Student Achievement of Institutional Learning Outcomes - Case Study of a Regional University in Western Canada - Abstract

Oct 15, 2026

This paper investigates how a mid-sized regional university in Western Canada assesses students’ institutional learning outcomes through a multi-phased action research approach using course-embedded capstone research papers in science and professional baccalaureate programs. Focusing on fourth-year students, the study examines critical thinking and communication. Findings indicate strong proficiency in technical communication and clear articulation of research topic and purpose, with relatively few grammatical errors. Additional attention is needed for students’ understanding and application of theories and research methodologies, including explicit links to foundational scholars. Further development should strengthen defensible use of multiple perspectives, avoidance of single-viewpoint dominance, higher-quality scholarly evidence, and critical interrogation of disciplinary impacts across historical and contemporary contexts, informing assessment practice locally and globally.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Abstract

Purpose and context

Method and focus

Key findings

Development needs

Significance

The Canadian Journal for the Scholarship of Teaching and Learning | Volume 16 | Issue 1 | Article 15 | | --- | --- | | Summer 08-31-2025
Student Achievement of Institutional Learning Outcomes: Case Study of a Regional University in Western Canada
Alana Hoare
Thompson Rivers University, [ahoare@tru.ca](ahoare@tru.ca)[ ](ahoare@tru.ca)Lorry-Ann Austin
Thompson Rivers University, [laustin@tru.ca](laustin@tru.ca)[ ](laustin@tru.ca)Kimberly Thomas-Francois
Thompson Rivers University, [kthomasfrancois@tru.ca](kthomasfrancois@tru.ca)[ ](kthomasfrancois@tru.ca)Thomas Pypker
Thompson Rivers University, [TPypker@tru.ca](TPypker@tru.ca)
Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)
[https://doi.org/10.5206/cjsotlrcacea.2025.1.17680](https://doi.org/10.5206/cjsotlrcacea.2025.1.17680) | | Recommended Citation Hoare, A., Austin, L.-A., Thomas-Francois, K., & Pypker, T. (2025). Student achievement of institutional learning outcomes: Case study of a regional university in Western Canada. The Canadian Journal for the Scholarship of Teaching and Learning, 16(1) . [https://doi.org/10.5206/cjsotlrcacea.2025.1.17680](https://doi.org/10.5206/cjsotlrcacea.2025.1.17680) Student Achievement of Institutional Learning Outcomes: Case Study of a Regional University in Western Canada Abstract Considerable attention has been paid to postsecondary students’ higher-order skill development, which has students, parents, employers, and politicians questioning the value of a university degree. Agreement over an essential common core of knowledge or skill sets cuts across the liberal education and employment education divide. Both sides agree that for life fulfillment and career success, students require literacy, numeracy, problem solving, critical thinking, and (intercultural) communication skills. Yet, assessing these types of complex qualitative skills has persistently presented as a significant challenge, with no clear guidance for postsecondary institutions. This paper presents a case study of amid-sized regional university in Western Canada that has undertaken a multi-phased action research project to evaluate institutional learning outcomes using course-embedded capstone research papers in science and professional baccalaureate degree programs. Specifically, the study explored fourth-year students’ critical thinking and communication skills. The findings suggest that graduates have proficiency in technical communication and can clearly articulate their research topic and purpose with relatively few grammatical errors. However, attention needs to be given to students’ understanding and application of theories and research methodologies, coupled with explicit connections to foundational scholars. Further development is required in consistently defending multiple perspectives, avoiding dominance by a single viewpoint, and strengthening the use of quality scholarly evidence. The findings also suggest a need for students to develop awareness of and interrogate the historical and present-day impacts oftheir chosen discipline from multiple viewpoints. The case study offers valuable insights into the practice of institutional learning outcomes assessment in Canada, and globally. Une attention considérable a été accordée au développement des compétences supérieures des étudiants et des étudiantes de niveau postsecondaire, ce qui amène les étudiants et les étudiantes, les parents, les employeurs, les politiciens et les politiciennes à s'interroger sur la valeur d'un diplôme universitaire. L'accord sur un tronc commun essentiel de connaissances ou de compétences transcendele clivage entre l'enseignement libéral et l'enseignement professionnel. Les deux parties s'accordent à dire que pour s'épanouir dans la vie et réussir leur carrière, les étudiants et les étudiantes doivent posséder des compétences en lecture, en calcul, en résolution de problèmes, en pensée critique et en c

FAQs

What does the study assess and how is it conducted?

It assesses institutional learning outcomes using a multi-phased action research project, analyzing course-embedded capstone research papers in science and professional baccalaureate programs.

Which student skills are explored in the case study?

The study explores fourth-year students’ critical thinking and communication skills.

What do the findings suggest about graduates’ performance?

Graduates show proficiency in technical communication and can clearly articulate their research topic and purpose with relatively few grammatical errors.

What areas need further development based on the study?

Students need stronger understanding and application of theories and research methodologies, more consistent defense of multiple perspectives, reduced dominance by a single viewpoint, better use of quality scholarly evidence, and greater awareness of disciplinary impacts from multiple viewpoints.

Oct 15, 2026

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