Self Study Overview for Cyclical Program Review (CPR)

Summary

In this video, Gavan Watson, Vice-Provost for Teaching and Learning at Queen's University, discusses the importance of alignment in the Self-Study process for cyclical program reviews. He emphasizes the need to demonstrate alignment across three key domains: strategic, curricular, and resource alignment. The focus is on ensuring program-level learning outcomes align with degree-level expectations, and how constructive alignment and continuous improvement contribute to academic quality. Watson highlights the importance of faculty engagement, evidence-based approaches, and the role of program resources in supporting the learning experience, ultimately guiding program reviews toward future-focused development.

Takeaways

• 😀 The Self-Study process is an essential mechanism for documenting and communicating a program's quality assurance practices.
• 😀 Alignment is the central concept of the Self-Study, demonstrating the connection between a program's design, delivery, and the university's strategies.
• 😀 Misalignment occurs when claims are made without supporting evidence, while a lack of alignment involves weak or insufficient evidence to support claims.
• 😀 The Self-Study is not just about ticking boxes; it’s an opportunity to critically analyze and improve program quality.
• 😀 Three domains of alignment in the Self-Study are: strategic alignment, curricular alignment, and resource alignment.
• 😀 Curricular alignment involves mapping course-level learning outcomes (CLOs) to program-level learning outcomes (PLOs), and in turn, aligning those with degree-level expectations (DLEs).
• 😀 The 'onion skin model' illustrates how course-level outcomes align with program-level outcomes, which then map to degree-level expectations.
• 😀 Program-level learning outcomes (PLOs) serve as the foundation for curriculum alignment, ensuring that what students are expected to learn aligns with institutional goals.
• 😀 Degree-level expectations (DLEs) vary by program level, with increasing sophistication from bachelor's degrees to doctoral degrees.
• 😀 Constructive alignment ensures that the teaching, learning activities, assessments, and course-level outcomes are aligned to support students in achieving the program-level outcomes.
• 😀 Resource alignment includes ensuring that human, physical, and financial resources, along with supporting services (e.g., ITS, Library, CTL), contribute to a high-quality program.

Q & A

What is the purpose of the Self-Study in the cyclical program review process?

The Self-Study is a document used to assess and communicate the quality assurance practices of academic programs. It helps the review team evaluate program quality and provides evidence that supports recommendations for improvement.

Why is alignment emphasized in the Self-Study process?

Alignment is critical because high-quality programs exhibit strong alignment between their curriculum, strategic goals, and available resources. Misalignment or lack of alignment indicates areas for improvement and continuous development.

What are the three domains of alignment discussed in the script?

The three domains of alignment are strategic alignment (alignment with university strategic priorities), curricular alignment (alignment of course and program-level learning outcomes), and resource alignment (alignment of resources such as human, physical, and financial resources).

How should program-level learning outcomes align with degree-level expectations?

Program-level learning outcomes must align with degree-level expectations (DLEs) by ensuring that students can demonstrate the knowledge, skills, and values expected at their level of education. This alignment is essential for maintaining academic rigor and ensuring students meet institutional standards.

What is the 'onion skin model' of curricular alignment?

The 'onion skin model' represents how course-level learning outcomes map to program-level learning outcomes, which in turn align with degree-level expectations. It visualizes how alignment moves from the most granular level (course) to the broader institutional goals (degree).

Why are program-level learning outcomes considered the keystone of curricular alignment?

Program-level learning outcomes are the keystone because they serve as the central element around which curriculum alignment is built. They describe the core knowledge and skills students should acquire by the end of the program, ensuring the program meets its intended educational goals.

What is constructive alignment, and how does it relate to the Self-Study?

Constructive alignment is an approach where learning outcomes, teaching methods, and assessment activities are explicitly aligned to ensure students can achieve the desired outcomes. In the context of the Self-Study, it helps ensure that every aspect of the program supports the achievement of learning outcomes and quality education.

How does constructive alignment apply at the course level?

At the course level, constructive alignment means that the course-level learning outcomes are clearly defined and supported by appropriate teaching activities and assessment methods. This ensures that students actively build and apply knowledge in meaningful ways, fostering deep learning.

What is the role of resource alignment in the cyclical program review process?

Resource alignment ensures that academic, physical, and financial resources, as well as support services (e.g., IT, library), are effectively aligned with the program's goals and help enhance the student learning experience. It ensures that the program has the necessary resources to deliver quality education.

What should be the focus of a cyclical program review?

The cyclical program review should focus on evaluating the future development of the program, not just its past performance. It is an opportunity to identify areas of improvement and plan for the program’s continued growth and alignment with institutional goals.