Graduate Learning Outcomes
MSc Learning Outcomes | PhD Learning Outcomes
MSc Learning Outcomes
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Depth & Breadth of Knowledge
Students demonstrate a systematic understanding of relevant knowledge within the scope of their research project, an awareness of broader disciplinary knowledge and of a relevant secondary area.
Evidence of systematic understanding includes: The ability to identify, define and apply the core knowledge related to their research topic. Applied literacy, such that a student can extract relevant knowledge from available resources and demonstrates progress toward assessing quality and validity.
Evidence of an awareness of broader disciplinary knowledge and a secondary area: The ability to identify and describe broader disciplinary knowledge. The ability to identify a secondary area that is of relevance to core discipline and describe how it is relevant. This secondary area is to be defined by the student in consultation with his or her committee.
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Scientific Methodology
A student is able to identify and describe the different methods of science.
Evidence: The ability to identify and describe broadly accepted methodologies of science, including the basic tenets of comparative (observational), experimental and modeling approaches, and can identify inductive, deductive and abductive modes of reasoning. Demonstrated progress toward effective peer review. The ability to apply broadly accepted scientific methodologies in their research project.
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Specific Methodology
A student applies appropriate discipline specific methods, be they field sampling, a laboratory technique, a mathematical technique or statistical analysis.
Evidence: The ability to apply a method of inquiry that would advance their research question. The ability to identify strengths and weaknesses of a given methodology.
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Communication
A student effectively communicates disciplinary knowledge to the scientific community and broader public.
Evidence: A student writes a proposal that identifies a missing piece of basic information or knowledge, supported by a review of related work on the topic, a logical and evidence-based argument for investigating the missing information or knowledge, and a supported set of scientific methodologies to discover information or knowledge or successfully address a problem.
A student writes a thesis that builds on the justifications for the research presented in the proposal, in which the specific implementation of the research and results are presented in a logical and reproducible way, and interprets the results appropriately and places it in a proper context of past research.
A student verbally summarizes their research question, appropriately identify explanatory hypotheses, and interprets their results in a way that is logical and clear.
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Professionalism
An M.Sc. graduate is expected to demonstrate initiative, personal responsibility, respect for others and accountability. They should be aware of the expectations of a professional working environment upon graduation. They must demonstrate integrity and ethics both in terms of awareness and practice.
Evidence: During the course of their M.Sc., a student should make progress towards a leadership role in developing their research ideas. They should demonstrate and practice ethical behavior that is consistent with the professional norms of their program. A student should be able to articulate the principles of ethical behavior, and provide specific examples of ethical behavior in the work place.
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Advancement of Science
A student seeks to discover new information within a discipline that is distinct from and builds upon past scientific advancement.
Evidence: At the proposal stage, a student successfully demonstrates the potential to generate new information. Their thesis and defense together support a research project that includes the appropriate use of methods and analyses and interprets findings in a manner that is consistent with norms in the field of inquiry.
PhD Learning Outcomes
Note: Text in bold indicates outcomes that are different from the MSc.
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Depth & Breadth of Knowledge
Students demonstrate a thorough understanding of knowledge within their research and academic discipline, an awareness and basic understanding of a secondary area, and an ability to integrate across knowledge areas.
Evidence of a thorough understanding includes: The ability to identify, define and apply the core knowledge of their discipline. Applied literacy, such that a student can extract relevant knowledge from available resources and is able to assess the quality and validity of knowledge in a sophisticated manner. The ability to apply core knowledge to interpret and evaluate past and emerging research.
Evidence of knowledge in a secondary area: The ability to identify and apply a subset of knowledge in a secondary area to problems in the core discipline. This secondary area is to be defined by the student in consultation with his or her committee.
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Scientific Methodology
A student is able to identify and describe the different methods of science.
Evidence: The ability to identify, describe and evaluate broadly accepted scientific methodologies including the basic tenets of comparative (observational), experimental and modeling approaches, and can identify inductive, deductive and abductive modes of reasoning. Advanced progress toward effective peer review. The ability to apply broadly accepted scientific methodologies toward a research program.
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Specific Methodology
A student applies appropriate discipline specific methods, be they field sampling, a laboratory technique, a mathematical technique or statistical analysis.
Evidence: The ability to design a method of inquiry that would advance their research program. The ability to critically evaluate strengths and weaknesses of a given methodology, to assimilate new and revised methods published in the primary literature, and to modify and apply modified methods required to carry out a specific research program.
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Communication
A student effectively communicates disciplinary knowledge to the scientific community and broader public.
Evidence: A student writes a proposal that identifies a missing piece of basic knowledge and places that contribution in the context of a research program. The proposal is supported by a thorough review of related work on the topic, a logically mature and evidence-based argument for investigating the missing knowledge or applied problem, and a supported set of methodologies to discover knowledge or successfully address a problem.
A student writes a thesis that builds on the justifications for the research presented in the proposal, in which the specific implementation of the research and results are presented in a logical and reproducible way, and interprets the results appropriately and places it in a proper context of past research. Overall, the thesis expresses mature scholarship and is sufficiently meritorious to warrant publication in reputable, refereed journals in its field.
A student orally communicates their research program and supporting results both at the proposal and final thesis stage in a way that is logical and clear.
Students demonstrate progress toward being able to communicate their research program to a non-expert audience by placing their research in the context of global understanding.
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Professionalism
A Ph.D. graduate is expected to demonstrate initiative, intellectual independence, personal responsibility, respect for others and accountability. They should be aware that upon graduation they may be relied upon to make decisions in complex or uncertain situations and understand the expectations of a professional working environment. They must demonstrate integrity and ethics both in terms of awareness and practice.
Evidence: During the course of their Ph.D., a student should make progress towards professional independence, by taking a leadership role in developing their research program. They should demonstrate and practice ethical behavior that is consistent with the professional norms of their program. A student should be able to articulate the principles of ethical behavior, and provide specific examples of ethical behavior in the work place.
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Advancement of Science
A student discovers new knowledge or provides new information that advances an evidence-based assessment of knowledge at the forefront of a discipline, and is thought to warrant publication in peer-reviewed journals. This knowledge or information is distinct from and builds upon past scientific advancement, employs appropriate methodology and analysis, and interprets findings in a manner that is consistent with norms in the field of inquiry.
Evidence: At the proposal stage, a student successfully demonstrates the potential to generate new knowledge or new information that would advance a research program. Their thesis and defense together support a research program that includes the discovery of new knowledge or information.