? • Do students interact with current research or scholarly activity in the form of

journal articles, scholarly reviews, guest speakers or other forms of knowledge sharing?

• Are students assessed on their ability to incorporate methodological awareness into problem solving or creative activities?

Sample Learning Outcomes

Justify the use of specific screening and assessment tools to identify family and child strengths and needs. (BCD708)

Apply decision-making theories, approaches and models such as the Rational, Organisational, Political and Process models in simulated business case scenarios. (HST410)

Evaluate the strengths and weaknesses of a variety of methods used by psychologists in researching the field. (LSO260)

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Resources

Research Design: qualitative, quantitative and mixed methods approaches by John W Cresswell An authoritative textbook on research design and methodologies, including discussions on assumptions, literature reviews, the use of theory, ethics and writing. Available from Seneca Libraries.

NCCMT Learning Centre from the National Collaborating Centre for Methods and Tools The NCCMT provides leadership and expertise in evidence-informed decision making to Canadian public health organizations. It has produced a series of online learning resources relating to quantitative research design, searching for research evidence and the critical appraisal of systematic reviews, qualitative studies and intervention studies. Teaching Problem-Solving Skills from the University of Waterloo At tip sheet from the Centre for Teaching Excellence at the University of Waterloo outlining the principles for teaching problem-solving along with an example of a problem-solving model.

Seneca Core Literacies – Creative Thinking; Critical Thinking and Problem Solving

Communication Skills

Description of Element

The ability to communicate information, arguments and analysis accurately and reliably, orally and in writing, to specialist and non-specialist audiences using structured and coherent arguments, and, where appropriate, informed by key concepts and techniques of the discipline

Interpretation

Communication skills at the degree level are centred on the logical presentation of ideas in order to support an argument or assumption. Strong writing and speaking skills are a necessary foundation, but are insufficient on their own to meet the standard. The presentation of material should be appropriately tailored to the target audience.

• Are students taught how to develop an argument and use evidence to support their claim?

• Do assessments mimic the type and style of documents or presentation materials commonly encountered in the area of study?

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• Are students required to correctly use technical, specialist or professional language?

Sample Degree Level Learning Outcomes

Demonstrate effective evaluative and research writing using argumentative and analytical techniques. (ENG106)

Argue a perspective that reflects the content and challenges in the cognitive sciences within one’s written work. (INS301)

Demonstrate effective presentation delivery skills required for formal presentations to a client, suitably handling questions, interruptions, and hostility. (BTC340)

Resources

OWL - Online Writing Lab from Purdue University The Online Writing Lab provides resources and instructional material to assist students and teachers with many types of writing projects.

The Write Site from the University of Sydney The University of Sydney offers three modules (grammar, sources and structure) to help develop writing skills. It also offers PowerPoint presentations and handouts for students to help you integrate these modules into your course(s).

Presentation Skills from Queen’s University Queen’s University Student Academic Success Services offers this set of resources on effectively preparing, practicing and delivering academic presentations.

Seneca Core Literacies – Written Communication; Oral Communication

Application of Knowledge

Description of Element

a. The ability to review, present, and critically evaluate quantitative and qualitative information to

i. develop lines of argument ii. make sound judgements in accordance with the major theories, concepts,

and methods of the subject(s) of study

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iii. apply underlying concepts, principles, and techniques of analysis, both within and outside the discipline

iv. where appropriate, use this knowledge in the creative process b. The ability to use a basic range of established techniques to

i. initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information

ii. propose solutions iii. frame appropriate questions for the purposes of solving a problem iv. solve a problem or create a new work

c. The ability to make use of scholarly reviews and primary sources

Interpretation

The application of knowledge involves putting to use the theories, methods, techniques and creative processes of the subject area in order to answer questions, develop new solutions or create new work. As with other benchmarks in the Degree Level Standard, the emphasis is on developing coherent arguments based on gathered evidence. This evidence may come from observations, collected data, or a review of the literature. Students are expected not only to collect, interpret and use information, but also to evaluate its quality, relevance and appropriateness.

• Are students taught how to interpret and evaluate primary sources (e.g. journal articles, case studies, reviews, reports, white papers, patents etc.)?

• Are assessments given that require students to first define a problem or pose a question?

• Are connections drawn between the main theories of the subject area, the methods used to develop those theories and the application of those methods to solve new problems?

• Are students given the opportunity to collect and analyze original data? • Are students given the opportunity to create new work using the knowledge

gathered and accumulated skills? • Do assessments require the use of primary sources or scholarly reviews?

Sample Learning Outcomes

Apply project control theory and techniques to the development of software and related development projects. (BTS730)

Analyze complex business situations through the use of case studies to develop and evaluate alternatives and recommend courses of action. (IAF831)

Evaluate published research studies to determine the accuracy, validity, reliability, generalizability and/or transferability of the research findings. (INR300)

Resources

A Practical Guide to Course-based Undergraduate Research Experiences from the University of San Diego

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A guide to the value, structure, implementation and evaluation of student undergraduate research projects.

Teaching Critical Reading from the University of Berkeley A comprehensive teaching guide for Graduate Student Instructors on how to teach critical reading to undergraduate students. Includes strategies and examples from a wide variety of disciplines.

Seneca Core Literacies – Creative Thinking; Critical Thinking and Problem Solving; Information Literacy; Inquiry and Analysis; Quantitative Literacy

Professional Capacity/Autonomy

Description of Element

a. The qualities and transferable skills necessary for further study, employment, community involvement, and other activities requiring

i. the exercise of initiative, personal responsibility, and accountability in both personal and group contexts

ii. working reflectively with others iii. decision-making in complex contexts

b. The ability to manage their own learning in changing circumstances, both within and outside the discipline, and to select an appropriate program of further study

c. Behaviour consistent with academic integrity and social responsibility

Interpretation

The Professional Capacity standard deals with various aspects of personal accountability, for oneself and others, both in the current environment and in future planning. Autonomy goes beyond the ability to work independently and includes taking responsibility for directing one’s productivity, learning path and/or future career. Underlying this standard is an awareness of moral conduct as it applies to the area of study.

• Are students given opportunities to demonstrate initiative and practise self-management and independent decision-making skills?

• Are students required to work in groups, and engage in teamwork activities that include relationship management, group decision-making and leadership opportunities?

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• Do the learning activities promote ethical behaviour as it relates to the academic or professional field?

• Are students given opportunities to document and reflect upon their learning path through the use of ePortfolios or similar tools?

• Are students exposed to the career options available upon graduation and are they aware of avenues for continued learning and professional development, such as advanced degrees, conferences, membership in professional associations and accreditations?

Sample Learning Outcomes

Apply critical theory perspectives to prevailing values, beliefs, and practices related to self and others personally and professionally. (BCD410)

Apply classical and contemporary moral theories to evaluate controversial moral issues such as the distribution of wealth and power, preferential hiring, and harassment in the workplace. (LSP500)

Demonstrate the use of problem-solving, opportunity analysis and decision-making techniques to determine the best alternatives for a company. (BMT300)

Discuss the activities of relevant professional associations, organizations and special interest groups to identify specialized knowledge. (BTR820)

Resources

Reflective Practice and Self-Directed Learning from the College of Early Childhood Educators This resource defines two aspects of professional practice and development: reflective practice and self-directed learning and outlines ways to engage in these activities.

Canadian Professional Organizations A curated list of national and provincial professional organizations within Canada.

Group Decision-Making from the University of Waterloo A tip sheet from the Centre for Teaching Excellence at the University of Waterloo outlining the importance of group decision making skills. A seven-step decision-making model and several decision-making methods are presented.

ePortfolios from Cornell University A guide from the Cornell University Centre for Teaching Innovation on the affordances of ePortfolios and strategies for incorporating ePortfolios into your curriculum.

Academic Honesty and Plagiarism from Seneca Libraries

Seneca Core Literacies – Ethical Reasoning, Personal and Social Responsibility

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Awareness of Limits of Knowledge

Description of Element

An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity, and limits to knowledge and how this might influence analysis and interpretations

Interpretation

Recognizing the limits of one’s knowledge and abilities is part of metacognition (the critical awareness of one’s thinking). Metacognitive practices can promote awareness of one’s strengths and weaknesses, and can play an important role in expanding knowledge and improving performance. Understanding one’s limits also involves a sense of responsibility towards oneself, one’s colleagues and one’s community. Awareness of one’s limits may be fostered by self-examination of one’s thinking and learning, by exposure to other disciplines and advanced fields, and by placing knowledge into a broader global context. Graduates should appreciate the potential impact of their limits to job performance and decision-making abilities.

• Do teaching activities and assessments ask students to identify what they find confusing or challenging?

• Are students given opportunities to attempt and fail in a safe space? • Is time given to reflect on and discuss undesired outcomes, judgement errors,

poor decisions, and failed attempts? • Are students encouraged to learn from their mistakes and alter their behaviour

accordingly? • Are students exposed to topics and concepts above their current level of

understanding? • Do assessments require students to self-reflect on their knowledge and abilities

and is this self-reflection placed into context with feedback from others?

Sample Learning Outcomes

Document reflections on one’s own teaching ability and children’s learning in a school environment. (BCD400)

Evaluate through group discussion how personality, attitudes, cultural background, and opinions impact group dynamics and how effective crews seek to improve performance and safety. (HUM500)

Engage in self-reflective practice to identify how personal and professional biases and assumptions may have an impact on the therapeutic process. (SWO400)

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Resources

Encouraging Metacognition in the Classroom from the Yale Poorvu Center for Teaching and Learning Examples and recommendations for bringing metacognitive activities into the post-secondary classroom.

Metacognition from Vanderbilt University This article from the Center for Teaching at Vanderbilt University defines metacognition and presents activities for incorporating metacognition into the classroom.

Teaching Metacognitive Skills from the University of Waterloo Tips from the University of Waterloo’s Centre for Teaching Excellence on incorporating metacognitive strategies into course content and assignments.

It’s a Mistake Not to Use Mistakes as Part of the Learning Process from Edutopia An article discussing the value of mistakes and how educators can effectively use student errors as opportunities to promote learning.

Seneca Core Literacies – Ethical Reasoning, Personal and Social Responsibility

Consult the Curriculum and Degree Level Standard map for your program to view relevant standards for your course.