Let’s Discuss
Learning Outcomes
Katharine Janzen, Ed.D.
Coordinator
M.Ed. In Higher Education Leadership Cohort
September 24, 2012
katharine.janzen@utoronto.ca
www.oise.utoronto.ca
The Panel
Erika Kustra
Director Teaching and Learning Dev.,
Centre for Teaching and Learning,
University of Windsor
Nicola Simmons
Faculty of Education, Brock University
Regional Vice-President, Can International
Society for the Scholarship of Teaching and
Learning (ISSoTL)
Past Chair, Educational Developers Caucus
Mary Catherine Lennon
Senior Research Analyst
Higher Education Quality
Council of Ontario (HEQCO)
The Context
• Focus will be on Learning Outcomes as they
apply to Graduate Studies
• Recognize the Discussion Paper applies to
Learning Outcomes in Undergraduate and
College programs as well
Defining Learning Outcomes
• Clearly articulated culminating and significant
learning to be demonstrated by students for
successful completion of a course/program of study
• What students are expected to be able to demonstrate
that they know, that they can do, and what they value
when they complete that course/program is clearly
defined for when they BEGIN the course/program
Defining Learning Outcomes
Complex clusters of learning in all 3 domains as
relevant to the focus of the course/ program
and credential:
1. Cognitive – knowledge, understanding,
comprehension, application, analysis, synthesis
and evaluation
2. Skills – tasks, study skills, analysis skills,
synthesis skills
3. Affective - attitudes
Learning Outcomes in
The Ontario Colleges
• Early 1990s the Ontario Colleges of Applied Arts &
Technology (CAATs) were directed to move to outcomes
based curricula with identified:
1. Vocational Learning Outcomes – specific to the
focus of the course/program of study
2. Essential Employability Skills - communication,
critical thinking/problem solving, information
management, interpersonal and personal skills
3. General Education Requirements
Learning Outcomes and the Ontario
Universities
• Ontario Council of Academic Vice Presidents
(OCAV)
• Graduate Degree Level Expectations (GDLEs)
- Masters and Doctoral Level
• Undergraduate Degree Level Expectations
(UDLEs)
Defining Degree Level Expectations
“Degree level expectations (DLE) define
expectations appropriate for a given degree in
terms of both discipline specific and generic
knowledge and skills.”
http://vpacademic.lakeheadu.ca/?display=page&pagei
d=68
Learning Outcomes and Quality
• January/February 2005 - Ontario Council of Graduate
Studies (OCGS) adopted statement of Graduate University
Degree Level Expectations (GDLE)
• December 2005 - COU endorsed University Undergraduate
Degree Level Expectations (UDLES)
• The Ontario Council of Academic Vice- Presidents (OCAV)
subsequently incorporated UUDLES into its UPRAC Review
and Audit Guidelines.
• GDLEs incorporated into Graduate Program Review Process –
OUC “Quality Assurance Framework”
•
(Feb/May 2012)
Undergraduate Degree Level
Expectations (UDLE)
1.
2.
3.
4.
5.
6.
Depth and Breadth of Knowledge
Knowledge of Methodologies
Application of Knowledge
Communication Skills
Awareness of Limits of Knowledge
Autonomy and Professional Capacity
GDLEs
Masters and Doctoral Levels
Six areas:
1. Depth and Breadth of Knowledge
2. Research and Scholarship
3. Level of Application of Knowledge
4. Professional Capacity/Autonomy
5. Level of Communications Skills
6. Awareness of Limits of Knowledge
“Doctoral Degrees – extend the skills associated with the Master’s degree
and are awarded to students who have demonstrated "them
Doctoral Level:
1. Depth and Breadth of Knowledge
A thorough understanding of a substantial body
of knowledge that is at the forefront of their
academic discipline or area of professional
practice.
2. Research and Scholarship
a. The ability to conceptualize, design, and implement
research for the generation of new knowledge,
applications, or understanding at the forefront of the
discipline, and to adjust the research design or
methodology in the light of unforeseen problems;
b. The ability to make informed judgments on complex
issues in specialist fields, sometimes requiring new
methods; and

c.
2. Research and Scholarship
- continued
c. The ability to produce original research, or other
advanced scholarship, of a quality to satisfy peer
review, and to merit publication.
3. Level of Application of Knowledge
The capacity to
i) Undertake pure and/or applied research at an
advanced level; and
ii) Contribute to the development of academic or
professional skills, techniques, tools, practices,
ideas, theories, approaches, and/or materials.
4. Professional Capacity/Autonomy
a. The qualities and transferable skills necessary
for employment requiring the exercise of
personal responsibility and largely
autonomous initiative in complex situations;
b. The intellectual independence to be
academically and professionally engaged and
current;

4. Professional Capacity/Autonomy –
continued
c.The ethical behaviour consistent with
academic integrity and the use of appropriate
guidelines and procedures for responsible
conduct of research; and d. The ability to
evaluate the broader implications of applying
knowledge to particular contexts.
5. Level of Communication Skills
The ability to communicate complex and/or
ambiguous ideas, issues and conclusions
clearly and effectively.
6. Awareness of Limits of Knowledge
An appreciation of the limitations of one’s own
work and discipline, of the complexity of
knowledge, and of the potential contributions
of other interpretations, methods, and
disciplines.

6. Awareness of Limits of Knowledge –
continued
Competence in the research process by applying
an existing body of knowledge in the critical
analysis of a new question or of a specific
problem or issue in a new setting.
References
Biggs, J., & Tang, C. (2007). Teaching for quality learning at university. (3rd
ed.) Berkshire, England: McGraw-Hill.
Spady, W. G. (1994). Outcome-based education: Critical issues and answers.
Arlington, VA: American Association of School Administrators.
Lakehead University: Degree Level Expectations
http://vpacademic.lakeheadu.ca/?display=page&pageid=68
OCGS Degree Level Expectations for Graduates of Each Credential
http://vpacademic.lakeheadu.ca/uploads/OCGSDegreeExpectations.pdf
References
Ontario Council on Quality Assurance (2012) Quality
Assurance Framework (D.Woolcott)
http://www.cou.on.ca/related-sites/the-ontario-universitiescouncil-on-quality-assura/pdfs-(1)/quality-assuranceframework---guide-may-2012
Resources
McMaster
• http://cll.mcmaster.ca/COU/pdf/Graduate%20Degree%20Leve
l%20Expectations.pdf
• http://cll.mcmaster.ca/COU/index.html
U of Waterloo
• http://cte.uwaterloo.ca/teaching_resources/OCAV/index.html
• http://cll.mcmaster.ca/COU/pdf/Graduate%20Degree%20Leve
Resources
Ryerson
• http://www.ryerson.ca/lt/programs/curriculum/Quality_Assura
nce_2010.pdf
U of Windsor
• http://web4.uwindsor.ca/units/senate/main.nsf/main/3320D4E3
2399A684852570D800705E73?OpenDocument
• http://vpacademic.lakeheadu.ca/?display=page&pageid=68