Every Ontario University is required to create its own process of establishing new and modifying and reviewing existing programs, within the so-called Quality Assurance Framework of the Ontario Universities Council on Quality Assurance (OUCQA). Brock has its own Quality Assurance Office that is responsible for this process and, in particular, for maintaining Brock Undergraduate Degree-level Learning Expectations (UDLEs) and Brock Graduate Degree-level Learning Expectations (GDLEs), within each of the six broad categories agreed upon by the Ontario Council of Academic Vice-Presidents (OCAV).

The Faculty of Mathematics and Science (FMS), in turn, has defined its own, Faculty-specific versions of UDLEs and GDLEs, based on the University ones.

At the program level, each programs within Physics has program-specific Program-level Learning Expectations that map onto the FMS and Brock-level DLEs.

Finally, depending on the pedagogical model adopted by the instructor, each course may have its own Course-level Learning Outcomes (CLOs) which are specific statements of the competencies and aptitudes that a student must demonstrate (through course assessment) upon successful completion of the course.

It is the stated intent of the Quality Assurance Framework to cultivate a culture of quality in education without becoming an impediment of continuous program improvements (Quality Assurance Framework, Ontario Universities Council on Quality Assurance, www.oucqa.ca, Nov.2014). Developing and refining various levels of Learning Expectations (and, possibly, Learning Outcomes) is an ongoing, continuous process that started in 2008.

OCAV category	Brock UDLEs for a Baccalaureate/Bachelor’s degree This degree is awarded to students who have demonstrated the following:	FMS UDLEs for a Baccalaureate/Bachelor’s degree This degree is awarded to students who have demonstrated the following:
1.Depth and breadth of knowledge	General knowledge and understanding of many key concepts, methodologies, theoretical approaches and assumptions in a discipline Broad understanding of some of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines Ability to gather, review, evaluate and interpret information relevant to one or more of the major fields in a discipline Some detailed knowledge in an area of the discipline Critical thinking and analytical skills inside and outside the discipline Ability to apply learning from one or more areas outside the discipline	Acquisition of a: developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of science, technology or mathematics; developed broad understanding of many of the major fields in science, technology or mathematics, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines; developed ability to: gather, review, evaluate and interpret information; and compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in science, technology or mathematics; developed detailed knowledge of and experience in research in an area of science, technology or mathematics; developed critical thinking and analytical skills inside and outside the discipline; ability to apply learning from one or more areas outside the discipline.
2.Knowledge of methodologies	An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to: evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques; and devise and sustain arguments or solve problems using these methods.	Acquisition of an understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to: evaluate the appropriateness of different approaches to solving problems in science, technology or mathematics using well established ideas and techniques; devise and sustain arguments or solve problems in science, technology or mathematics.
3.Application of knowledge	The ability to review, present, and interpret quantitative and qualitative information to: develop lines of argument; make sound judgments in accordance with the major theories, concepts and methods of the subject(s) of study; and The ability to use a basic range of established techniques to: analyze information; evaluate the appropriateness of different approaches to solving problems related to their area(s) of study; propose solutions; and make use of scholarly reviews and primary sources.	Acquisition of: the ability to review, present and critically evaluate qualitative and quantitative information to: develop lines of argument; make sound judgments in accordance with the major theories, concepts and methods used in science, technology or mathematics; apply underlying concepts, principles, and techniques of analysis, both within and outside science, technology or mathematics; where appropriate use this knowledge in the creative process; the ability to use a range of established techniques to: initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information; define problems; retrieve and evaluate information; propose solutions; frame appropriate questions for the purpose of solving a problem; solve a problem or create a new work; and make critical use of scholarly reviews and primary sources. Technical skills: to perform laboratory experiments accurately and safely; to solve scientific problems requiring the use of computing and information technology.
4.Communication skills	The ability to communicate accurately and reliably, orally and in writing to a range of audiences.	Acquisition of an ability to communicate information, arguments, and analyses accurately and reliably to a range of audiences orally or in writing; using information technology.
5. Awareness of limits of knowledge	An understanding of the limits to their own knowledge and how this might influence their analyses and interpretations.	Acquisition of an understanding of the limits to their own knowledge and how this might influence their analyses and interpretations.
5.Autonomy and professional capacity	Qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring: the exercise of personal responsibility and decision-making; working effectively with others; the ability to identify and address their own learning needs in changing circumstances and to select an appropriate program of further study; and behaviour consistent with academic integrity and social responsibility.	Acquisition of qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring: the exercise of initiative, personal responsibility and accountability in both personal and group contexts; working effectively with others; decision-making in complex contexts; the ability to manage their own learning in changing circumstances, both within and outside the discipline and to select an appropriate program of further study; the understanding of ethical and social responsibilities; and a behaviour consistent with academic integrity and social responsibility.

OCAV category	Brock UDLEs for a Baccalaureate/Bachelor’s degree: honours This degree is awarded to students who have demonstrated the following:	FMS UDLEs for a Baccalaureate/Bachelor’s degree: honours This degree is awarded to students who have demonstrated the following:
1.Depth and breadth of knowledge	Developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches an assumptions in a discipline overall, as well as in a specialized area of a discipline Developed understanding of many of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines Developed ability to: i) gather, review, evaluate and interpret information; and ii) compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline Developed, detailed knowledge of and experience in research in an area of the discipline Developed critical thinking and analytical skills inside and outside the discipline Ability to apply learning from one or more areas outside the discipline	Acquisition of a: developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of science, technology or mathematics; developed broad understanding of many of the major fields in science, technology or mathematics, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines; developed ability to: gather, review, evaluate and interpret information; and compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in science, technology or mathematics; developed detailed knowledge of and experience in research in an area of science, technology or mathematics; developed critical thinking and analytical skills inside and outside the discipline; ability to apply learning from one or more areas outside the discipline.
2.Knowledge of methodologies	An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to: evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques; devise and sustain arguments or solve problems using these methods; and describe and comment upon particular aspects of current research or equivalent advanced scholarship.	Acquisition of an understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to: evaluate the appropriateness of different approaches to solving problems in science, technology or mathematics using well established ideas and techniques; devise and sustain arguments or solve problems in science, technology or mathematics.
3.Application of knowledge	The ability to review, present, and interpret quantitative and qualitative information to: develop lines of argument; make sound judgments in accordance with the major theories, concepts and methods of the subject(s) of study; apply underlying concepts, principles, and techniques of analysis, both within and outside the discipline; where appropriate use this knowledge in the creative process; and The ability to use a basic range of established techniques to: initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information; propose solutions; frame appropriate questions for the purpose of solving a problem; solve a problem or create a new work; and to make critical use of scholarly reviews and primary sources	Acquisition of: the ability to review, present and critically evaluate qualitative and quantitative information to: develop lines of argument; make sound judgments in accordance with the major theories, concepts and methods used in science, technology or mathematics; apply underlying concepts, principles, and techniques of analysis, both within and outside science, technology or mathematics; where appropriate use this knowledge in the creative process; the ability to use a range of established techniques to: initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information; define problems; retrieve and evaluate information; propose solutions; frame appropriate questions for the purpose of solving a problem; solve a problem or create a new work; and make critical use of scholarly reviews and primary sources. Technical skills: to perform laboratory experiments accurately and safely; to solve scientific problems requiring the use of computing and information technology.
4.Communication skills	The ability to communicate information, arguments, and analyses accurately and reliably, orally and in writing to a range of audiences.	Acquisition of an ability to communicate information, arguments, and analyses accurately and reliably to a range of audiences orally or in writing; using information technology.
5. Awareness of limits of knowledge	An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity and limits to knowledge and how this might influence analyses and interpretations.	Acquisition of an understanding of the limits to their own knowledge and how this might influence their analyses and interpretations.
5.Autonomy and professional capacity	Qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring: the exercise of initiative, personal responsibility and accountability in both personal and group contexts; working effectively with others; decision-making in complex contexts; the ability to manage their own learning in changing circumstances, both within and outside the discipline and to select an appropriate program of further study; and behaviour consistent with academic integrity and social responsibility.	Acquisition of qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring: the exercise of initiative, personal responsibility and accountability in both personal and group contexts; working effectively with others; decision-making in complex contexts; the ability to manage their own learning in changing circumstances, both within and outside the discipline and to select an appropriate program of further study; the understanding of ethical and social responsibilities; and a behaviour consistent with academic integrity and social responsibility.

Program learning outcomes (PLOs) a.k.a. Degree Learning Expectations (DLEs) in Physics are well established and widely agreed upon by physicists. The short-form names of the undergraduate DLEs (UDLEs) are sufficiently self-explanatory for the purpose of this summary, and are presented here with an approximate mapping to the OCAV categories and FMS UDLEs; related Dublin descriptors are also included. The long-form of the Learning Expectations is presented at the end.

These Physics UDLEs were approved by Brock's Academic Review Committee in 2014.

Rank*	Learning Expectations for BSc Upon completing the program, students should have:	Brock/FMS UDLEs	Dublin descriptors**	Courses contributing to the competency
1	Estimation and error evaluation skills	1(3),2,3(1b,2a,2c)	A,B,C
2	Numerical, mathematical, and modelling skills	1,2,3	A,B,C
3	Deep knowledge and understanding of the core of Physics	1,2,3	A
4	Experimental and applied skills	2,3	B,C,E
5	Familiarity with basic and applied research	1-3,6	A,B,C
6	Integrity, ethical norms, and professional development	1(5),5,6	C,D,E
7	Familiarity with a variety of communications skills	2(2),4	C,D,E

^*Rank in the order of importance
^**From Reference Points for the Design and Delivery of Degree Programmes in PHYSICS, Publicaciones de la Universidad de Deusto, Bilbao, 2008

OCAV category	Brock GDLEs for a Master’s degree This degree is awarded to students who have demonstrated the following:	FMS GDLEs for a Master’s degree This degree is awarded to students who have demonstrated the following:
1.Depth and breadth of knowledge	A systematic understanding of knowledge, including, where appropriate, relevant knowledge outside the field and/or discipline, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice.	A systematic understanding of knowledge in science, technology, or mathematics, including, where appropriate, relevant knowledge outside the field and/or discipline, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice.
2.Research and scholarship	A conceptual understanding and methodological competence that enables a working comprehension how established techniques of research and inquiry are used to create and interpret knowledge in the discipline; enables a critical evaluation of current research and advanced research and scholarship in the discipline or area of professional competence; and enables a treatment of complex issues and judgements based on established principles and techniques; and, on the basis of that competence, has shown at least one of the following: the development and support of a sustained argument in written form; or originality in the application of knowledge.	A conceptual understanding and methodological competence that enables a working comprehension how established techniques of research and inquiry are used to create and interpret knowledge in science, technology, or mathematics; enables a critical evaluation of current research and advanced research and scholarship in science, technology, or mathematics or in a related area of professional competence; and enables a treatment of complex issues and judgements based on established principles and techniques; and, on the basis of that competence, has shown at least one of the following: the development and support of a sustained argument in written form; or originality in the application of knowledge.
3.Level of application of knowledge	Competence in the research process by applying an existing body of knowledge in the critical analysis of a new question or of a specific problem or issue in a new setting.	Competence in the research process by applying an existing body of knowledge in science, technology, or mathematics in the critical analysis of a new question or of a specific problem or issue in a new setting.
4. Professional capacity/autonomy	The qualities and transferable skills necessary for employment requiring: the exercise of initiative and of personal responsibility and accountability; and decision-making in complex situations; The intellectual independence required for continuing professional development; The ethical behaviour consistent with academic integrity and the use of appropriate guidelines and procedures for responsible conduct of research; and The ability to appreciate the broader implications of applying knowledge to particular contexts.	The qualities and transferable skills necessary for employment requiring: the exercise of initiative and of personal responsibility and accountability; and decision-making in complex situations; The intellectual independence required for continuing professional development; The ethical behaviour consistent with academic integrity and the use of appropriate guidelines and procedures for responsible conduct of research; and The ability to appreciate the broader implications of applying knowledge to particular contexts.
5.Level of communications skills	The ability to communicate ideas, issues and conclusions clearly.	The ability to communicate ideas, issues and conclusions clearly.
6. Awareness of limits of knowledge	Cognisance of the complexity of knowledge and of the potential contributions of other interpretations, methods, and disciplines.	Cognisance of the complexity of knowledge in science, technology or mathematics and of the potential contributions of other interpretations, methods, and disciplines.

OCAV category	Brock GDLEs for a PhD degree This degree is awarded to students who have demonstrated the following:	FMS GDLEs for a PhD degree This degree is awarded to students who have demonstrated the following:
1.Depth and breadth of knowledge	A thorough understanding of a substantial body of knowledge that is at the forefront of their academic discipline or area of professional practice including, where appropriate, relevant knowledge outside the field and/or discipline.	A thorough understanding of a substantial body of knowledge in science, technology, or mathematics, that is at the forefront of their academic discipline or area of professional practice including, where appropriate, relevant knowledge outside the field and/or discipline.
2.Research and scholarship	The ability to conceptualize, design, and implement research for the generation of new knowledge, applications, or understanding at the forefront of the discipline, and to adjust the research design or methodology in the light of unforeseen problems; The ability to make informed judgments on complex issues in specialist fields, sometimes requiring new methods; and The ability to produce original research, or other advanced scholarship, of a quality to satisfy peer review, and to merit publication.	The ability to conceptualize, design, and implement research for the generation of new knowledge, applications, or understanding at the forefront of science, technology, or mathematics, and to adjust the research design or methodology in the light of unforeseen problems; The ability to make informed judgments on complex issues in specialist fields in science, technology, or mathematics, sometimes requiring new methods; and The ability to produce original research, or other advanced scholarship, of a quality to satisfy peer review, and to merit publication.
3.Level of application of knowledge	The capacity to undertake pure and/or applied research at an advanced level; and contribute to the development of academic or professional skills, techniques, tools, practices, ideas, theories, approaches, and/or materials.	The capacity to undertake pure and/or applied research in science, technology, or mathematics at an advanced level; and contribute to the development of academic or professional skills, techniques, tools, practices, ideas, theories, approaches, and/or materials.
4. Professional capacity/autonomy	The qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex situations; The intellectual independence to be academically and professionally engaged and current; The ethical behavior consistent with academic integrity and the use of appropriate guidelines and procedures for responsible conduct of research; and The ability to evaluate the broader implications of applying knowledge to particular contexts.	The qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex situations; The intellectual independence to be academically and professionally engaged and current; The ethical behavior consistent with academic integrity and the use of appropriate guidelines and procedures for responsible conduct of research; and The ability to evaluate the broader implications of applying knowledge to particular contexts.
5.Level of communications skills	The ability to communicate complex and/or ambiguous ideas, issues and conclusions clearly and effectively.	The ability to communicate complex and/or ambiguous ideas, issues and conclusions clearly and effectively.
6. Awareness of limits of knowledge	An appreciation of the limitations of one’s own work and discipline, of the complexity of knowledge, and of the potential contributions of other interpretations, methods, and disciplines.	An appreciation of the limitations of one’s own work and discipline, of the complexity of knowledge in science, technology, or mathematics, and of the potential contributions of other interpretations, methods, and disciplines.

Rank*	Learning Expectations for MSc Upon completing the program, students should have:	Brock/FMS GDLEs	Dublin descriptors**	Courses contributing to the competency
1	Deep knowledge and understanding of the core of Physics	1,2a	A	PHYS 4P61, 4P62, 5P30, 5P41, 5P50, 5P70, 5P74, 5P75, 5P76
2	Numerical, mathematical, and modelling skills	1,2c,2e	A,B,C	PHYS 4P62, 5P10, 5P74, 5P75, 5P76
3-4	Experimental and applied skills	2a,2c,2e,4a-b,4d	B,C,E	PHYS 5P74, 5P75, 5P76, 5P79, 5P80, 5P81
3-4	Estimation and error evaluation skills	1,2b,2c,3,6	A,B,C	PHYS 5P74, 5P75, 5P76, 5P79, 5P80
5	Familiarity with a variety of communications skills	2c,2d,5	C,D,E	PHYS 5P79, 5P80, 5P91, 5P92
6	Ability to follow and use the results of frontier research	1,2a-c,3,4b-c,6	A,C,D,E	PHYS 5P91, 5P92
7	Ability to relate and differentiate basic and applied research	1,2a-c,3,6	A,B,C	PHYS 5P74, 5P79, 5P80, 5P81, 5P91, 5P92
8	Integrity, ethical norms, and professional development	2c,4a-c,5,6	C,D,E	PHYS 5P79, 5P80, 5P91, 5P92

^*Rank in the order of importance
^**From Reference Points for the Design and Delivery of Degree Programmes in PHYSICS, Publicaciones de la Universidad de Deusto, Bilbao, 2008

Rank*	Learning Expectations for MSMP Upon completing the program, students should have:	Brock/FMS GDLEs	Dublin descriptors**	Courses contributing to the competency
1-2	Deep knowledge and understanding of the core of Physics	1,2a	A	PHYS 4P61, 4P62, 5P30, 5P41, 5P50, 5P70, 5P74, 5P75, 5P76
1-2	Experimental and applied skills	2a,2c,2e,4a-b,4d	B,C,E	PHYS 5P74, 5P75, 5P76, 5P79, 5P80, 5P81
3	Numerical, mathematical, and modelling skills	1,2c,2e	A,B,C	PHYS 4P62, 5P10, 5P74, 5P75, 5P76
4	Estimation and error evaluation skills	1,2b,2c,3,6	A,B,C	PHYS 5P74, 5P75, 5P76, 5P79, 5P80
5	Familiarity with a variety of communications skills	2c,2d,5	C,D,E	PHYS 5P79, 5P80, 5P91, 5P92
6	Ability to relate and differentiate basic and applied research	1,2a-c,3,6	A,B,C	PHYS 5P74, 5P79, 5P80, 5P81, 5P91, 5P92
7	Ability to follow and use the results of frontier research	1,2a-c,3,4b-c,6	A,C,D,E	PHYS 5P91, 5P92
8	Integrity, ethical norms, and professional development	2c,4a-c,5,6	C,D,E	PHYS 5P79, 5P80, 5P91, 5P92

^*Rank in the order of importance
^**From Reference Points for the Design and Delivery of Degree Programmes in PHYSICS, Publicaciones de la Universidad de Deusto, Bilbao, 2008

As seen in the short-form summary tables, there is a significant overlap between the Undergraduate and Graduate Learning Expectations in Physics. Learning outcomes such as “deep knowledge and understanding of the core of Physics” are realized on a continuous scale where introducing the artificial goalposts of Introduced, Reinforced, Mastered whose meaning is not precisely defined seems counterproductive. Instead, Brock Physics Department chose to emphasize the continuity of the process of the acquisition of mastery in the subjects that constitute the evolving body of Physics. For example, the basic ideas of Quantum Mechanics are introduced in Y1 courses (PHYS 1P22/23/92/93), elaborated on in a Y2 course in Modern Physics (PHYS 2P50), put on a solid mathematical foundation in a Y3 course (PHYS 3P70), then refined further and expanded in a Y4 course (PHYS 4P51), then Y5 (graduate) courses (PHYS 5P50 and 5P51).

In other, more fact-oriented disciplines, a finite pool of knowledge can be defined; in this case a natural definition of mastery would correspond to the acquisition of this complete set of knowledge. Not so in Physics, where the mastery is in the weaving of the conceptual fabric, in the connections between the disparate pieces of knowledge. This is a process without an end, and many a physicist, having spent their professional lives on problems of Quantum Mechanics, will insist that the true mastery of the subject still eludes them. The ultimate competency is the ability to continue to pursue deep knowledge and understanding of the core of Physics, at a new level of complexity and skill, or to demonstrate experimental and laboratory skills in the context of ever-increasing complexity of experiments, etc.

Thus it is appropriate that most of the Physics Learning Expectations are, in fact, shared between undergraduate and graduate programs. Note that the relative ranking importance does change between the programs, and that some of the learning outcomes evolve from “familiarity with” to “ability to follow and use”; but these are levels of engagement and skill in the competencies that are fundamentally, profoundly related.

Deep knowledge and understanding of the core of Physics

Have a good understanding of the most important physical theories (logical and mathematical structure, experimental support, described physical phenomena), including a deep knowledge of the foundations of modern physics, including quantum theory, statistical physics, and solid-state physics.

Experimental and applied skills

Be able to perform experiments independently, as well as to describe, analyze and critically evaluate experimental data; have become familiar with most important experimental methods in the discipline.

Numerical, mathematical, and modelling skills

Be able to identify the essentials of a process/situation and to set up a working model of the same; be able to perform the required approximations, i.e. critical thinking to construct physical models; be able to adapt available models to new experimental data; be able to generate computational frameworks using numerical and symbolic computational systems to support the models and to analyze experimental data.

Estimation and error evaluation skills

Be able to evaluate clearly the orders of magnitude in situations which are physically different, but show analogies, thus allowing the use of known solutions in new problems; be able to appreciate the significance of the results; be able to critically analyze the errors of measurement and the consequences of limited precision of the results of measurements.

Familiarity with a variety of communications skills

Be able to present one’s own research or literature search results to professional as well as to lay audiences (orally and in written form to describe complex phenomena/problems in everyday language, as appropriate to the audience); be able to work in an interdisciplinary team. Good knowledge of technical English and on-line computer searching skills are also required.

Ability to relate and differentiate basic and applied research

Have acquired an understanding of the nature and ways of physics research and of how physics research is applicable to many fields other than physics and, in particular, to materials science; be able to design experimental and/or theoretical procedures for solving current problems in academic or industrial research.

Ability to follow and use the results of frontier research

Be familiar with the most important areas of physics and with those approaches that span many areas in physics; be able to search for and use physical and other technical literature, as well as any other sources of information relevant to research work and technical project development.

Integrity, ethical norms, and professional development

Be able to develop a personal sense of responsibility, given the free choice of elective/optional courses; be able to gain professional flexibility through the wide spectrum of scientific techniques offered in the curriculum; be able to remain informed of new developments and methods and to provide professional advice on their possible range of applications. Be prepared to work with a high degree of autonomy, even accepting responsibilities in project planning.