Self Study Report
Guide and Walkthrough
Self-Study Report
Chapter 2 of the Self Study Report is broken down into three sections. These sections are 1) Pathways for Graduates, 2) Skill Development, 3) Curriculum Assessment.
Please be explicit, describe things clearly and avoid, where possible, jargon, acronyms or insider language in the Self-Study Report.
2.1 Pathways for Graduates
The Program Curriculum Team will consider the prompts, document their responses in the Self-Study Report Template section 2.1, and use the information to populate the Career Pathways Map. Please contact (sscpr@kpu.ca) for more information.
The Career Pathway Map
The Career Pathway Map is a simple visual representation of the types of careers typical for graduates, future programs of study, or potential careers for graduates who have met the Program’s Learning Outcomes. The Career Pathways map will be added to the Self-Study Report as Appendix A.
2.2 Skill Development
KPU has established a series of skills that all programs at KPU are expected to develop in our graduates. These will be recorded in section 2.2 of the Self-Study Report.
2.3 Curriculum Assessment
You will be provided a template of the curriculum map for your program as part of the kick off meeting. This template will need to be completed as indicated below. This completed template will be submitted as appendix B of your Self Study Report.
Clearly speaking the curriculum assessment requires the Program Curriculum Team to:
Assess PLOs – Determine if PLOs exist, if so, are they current and relevant to the program
Map Curriculum – Denote intersections where CLOs support PLOs, then assess intersections using an Introducing, Developing, Advancing, (IDA) Framework
Assess Curriculum Map – Review the Map for Gaps, Redundancies, Misalignments and Balance.
Representatives from CET are available to support you in completing up to section 2.3 of the Self Student Report. Please reach out to us at tlprogsupport@kpu.ca.
Program Learning Outcomes
Please list your PLOs here. Please indicate if your PLOs are valid and current for your program.
Review Structural Soundness of Current PLOs
Here is a short resource to help you review the structural soundness of your PLOs, and here is a more extensive document to troubleshoot learning outcomes. Finally, here is an expansive resource on Learning Outcomes
Changes to PLOs
If the program curriculum team has any questions about making changes to existing PLOs, please reach out to the Curriculum Services Unit in the Provost’s Office (oProCurriculum@kpu.ca)
Curriculum Assessment
Please indicate your curriculum assessment here.
To assess your curriculum please contact tlprogsupport@kpu.ca For individual program support. We will help you with the following:
Identify Intersections
Review PLO#1. Then Review CLO#1 from your first course. If the CLO supports the PLO, mark the intersection with an “X”. If the CLO does not support the PLO, leave the intersection blank. Then continue to the next PLO (#2) and evaluate if the same CLO supports the next PLO. If it does, mark an “X” in the intersection, if it doesn’t, leave the intersection blank. Continue this process until you have exhausted all the PLOs. Then, review CLO#2 and evaluate if it supports PLO #1, marking the intersection if it does. Continue this process until you compare all PLOs against all CLOs. See below for an example.
IDA Framework
Once the intersections are identified, they can be assessed for the level of their support. The curriculum team can review each intersection marked with an “X” and determine if the CLO supports the PLO at the Introducing (Awareness and basic understanding), Developing (Practice and application) or Advancing (Synthesis and Evaluation) level. Once evaluated, the curriculum team can replace the “X” with an “I” for introducing, a “D” for developing or an “A” for advancing as appropriate. See Below for an example
Gap Analysis
With the IDA framework applied, the curriculum team is able to conduct a Gap Analysis. Here, the curriculum team looks for indications of:
Gaps in PLO support,
Redundancies in PLO support,
Misalignment in PLO support and Support Balance
Gaps occur when a PLO or CLO are underrepresented by there Is, Ds, or As.
Redundancies occur when a PLO or CLO are overrepresented by there is, Ds, or As.
Misalignment occur when a CLO supports a PLO at an Advanced level before it is supported at a Developing level, or at a Developing level before it is supported at an introduced level.
Finally Support Balance. Curriculum teams are encouraged to compare levels of support across PLOs. Some PLOs may be introduced, developed or advanced more than others.
If any of the above are found, the curriculum team is encouraged to either provide a rational for the finding, or outline their intention to change the program through another process.
With this completed, so too is section 2.3 of the Self Study Report.
Representatives from CET are available to support you in completing up to section 2.3 of the Self Student Report. Please reach out to us at tlprogsupport@kpu.ca.