Curriculum Mapping 101

1. Curriculum Mapping 101 Finding Your Way to More Intentional andCoherent Learning Outcomes Nathan LindsayApril 23, 2014

2. 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 • We have a vacation? • Other • Don’t Know/Not Applicable

3. 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). • Strongly Agree • Agree • Neither Agree nor Disagree • Disagree • Strongly Disagree • Don’t Know/Not Applicable

4. There are learning outcomes (knowledge, skills, attitudes) that I wish our students acquired more effectively in our program’s curriculum. • Strongly Agree • Agree • Neither Agree nor Disagree • Disagree • Strongly Disagree • Don’t Know/Not Applicable

5. What is it? Why Do it? 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.

6. What is it? Why do it? (Cont.) Intent of Curriculum Maps or Matrixes • Documents what is taught and when • Reveals gaps in the curriculum • Helps refine an assessment plan

7. 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

8. 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

9. What does it look like? 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.)

10. 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

12. Program Level Student Learning Outcomes Capstone 1xx 1xx 2xx 3xx 3xx 2xx 2xx 3xx 4xx S A A A A 1 K K A S 2 K K K 3 K 4 S 5 K A S K K A 6 S S A A 7 K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

13. COMPREHENSION ANALYSIS EVALUATION APPLICATION SYNTHESIS KNOWLEDGE Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Su rize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe ProducePropose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Lower level course outcomes

14. COMPREHENSION ANALYSIS EVALUATION APPLICATION SYNTHESIS KNOWLEDGE Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Summarize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe ProducePropose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Advanced Course / Program outcomes

15. A curriculum map how-to Begin collecting the primary ingredients • Program’s intended learning outcomes • Recommended and required courses (including Gen Ed courses, if desired) • Any other required events /experiences (e.g., internships, department symposiums, advising sessions, and perhaps even national licensure exams)

16. Curriculum Map Formatting • 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.

17. Curriculum Map How-to (Cont.) • Create the Map (In Table Form as prescribed above) • Enter an “I” to indicate students are introduced to the outcome • Enter an “D” to indicate the outcome is developed/reinforced and students have been afforded opportunities to practice • Enter an “M” to indicate that students have had sufficient practice and can now demonstrate mastery • Enter an “A” to indicate where evidence might be collected and evaluated for program-level assessment

18. Discussion 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?)

19. Best Practices Practice, Practice, Practice Build in multiple learning trials that will offer: • Introduction • Development/Reinforcement • Mastery

20. Best Practices (Cont.) • 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

21. 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)

22. Discussion 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?

23. And yes, it is possible to hit the jackpot in assessment!!! (Well, at least once a year anyway.)

24. References The Curriculum Mapping Outline was modified from a template at the University of Hawaii-Manoa: http://manoa.hawaii.edu/assessment/howto/mapping.htm