curriculum mapping 101
DESCRIPTION
Curriculum Mapping 101. Finding Your Way to More Intentional and Coherent Learning Outcomes Nathan Lindsay April 23, 2014. I might be using a map as I travel to the following location this summer:. The Ozarks The beach A big city (e.g., Chicago, LA, NYC) Somewhere overseas The KC Plaza - PowerPoint PPT PresentationTRANSCRIPT
Curriculum Mapping 101
Finding Your Way to More Intentional andCoherent Learning Outcomes
Nathan LindsayApril 23, 2014
I might be using a map as I travel to the following location this summer:
0% 0% 0%0%0%0%
1. The Ozarks2. The beach3. A big city (e.g.,
Chicago, LA, NYC)4. Somewhere overseas5. The KC Plaza6. We have a vacation?7. Other8. Don’t Know/Not
Applicable
I have a good sense of where each of our program’s learning outcomes are covered in our curriculum (in other words, which courses address which learning outcomes).
0% 0% 0%0%0%0%
1. Strongly Agree2. Agree3. Neither Agree nor
Disagree4. Disagree5. Strongly Disagree6. Don’t Know/Not
Applicable
There are learning outcomes (knowledge, skills, attitudes) that I wish our students acquired more effectively in our program’s curriculum.
0% 0% 0%0%0%0%
1. Strongly Agree2. Agree3. Neither Agree nor
Disagree4. Disagree5. Strongly Disagree6. Don’t Know/Not
Applicable
Curriculum Mapping – A Definition
A method to align instruction with a degree’s learning outcomes. Also can be used to explore
the breadth and depth of content in a curriculum.
What is it? Why Do it?
Intent of Curriculum Maps or Matrixes
Documents what is taught and when Reveals gaps in the curriculum Helps refine an assessment plan
What is it? Why do it? (Cont.)
Benefits of Curriculum Maps Encourages reflective practice Improves communication among faculty Enhances program coherence Encourages a proactive approach to
improving learning outcomes Supports the “major maps” that students
receive for their degree
What is it? Why Do it? (Cont.)
Example of Curriculum Mapping at UMKC
Business School values critical thinking and public speaking (as do the employers!)
No where in the curriculum were these outcomes specifically taught
These gaps are being addressed by the Business School’s Assessment Committee
A curriculum map/matrix is a table with the following characteristics:
A single column for each learning outcome A single row for each course or required
event/experience
(It is also reasonable to switch column and row definitions if preferred by a department.)
What does it look like?
Courses
Intended Student Learning Outcomes
Apply the scientific method
Develop laboratory techniques
Diagram and explain major
cellular processes
Awareness of careers and job opportunities in
biological sciences
BIOL 101 I I I
BIOL 202 D D I
BIOL 303 D M, A D
BIOL 404 M, A M, A D
Other: Exit interview A
EXCERPT FROM A HYPOTHETICAL BIOLOGY PROGRAM CURRICULUM MATRIX
Key: "I"=Introduced; "D"=developed/reinforced and opportunity to practice; "M"=mastery that is demonstrated (often at the senior or exit level); "A"=assessment evidence collected
11
Curriculum Mapping for General Education at UMKC
GEOC Model Proposed Courses
Level I Courses
Level IICourses Prerequisite: Discourse I
Platform Courses Prerequisite:Discourse I or IILevel determined by learning outcomes of the course.
Level IIICourses Prerequisite: Discourse II;Upper-level course required by all transfer students
UMKC General Education Student Learning Outcomes
Anchor I (3)
Discourse I (3)
Anchor II (3)
Discourse II (3) Platf
orm I (3)
Platform II (3)
Platform III (3)
Platform IV-Elective (3)
Anchor III (3)
Discourse III (3)
Co-Requisites
Communication Skills X X XTechnology & Information Literacy
X X
Interdisciplinary & Innovative Thinking
X
Human Values & Ethical Reasoning
(X) X (X)
Culture & Diversity
X
Civic & Community Engagement
X
Scientific Reasoning & Quantitative Analysis
(X) X (X)
Arts & Humanities
X (X)
1xx
K
K
K
7
1
2
3
4
5
6
Program LevelStudent Learning Outcomes
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation
1xx
S
K
K
2xx
A
A
2xx
S
2xx
A
A
K
3xx
A
K
A
3xx 3xx
A
K
A
4xx
S
A
K
S
Capstone
S
S
KNOWLEDGECOMPREHENSION
APPLICATIONANALYSIS
SYNTHESISEVALUATION
CiteCountDefineDraw
IdentifyList
NamePointQuoteRead
ReciteRecordRepeatSelectState
TabulateTell
TraceUnderline
AssociateClassifyCompareComputeContrast
DifferentiateDiscuss
DistinguishEstimateExplainExpress
ExtrapolateInterpolate
LocatePredictReportRestateReview
TellTranslate
ApplyCalculateClassify
DemonstrateDetermineDramatize
EmployExamineIllustrateInterpretLocate
OperateOrder
PracticeReport
RestructureScheduleSketchSolve
TranslateUse
Write
AnalyzeAppraiseCalculate
CategorizeClassifyCompareDebate
DiagramDifferentiateDistinguish
ExamineExperiment
InspectInventoryQuestionSeparateSu rize
Test
ArrangeAssemble
CollectComposeConstruct
CreateDesign
FormulateIntegrateManageOrganize
PlanPrepare
PrescribeProduceProposeSpecify
SynthesizeWrite
AppraiseAssessChoose
CompareCriticize
DetermineEstimateEvaluate
GradeJudge
MeasureRankRate
RecommendReviseScoreSelect
StandardizeTest
Validate
Lower level courseoutcomes
KNOWLEDGECOMPREHENSION
APPLICATIONANALYSIS
SYNTHESISEVALUATION
CiteCountDefineDraw
IdentifyList
NamePointQuoteRead
ReciteRecordRepeatSelectState
TabulateTell
TraceUnderline
AssociateClassifyCompareComputeContrast
DifferentiateDiscuss
DistinguishEstimateExplainExpress
ExtrapolateInterpolate
LocatePredictReportRestateReview
TellTranslate
ApplyCalculateClassify
DemonstrateDetermineDramatize
EmployExamineIllustrateInterpretLocate
OperateOrder
PracticeReport
RestructureScheduleSketchSolve
TranslateUse
Write
AnalyzeAppraiseCalculate
CategorizeClassifyCompareDebate
DiagramDifferentiateDistinguish
ExamineExperiment
InspectInventoryQuestionSeparate
SummarizeTest
ArrangeAssemble
CollectComposeConstruct
CreateDesign
FormulateIntegrateManageOrganize
PlanPrepare
PrescribeProduceProposeSpecify
SynthesizeWrite
AppraiseAssessChoose
CompareCriticize
DetermineEstimateEvaluate
GradeJudge
MeasureRankRate
RecommendReviseScoreSelect
StandardizeTest
Validate
AdvancedCourse / Program outcomes
Begin collecting the primary ingredients
A. Program’s intended learning outcomes
B. Recommended and required courses (including Gen Ed courses, if desired)
C. Any other required events /experiences (e.g., internships, department symposiums, advising sessions, and perhaps even national licensure exams)
A curriculum map how-to
We recommend using the Curriculum Mapping Template (an Excel spreadsheet that will be distributed across campus)
However, please note that the format of the curriculum map can vary by discipline/field
Departments that already have a curriculum map for their learning outcomes do not need to develop a new curriculum map (unless their curriculum or learning outcomes listed in the assessment reports have changed).
Curriculum maps can focus on accreditation standards, and can also incorporate aspects of Bloom’s Taxonomy.
Curriculum Map Formatting
1. Create the Map (In Table Form as prescribed above)2. Enter an “I” to indicate students are introduced to the
outcome3. Enter an “D” to indicate the outcome is
developed/reinforced and students have been afforded opportunities to practice
4. Enter an “M” to indicate that students have had sufficient practice and can now demonstrate mastery
5. Enter an “A” to indicate where evidence might be collected and evaluated for program-level assessment
Curriculum Map How-to (Cont.)
What other documents or resources would you use to start your department’s curriculum map?
From your department, which faculty would be involved in developing the curriculum map (a sub-group? the entire department?)
Discussion
Practice, Practice, Practice
Build in multiple learning trials that will offer:
a. Introductionb. Development/Reinforcementc. Mastery
Best Practices
Involve as many faculty as possible in the development and analysis of the curriculum map
Identify learning opportunities within courses that will produce your program’s outcomes
Connect the dots: communicate expectations from course to course.
Allow each member of your faculty to teach to their strengths
Best Practices (Cont.)
Eliminate outcomes that are not highly valued, or add those that are missing Focus on highly valued outcomes by including
them in multiple courses – for some there will be room for overlap
Set priorities as a department/program Communicate: Publish the curriculum map online
and distribute to students and faculty (in conjunction with major maps and student learning outcomes)
Best Practices (Cont.)
Which of your learning outcomes do you wish your students acquired more effectively in your curriculum?
What are some best practices from above that your department could adopt in develop a strong curriculum map?
Other questions?
Discussion
And yes, it is possible to hit the jackpot in assessment!!! (Well, at
least once a year anyway.)
The Curriculum Mapping Outline was modified from a template at the University of Hawaii-Manoa: http://manoa.hawaii.edu/assessment/howto/mapping.htm
References