Learning Outcomes
The University's approved Undergraduate Learning Outcomes (December 5, 2012) and Graduate Learning Outcomes (May 31, 2013) along with the 1987 Learning Objectives establish Guelph as a leader in outcomes-based pedagogy, and our academic community continues to engage in initiatives designed to enhance students' learning experiences. The five approved outcomes, both undergraduate and graduate are:
- Critical and Creative Thinking
- Literacy
- Global Understanding
- Communicating
- Professional and Ethical Behaviour
These five Senate-approved learning outcomes serve as the basis from which to guide the development of degree programs, specializations and courses; as a framework to ensure outcomes are clear to students and to support their achievement; and to inform the process of assessment of outcomes through institutional quality reviews of programs and departments. At the graduate level, as noted in the graduate learning outcome definitions, there is an increased emphasis on the notion of “Intellectual Independence” and “Independence of Thought” related to the Learning Outcomes of “Critical and Creative Thinking” and “Professional and Ethical Behaviour”.
Critical and Creative Thinking
Inquiry and Analysis • Problem Solving • Creativity • Depth and Breadth of Understanding
Critical and creative thinking is a concept in which one applies logical principles, after much inquiry and analysis, to solve problems in with a high degree of innovation, divergent thinking and risk taking. Those mastering this outcome show evidence of integrating knowledge and applying this knowledge across disciplinary boundaries. Depth and breadth of understanding of disciplines is essential to this outcome.
Literacy
Information Literacy • Quantitative Literacy • Technological Literacy • Visual Literacy
Literacy is the ability to extract information from a variety of resources, assess the quality and validity of the material, and use it to discover new knowledge. The comfort in using quantitative literacy also exists in this definition, as does using technology effectively and developing visual literacy.
Global Understanding
Global Understanding • Sense of Historical Development • Civic Knowledge and Engagement • Intercultural Competence
Global understanding encompasses the knowledge of cultural similarities and differences, the context (historical, geographical, political and environmental) from which these arise, and how they are manifest in modern society. Global understanding is exercised as civic engagement, intercultural competence and the ability to understand an academic discipline outside of the domestic context.
Communicating
Oral Communication • Written Communication • Reading Comprehension • Integrative Communication
Communicating is the ability to interact effectively with a variety of individuals and groups, and convey information successfully in a variety of formats including oral and written communication. Communicating also comprises attentiveness and listening, as well as reading comprehension. It includes the ability to communicate and synthesize information, arguments, and analyses accurately and reliably.
Professional and Ethical Behaviour
Teamwork • Ethical Reasoning • Leadership • Personal Organization and Time Management
Professional and ethical behaviour requires the ability to accomplish the tasks at hand with proficient skills in teamwork and leadership, while remembering ethical reasoning behind all decisions. The ability for organizational and time management skills is essential in bringing together all aspects of managing self and others. Academic integrity is central to mastery in this outcome.
Critical and Creative Thinking
Independent Inquiry and Analysis • Problem Solving • Creativity • Depth and Breadth of Understanding
Critical and creative thinking is a concept in which one applies logical principles, after much inquiry and analysis, to solve problems with a high degree of innovation, divergent thinking and risk taking. Those mastering this outcome shows evidence of integrating knowledge and applying this knowledge across disciplinary boundaries. Depth and breadth of understanding of disciplines is essential to this outcome. At the graduate level, originality in the application of knowledge (master’s) and undertaking of research (doctoral) is expected.
Literacy
Information Literacy • Quantitative Literacy • Technological Literacy • Visual Literacy
Literacy is the ability to extract material from a variety of resources, assess the quality and validity of the material, and use it to discover new knowledge. The comfort in using quantitative literacy also exists in this definition, as does using technology effectively and developing visual literacy.
Global Understanding
Global Understanding • Sense of Historical Development • Civic Knowledge and Engagement • Intercultural Knowledge and Competence
Global understanding encompasses the knowledge of cultural similarities and differences, the context (historical, geographical, political and environmental) from which these arise, and how they are manifest in modern society. Global understanding is exercised as civic engagement, intercultural competence and the ability to understand an academic discipline outside of the domestic context.
Communicating
Oral Communication • Written Communication • Reading Comprehension • Integrative Communication
Communicating is the ability to interact effectively with a variety of individuals and groups, and convey information successfully in a variety of formats including oral and written communication. Communicating also comprises attentiveness and listening, as well as reading comprehension. It is the ability to communicate and synthesize information, arguments, and analyses accurately and reliably.
Professional and Ethical Behaviour
Teamwork • Ethical Reasoning • Leadership • Personal Organization & Time Management • Intellectual Independence
Professional and ethical behaviour requires the ability to accomplish the tasks at hand with proficient skills in teamwork and leadership, while remembering ethical reasoning behind all decisions. The ability for organizational and time management skills is essential in bringing together all aspects of managing self and others. Academic integrity is central to mastery in this outcome. At the graduate level, intellectual independence is needed for professional and academic development and engagement.
With the 2008 articulation of the province's University Undergraduate and Graduate Degree-Level Expectations, postsecondary institutions across Ontario have become increasingly engaged in articulating and assessing learning outcomes to account for and ensure quality in their educational programs.
The Ontario Council of Academic Vice-Presidents' Quality Assurance Framework (2010) requires that all institutions implement an Institutional Quality Assurance Process (IQAP) that is consistent with their institutional mission statements and degree level expectations. The Quality Assurance Framework also requires that each individual academic unit clearly articulate learning outcomes that are appropriate to the discipline and are consistent with the institution's mission, degree level expectations and academic plans. The University of Guelph's IQAP places strong emphasis on the importance of learning outcomes and we hope these pages will be a robust resource in their development and assessment.
The Office of Teaching and Learning supports consultations related to writing, revising and aligning learning outcomes.