The evaluation criteria for New Programs and Cyclical Program Reviews requires that programs distinguish between program objectives and program-level learning outcomes. For guidance on the assessment of student achievement of the program-level learning outcomes, please see Guidance on Assessment of Teaching and Learning.

Definitions

Program Objectives: Clear and concise statements that describe the goals of the program, however an institution defines ‘program’ in its IQAP.  Program objectives explain the potential applications of the knowledge and skills acquired in the program; seek to help students connect learning across various contexts; situate the particular program in the context of the discipline as a whole; and are often broader in scope than the program-level learning outcomes that they help to generate.

Program Level Student Learning Outcomes: Clear and concise statements that describe what successful students should have achieved and the knowledge, skills, and abilities that they should have acquired by the end of the program, however an institution defines ‘program’ in its IQAP. Program-level student learning outcomes emphasize the application and integration of knowledge – both in the context of the program and more broadly – rather than coverage of material; make explicit the expectations for student success; are measurable and thus form the criteria for assessment/evaluation; and are written in greater detail than the program objectives. Clear and concise program-level learning outcomes also help to create shared expectations between students and instructors.

Program Objectives

In addition to program objectives being clear and concise statements that describe the broad goals of the program, they may, where relevant, also define the broad goals of each of the various tracks, streams, or concentrations within the program, in addition to any over-arching goals common to the program as a whole. Program objectives are usually broader in scope than the program-level learning outcomes and may be realized through students’ achievement of a cluster of program-level learning outcomes.

It is important to articulate program objectives, as they inform program-level student learning outcomes. Clear and thorough articulation of program objectives can provide transparency in what the program seeks to accomplish, describe to potential students why the discipline is important, and explain how the program is unique and meaningful in the context of the discipline as a whole.

Program objectives may reference the structure of the program, for example:

• Indicate the types of courses that comprise the program—e.g., theoretical, applied, experiential (practicum, internship, community service learning), and independent study and capstone.
• Describe the program’s broad areas of focus, including (where relevant) the multi-faceted disciplinary sources integrated in the program.
• Indicate the types of learning activities to be used in the program, as well as the kinds of learning experiences the program intends to offer students.

Additionally, they may:

• Refer to goals beyond the program, such as to prepare students for study in allied disciplines at both the undergraduate and graduate levels as well as for professional work.
• Describe the range of learning opportunities the program intends to offer to students, for example, opportunities to engage with professionals, gain research experience, or acquire foundational knowledge of the field.

Examples:

• To teach students to reflect critically on personal and professional practice in light of possibilities and constraints created by the social construction of knowledge and practice.
• To provide students with opportunities to engage with industry professionals through work-integrated learning.
• To provide a program with an emphasis on skills acquisition and development of industry specific expertise.

Program-Level Student Learning Outcomes

Program-level student learning outcomes (known briefly as program-level outcomes or program-level learning outcomes) are informed by program objectives and should collectively satisfy the requirements of the higher-level, more general Degree Level Expectations. They are clear and concise statements that describe what successful students should have achieved, as well as the knowledge, skills, and abilities that they should have acquired, by the end of the program. Program-level student learning outcomes emphasize the application and integration of knowledge rather than simply coverage of content. They articulate the expectations for student success—what students should know and/or know how to do by the end of the program. They are usually more specific than program objectives, though not as precise as course-level learning outcomes.

Program-level outcomes have a distinct purpose from course-level outcomes. Achievement of each program-level learning outcome is usually demonstrated through successful completion of a cluster of courses, with increasing levels of proficiency achieved in different courses as made explicit on a detailed curriculum map. In most cases, if a student can meet a program-level outcome by taking a single course, then that program level outcome is likely too specific. Programs should ensure that the complement of courses taken by each student collectively address all program-level learning outcomes and that appropriate assessments are selected for each program-level learning outcome.

Program-level learning outcomes not only relate down one level—to a program’s course curriculum, the level at which those outcomes are achieved and demonstrated—but they also are accountable to the higher-level Degree Level Expectations (DLEs). Collectively, the program-level outcomes must satisfy all of the more general and overarching DLEs.

All learning outcomes must be measurable, as they form the basis for assessment/evaluation; therefore, they should be written in such a way as to make their successful achievement demonstrable by students. “By the end of the program, students should understand x, y, and z” is a weak learning outcome, as ‘understanding’ is too general to assess. If, however, this statement was to include a verb that indicates how that understanding would be demonstrated by students, it would be more effective as a learning outcome, as it would then be measurable. In the example above, replacing the verb “understand” with a more specific verb, such as “explain,” “identify,” or “distinguish” makes the program learning outcome more effective.

Examples:

• A successful graduate of the program will evaluate and demonstrate the effectiveness of user-centered information systems, services and resources for individual users and diverse communities in a networked global society within which information organizations and information professionals operate.
• Graduates of the program are able to apply the principles of safety and risk management in outdoor recreation, parks and tourism.
• Upon completion of the program, students will be able to demonstrate the ability to apply theoretical knowledge and patient and family-centred care principles to diverse pediatric health and community settings

Course-level Outcomes

Course-level student learning outcomes describe the skills, knowledge, and abilities that students will have acquired upon the successful completion of a course. They are informed by program-level learning outcomes, and, indirectly, by program objectives and degree-level expectations. The achievement of all the course-level learning outcomes of a program’s course requirements means that students will also have met the program-level learning outcomes.

Course-level outcomes are defined and developed at the local level, by the program, unit, or faculty, as determined by the University and as such, are not within the purview of the Quality Assurance Framework.

Interdependency of Program Objectives and Program-Level Outcomes