Introduction

The critical competencies are the skills, knowledge and characteristics that TRU – OL believes define a student who is ready to proceed successfully toward degree completion. Depending on the student’s degree of mastery and the level of credit applied for, the individual may be ready to begin intermediate (second year) or upper-level (third and fourth year) course work or even to graduate. The senate adopted Graduate Attributes (identifies the knowledge, skills, values of all TRU graduates) have been considered and integrated into this model. Also, the frameworks of both Bloom’s Taxonomy and Webb’s Depth of Knowledge are utilized to evaluate levels of thinking and cognitive depth of learning.  It’s important to recognize that these competencies are not discrete, and often blend into each other. Evidence for one competency may manifest itself in another, for example, those who are effective in teamwork and leadership will likely have demonstrated effective interpersonal communications.  A candidate need not reflect on every item in the inventory, he/she should choose those that reflect on relevant experiential, non- formal and informal learning.

Within the competencies, the opportunity to provide evidence of thinking about values and commitments is presented.  It is not expected that candidates will have learning or provide evidence in each competency across every value/commitment.  Rather, there may be opportunities to provide at least one example of each value/commitment in the portfolio, although this may show itself under different competencies.  It is important to note that a candidate’s particular personal values and commitments are not being assessed. Rather, it is the thinking about, or the consideration of, values and commitments, as manifested in the discussion of the evidence presented that are relevant.  It is therefore not the specific values a candidate holds that are important; it’s whether they have thought about the role of these values and commitments as part of their personal and professional development within the eight competencies.

The values and commitments are described below:

(www.tru.ca/vpacademic/curriculum_development_approval/Graduate_Attributes.html)

Social Responsibility and Ethical Behaviour

Share knowledge and skills within the community (local, national, and international). Apply ethical principles to decision-making. Engage in ethical and professional practices in an accountable manner. Demonstrate behaviour consistent with ethical practices that positively impact the community and carry out other values and commitments-based activities consistent with their area of study.

Sustainability and Entrepreneurship

Apply principles of responsible sustainability practices to entrepreneurial or community-based service activities related to their disciplines. Justify, recommend, and express opinions on sustainability practices and environmental stewardship. Demonstrate entrepreneurial collaboration that supports career development opportunities or partnerships with government, industry, or NGO’s. Carry out other values and commitments-based activities consistent with their area of study.

Intercultural Understanding

Recognize the importance of valuing diverse perspectives in intercultural contexts. Collaborate with others to bring different skills, knowledge, and tools to problem solving. Recognize the value of including traditional and contemporary teaching, learning, research, and creative practices to work and in the community and carry out other values and commitments-based activities consistent with their area of study.

Lifelong Learning

Work independently and productively. Set personal and professional goals and establish an action plan to attain the goals. Reflect on personal development and use strategies to learn from self-reflection and carry out other skills-based activities consistent with their area of study.