SCSU+PPT

Curriculum Mapping: Southern Connecticut State University March 4, 2011 Nuria M. Cuevas, Ph.D. Marvin D. Feit, Ph.D.  Norfolk State University Agenda I. What is Curriculum Mapping? What is Curriculum Mapping? Key Questions "How does the institution ensure that its degree programs demonstrate coherence in sequencing, increasing complexity, and linkages between and among program components?" How can we __document__ and __demonstrate__ the coherence of program curricula to accreditors, students, parents, colleagues, and legislators? Underlying Philosophy Basic Program Curriculum Map What is a Curriculum Map?Descriptive Definition What is a Curriculum Map: Metaphors What is a Curriculum Map: Metaphors Types of Program Curriculum Maps Why Engage in Curriculum Mapping? Conceptual Framework II. Steps in the Mapping Process Example: A. A. Arts Program Curriculum Mapping Data Collection Instrument Curriculum Mapping Data Collection Instrument: Conceptual Framework Curriculum Mapping Data Collection Steps List program outcomes. List program core courses. Analyze course syllabi to determine alignment between course and program learning outcomes. Make a professional judgment regarding the levels of instruction (I., E., R., A.)in the courses. Analyze course syllabi and indicate whether students have opportunities to (i) demonstrate what has been learned for each program outcome and (ii) receive feedback in a formal way. Curriculum Mapping Data Collection Curriculum Mapping Process: STEP 1 STEP Identify and list intended program learning __outcomes__in the top horizontal row (re: SACS CS 3.3.1.1 / 3.5.1, FR 4.2)
 * A Roadmap for Curriculum Coherence and Student Achievement **
 * __1__**

Curriculum Mapping Process Curriculum Mapping Process: STEP 2 STEP __2__ List program core (required) courses in the left vertical column (re: SACS CR 2.7.1; FR 4.4) In the order that a "typical" program major progresses through the program curriculum Most popular elective course in each distribution cluster can also be added (assumption: all courses in the given cluster similarly reflect given outcomes) Curriculum Mapping Process Curriculum Mapping Process STEPS **__3__, __4__, __5__** Curriculum Mapping Process: STEP 3 STEP __3__ Analyze course syllabi and indicate whether each //program// outcome is e**__X__**plicitly or i**__M__**plicitly reflected in the //course//outcomes. (re: SACS FR 4.6) Why Take Step 3? Curriculum Mapping Process: STEP 3 STEP __3__ 3.1 Review course syllabus to examine __course__ outcomes in the context of __program__ outcomes (to identify course outcomes related to the given program outcome) 3.2 Using professional judgment, determine the degree to which __program__ outcomes are reflected among the __course__ outcomes – e__X__plicit or i__M__plicit Curriculum Mapping Process: STEP 3 STEP __3__ Explicit -- // program  // outcome that is fully and __directly__ expressed or referenced in a //course// syllabus. // program  // outcome that is __indirectly__ expressed or referenced in a //course// syllabus. Course Outcome Statement: Example
 * (cont’d)   ****
 * Implicit** --

(X) E__X__PLICIT Program Outcome: Outcome 5/Problem-Solving – Scientific Reasoning Course Outcome (HIST 1301): "At the end of the course, students will be able to … describe how social scientists follow the scientific method to understand social phenomena…." Course Outcome Statement: Example

(X) E__X__PLICIT Program Outcome: Outcome 5 / Problem Solving – Critical Thinking Course Outcome (CUST 2370): Course Outcome Statement: Example

(M) I__M__PLICIT Program Outcome: Outcome 1 -- Communication Course Outcome (HIST 1302): Students will be able to discuss the evolution of twentieth-century American foreign policy and the influences which have shaped those policies in order to develop historical viewpoints which they can articulate and defend. Curriculum Mapping Process Curriculum Mapping Process: STEP 4 STEP __4__ Make //professional judgments// and indicate whether each program outcome is **__I__**ntroduced, **__E__**mphasized, **__R__**einforced, or **__A__**dvanced in the course. (re: SACS CR 2.7.2/2.7.3) Levels/Codes can be modified! Many institutions merge E and R levels Why Take Step 4? Why Take Step 4? Why Take Step 4? General Factors Defining Levels of Instruction Level of Instruction: Introduced
 * See Handout: Rubric

STUDENTS ARE __INTRODUCED__ TO CONTENT/SKILL 1. Students are not expected to be familiar with the content or skill at the collegiate level. 2. Instruction and learning activities focus on basic knowledge, skills, and/or competencies and entry-level complexity. 3. Only one or a few aspects of a complex program outcome is addressed in the given course. Level of Instruction: Emphasized

THE CONTENT / SKILL IS __EMPHASIZED__ AND TAUGHT IN DEPTH 1. Students are expected to possess a basic level of knowledge and familiarity with the content or skills at the collegiate level. 2. Instruction and learning activities concentrate on enhancing and strengthening knowledge, skills, and expanding complexity . 3. Several aspects of the outcome are addressed in the given course, but these aspects are treated separately. Level of Instruction: Reinforced

THE CONTENT/SKILL IS __REINFORCED__ WITH ADDITIONAL EXPOSURE TO THE INFORMATION 1. Students are expected to possess a strong foundation in the knowledge, skill, or competency at the collegiate level. 2. Instructional and learning activities continue to build upon previous competencies and increased complexity. 3. All components of the outcome are addressed in the integrative contexts. Level of Instruction: Advanced

THE CONTENT / SKILLS ARE __ADVANCED__ and APPLIED IN MULTIPLE CONTEXTS 1. Students are expected to possess an advanced level of knowledge, skill, or competency at the collegiate level. 2. Instructional and learning activities focus on the use of the content or skills in multiple contexts and at multiple levels of complexity. 3. Outcome is applied in all of its complexity across multiple contexts or is turned reflexively on oneself. STEP __4__ (  *   **//  Optional   )  //** ***See Rubric
 * *  : __Course__ Mapping Worksheet   to facilitate I,E,R,A decisions  ****

Curriculum Mapping Process Curriculum Mapping Process: STEP 5
 * (cont’d) **

STEP __5__ Analyze course syllabi. Indicate (**//F//**) if students have opportunities to (i) demonstrate what has been learned on each program outcome and (ii) receive feedback in a formal way. (re: SACS CS 3.3.1.1/3.5.1) Why Take Step 5? Demonstration and Formal Feedback: Example

(//F//) __Program__ Outcome 1 (Communication/Writing Competency) Course (HIST 1302) syllabus:

"Students must complete at least three critiques of assigned scholarly articles. These critiques should be 4-5 pages, typed and double-spaced. They should have an introduction, thesis statement, body, and conclusion. Poor usage and spelling will reduce your grade. Please proofread your work!" Demonstration and Formal Feedback: Example

( __Program__ Outcome 1 (Communication/ Writing Competency) Course (PE 1164) syllabus: "There is one (1) article each student is expected to read, in addition to reading assignments from the text, and to write a critical review."   Curriculum Mapping Process  HANDOUT: Curriculum Mapping Steps  *  //  (Optional)  //  * Quantitative Indicators: A Word of Caution  III. Analyzing and Interpreting Maps  HANDOUTS  B.S., Management Information Systems  Guide for Analysis and Interpretation of Maps  *  Structured Analysis of Curriculum Map Data  HANDOUT  Guide for Analysis and Interpretation  of Curriculum Maps  Interpretation of Maps
 * * //  Quantitative Indicators  //(  *   Optional)  **
 * Quantitative Indicators **
 * Exercise   **

Curriculum Mapping is a //tool// to stimulate reflection and discussion.

Curriculum coherence can be defined "as the extent to which students and faculty find meaning in the curriculum" (Johnson & Ratcliff, p. 93).

Results of a curriculum mapping analysis are not //"information for action."// They are //"food for thought and discussion"// as we align curricula for student achievement and success. Interpretation of Maps

Curriculum mapping provides a tool not only to //stimulate// thinking, it is also designed to help academics //organize// thinking about program curricula. "It is the interpretations of events (or constructs) within a //structured ‘meaning making’ environment// whereby learning can occur" (Sutherland & Katz, 2005, p. 257; emphasis added).

IV. Hands-On Exercise Holistic Analysis of Curriculum Maps V. Lessons Learned / Tips for Success Tips for Success Tips for Success Tips for Success Tips for Success Tips for Success Next Steps Conclusion / Final Thoughts Conclusion / Final Thoughts Questions, Comments, Discussion Curriculum Mapping: Thank You!! Nuria M. Cuevas, Ph.D., **__ncuevas@nsu.edu__** Marvin D. Feit, Ph.D. , **__mdfeit@nsu.edu__** Norfolk State University
 * A Roadmap for Curriculum Coherence and Student Achievement **