6 Aligning Program Outcomes to Degree Level Expectations

The Queen’s Degree Level Expectations (DLEs) are the academic standards that identify the knowledge and skill outcome competencies and reflect progressive levels of intellectual and creative development of Undergraduate and Graduate degrees at Queen’s. They are based upon the DLEs as established by OCAV.

Section 5.1.1. of the self-study template requires that writers demonstrate how Program-level Learning Outcomes match to, or align, with DLEs.

Getting to Know More about the DLEs

The DLEs are organized into two sets:

Undergraduate: differentiating degree level expectations for Bachelors and Bachelor (Honours) degrees.

Graduate: differentiating degree level expectations for Masters and Doctoral degrees

For each set, DLEs are further organized into 6 categories that differ slightly between the Undergraduate and Graduate sets:

Undergraduate Graduate
Depth & Breadth of Knowledge

Knowledge of Methodologies

Application of Knowledge

Communication Skills

Awareness of Limits of Knowledge

Autonomy and Professional Capacity

Depth & Breadth of Knowledge

Research and Scholarship

Level of Application of Knowledge

Professional Capacity/Autonomy

Level of Communication Skills

Awareness of Limits of Knowledge

Within each category, the degree expectations are explicated and are best taken from the source: Office of the Provost and Vice-Principal (Academic) web-page on Degree Level Expectations

Aligning Outcomes to DLEs

Consider how your program learning outcomes connect to the various Degree Level Expectations. The self-study template provides a table for matching outcomes to DLE categories (e.g. Depth & Breadth of Knowledge). The following example reflects the structure of this template to illustrate how one program’s outcomes (an undergraduate Biology program) could be mapped to DLEs:




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