Key Components of a SLICC
The key components of a SLICC are:
Each of these components is discussed in detail below.
Learning Outcomes
There are 5 broadly defined learning outcomes associated with a SLICC.
(For course-based SLICCs, you will likely have a few course-specific Learning Outcomes in addition to the 5 SLICC-related LOs. See Getting Started for more information about course-specific Learning Outcomes).
SLICC Learning Outcomes
University of Waterloo
These Learning Outcomes are described below.
Learning Outcome 1 (analysis):
I am able to demonstrate how I have actively developed my understanding of the topic of my SLICC.
The student will contextualize this to their project by focusing on how they will investigate and learn about the specific topic they have chosen to examine through their SLICC.
Learning Outcome 2 (application):
I am able to draw on and apply a range of relevant skills and attributes (academic, professional and/or personal) in order to engage effectively with my SLICC, identifying where I need to improve these and/or develop new ones.
The student identifies the skills they will need to investigate their chosen topic, i.e., they
- detail the skills and attributes they currently possess,
- identify areas they will need to improve in as well as new skills they will need to develop, and
- provide a plan for how they will do this. During the SLICC, students will reflect on how they have adapted and developed these skills.
Learning Outcome 3 (recognize and develop skills):
I am able to demonstrate how I have used experiences during my SLICC to actively develop my skills in the focused area of research and enquiry, personal and intellectual autonomy, communication, and personal effectiveness.
You are encouraged to replace these skills sets with relevant skills from the Undergraduate Degree Level Expectations, Graduate Degree Level Expectations, Future Ready Talent Framework, and/or program-specific expectations (or competencies, if these are more appropriate).
While students will develop many skills from each of the above areas (the focus of LO 2), Learning Outcome 3 requires the student to select one area of skills (and in some case just one skill from that area) that interests them. In addition, they will provide evidence of their development in this area. As an instructor, you may identify an area or a skill that is required as the focus of Learning Outcome 3, and then allow students to choose another in addition to the required one.
Learning Outcome 4 (recognizing and developing mindsets):
I am able to demonstrate how I have used experiences during my SLICC to actively explore my mindset towards …enquiry and lifelong learning …aspiration and personal development …outlook and engagement.
The student selects one area of skills from the selection above. Mindsets refer to the ways we think about something and our attitudes towards it.
You may prefer not to include this Learning Outcome, or may wish to choose mindsets from Undergraduate Degree Level Expectations (e.g., Autonomy and Professional Capacity, Diversity); Graduate Degree Level Expectations; Future Ready Talent Framework; (e.g., Developing Self or Building Relationships) and/or program-specific expectations/competencies.
Learning Outcome 5 (evaluation):
I am able to evaluate and critically reflect upon my approach, my learning, and my development throughout my SLICC.
The student describes their current approaches to learning, development, and management of new experiences and explains how these approaches will help them during their SLICC project and/or explains how they may need to adapt their current approaches. They provide a plan for reflection including the forms of evidence they anticipate they might use to show that they have met this Learning Outcome.
Examples
Here are some examples of Learning Outcomes.
Proposal
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After reviewing the Learning Outcomes, students then complete and submit a proposal outlining
- the experience/ project and the topic they will be investigating throughout the project, and why,
- how the experience and topic will help them achieve each of the Learning Outcomes,
- what they know about the topic already, and how they will go about developing any skills and/or knowledge that they will need to address the project,
- what questions they will have to ask, what challenges they anticipate encountering, and what steps they will take to address these challenges,
- a plan for completing weekly reflections and capturing evidence to document development as it relates to achieving each of the Learning Outcomes,
- a plan for self-assessing their project and learning process, and
- a detailed timeline for completing the SLICC project.
Why Are Proposals Important?
Creating the proposal helps students take ownership of their learning journey; they must clearly articulate the goal of their project and their plans for achieving it. Creating a timeline also helps the student determine whether the scope of their project is realistic.
The Generic SLICC Workbook is available for you to adapt to your context and guides students through the SLICC process, including the proposal writing process. Please Contact Us to request a copy of the workbook so that you can begin adapting to your context. You will then be able to access these links:
Here are some more helpful, openly available resources:
Reflections
Students complete weekly reflections using relevant reflective frameworks. Reflection topics might address how the student used feedback effectively, managed their project, worked effectively on a team, developed/deployed communication skills, worked in a complex and changing environment, and more. Reflections should address situations that were significant, exciting, interesting, puzzling, problematic or worth exploring. The goal is to help students develop their capacity to navigate a VUCA world, i.e., one that is volatile, uncertain, complex, and filled with ambiguity, and become more effective self-directed and self-regulated learners.
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Reflecting is a skill that must be practised, and it helps students focus on the process of learning throughout the SLICC project/experience rather than focusing solely on whether they have achieved their initial goals. Reflecting regularly allows students to capture anticipated and unanticipated learning. Students could receive a high grade even if the SLICC goes “wrong” if they demonstrate what they have learned from the experience through their reflections.
Evidence supporting the student’s progress on each of the Learning Outcomes is created when students reflect on one or more experience and identify what they have learned from that experience and its relevance to the SLICC Learning Outcomes. This helps student identify their growth and development and the pivots they have made along the way.
The Generic SLICC Workbook and Student SLICC Resource Pack provide resources to help students develop their ability to reflect on their learning and contain:
See the Evidence and Reflection sections of the Student SLICC Resource Pack.
Interim Reflective Report
This is an opportunity for students to practice reporting on their progress and reflections to date and receive formative feedback they can act upon prior to the submission of the Final Reflective Report. The Interim Reflective Report requirements are the same as those for the Final Reflective Report. In essence, the Interim Reflective Report is a draft of the Final Reflective Report summarizing the lessons learned to date, the changes and pivots students have made to their original plan outlined in their proposal, and the impacts this learning process has had on their learning. As well, students will outline how they will move their project forward based on their reflections to date.
Students should be referring to the adapted/contextualized Learning Outcomes in their proposal and providing evidence from their reflections to document their progress on each Learning Outcome.
The SLICC Workbook and Student SLICC Resource Pack provide resources to help students complete their Interim Reflection Report and contain exemplars of reflection reports with explanations of why the exemplars are more, or less, effective.
Final Reflective Report
The Interim Reflective Report requirements are the same as those for the Final Reflective Report. Incorporating feedback received throughout the course, students summarize their entire learning experience by articulating their progress, growth, and development, and how those impact their future. For each Learning Outcome, students outline their progression with evidence from their reflections completed throughout the experience. The report should be a critical, reflective report outlining student achievement and, more importantly, what they would do differently if they were to begin the experience again. Students should address how they can use what they learned in a new or different situation in the future.
Overall, the purpose of the Final Reflective Report is to help students develop assessment literacy and develop academically, personally, and professionally.