uw curriculmmapping ocav june10 2010 · educaonal experiences, assessment, the educaonal...

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CurriculumMappingExperiencesatUniversityofWaterlooSco:AndersonandKatherineLithgow

COU/OCAVDegreeLevelExpectaEonsWorkshopMcMasterUniversity

June10,2010

Topics

•  Whatiscurriculummappingandwhyarecentincreaseininterest?

•  Benefitsofcurriculummapping

•  Processes&ToolsusedatUW

•  Challenges•  LessonsLearned•  WhatNext?

WhatisCurriculum?

•  Curriculum:“asophisEcatedblendofeducaEonalstrategies,coursecontent,learningoutcomes,educaEonalexperiences,assessment,theeducaEonalenvironmentandtheindividualstudents’learningstyle,personalEmetableandprogrammeofwork.”(Harden,2001)

WhatisCurriculumMapping?

•  “CurriculummappingisaspaEalrepresentaEonofthedifferentcomponentsofthecurriculumsothatthewholepictureandtherelaEonshipsandconnecEonsbetweentheirpartsareeasilyseen.”(Harden,2001)

WhytheInterestinCurriculumMapping?

•  UDLEimplementaEon•  ProgramReviews

•  UWpolicyforsyllabusrequirements

•  Otherfactors– strategicplanning(ENV)

BenefitsofCurriculumMapping

“Thekeytoareallyeffec/veintegratedcurriculumistogetteacherstoexchangeinforma0onaboutwhatisbeingtaughtandtocoordinatethissothatitreflectstheoverallgoalsoftheschool.”

“Mappingnotonlyassistswithplanningandimplementa/onofthecurriculumbutimportantlyhelpstoraisethelevelofdiscussionandreflec0onaboutthecurriculumandresourcealloca0on.”

(Harden,2001)

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VariousPerspecEves

•  expectedlearningoutcomes•  contentorareasofexperEsecovered(&gaps)•  studentassessment

•  learningopportuniEes•  learninglocaEon•  learningresources•  Emetable•  staff•  curriculummanagement•  students (Harden,2001)

Process

•  Invited/askedforassistance– curriculumreviewcommi:ee

•  juniorandseniorfacultymembers•  staff(CTE,recruitment,co‐op,library,registrar’soffice)

•  Departmentalretreatorworkshop

•  Focusgroups,surveysor“townhalls”–  instructors– students– co‐opemployers– professionalAssociaEons

Process

•  IteraEve•  VariesbyDepartment/Faculty

– onedaydepartmentalretreat

– 2hworkshopwithfacultyandstudents– 2hmeeEngwithDirectorandco‐opstudent–independentprocess(noCTEinvolvement)

– ENVfaculty‐wideprocess•  serveoncurriculumreviewcommi:ee

Tools

•  Flipcharts•  Post‐itnotes•  Whiteboards/Blackboards

•  Laminated“yearataEme”calendar– portablewhiteboardgrid

Tools

•  Excel,Word•  Database(e.g.Access,Filemaker)

•  VUE‐VisualUnderstandingEnvironment– FREEconceptmappingsodwarecreatedbyTudsUniversity(h:p://vue.tuds.edu/)

•  CurricKit(BetapilotwithUofG)

Process

•  brainstormidealgraduate–  terms/languagefacultyarecomfortablewith

•  mapidealgraduatea:ributestoUDLEs

•  clustera:ributes&maptocourses–  intro,reinforce,emphasize

•  examinecoursesinmoredetail

•  alignobjecEves/a:ributes/competencieswithacEviEesandassessments

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Process Process

Process Process

Process–ENVFaculty‐wide

•  2hworkshopwithENVcurriculumreviewcommi:ee– brainstormidealgraduate&maptoUDLEs

•  5newcommoncoursesproposed

•  workshoptoflagcoursesimpacted

•  mapcurrentandfuturecurriculumofeachdepartment(VUE)

•  “TownHalls”tosolicitstudentfeedback

ERSmapusingVUE

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ERSmapusingVUE EBmapusingVUE

EBmapusingVUE Tools–VUE

Whathavewefounditusefulfor?•  asavisualrepresentaEontool•  Illustratecoursesequencing•  showimpactofnewcourses•  showthedifferencesbetweenvariousprograms(comparisontool)

•  easilyshowbreadthofcoursesacrossacurriculum(example:EBvs.ERS)

•  showrelaEonshipofcoursesacrossacurriculum

Tools–VUE

Challenges•  mappingcertainprograms‐specificallywheretherearelessrequiredcourses(KI,Arts)

•  someofthefuncEonsoftheprogram(nocopy/pasteintocertainsecEons,badhighlighEnginsearchfuncEon)

•  new,unfamiliarprogramforusers•  canexporttoHTMLbutnotveryelegant

Tools‐CurricKit

•  surveyandcurriculummappingsodwaredevelopedbyUniversityofGuelph

•  alignknowledge,skillsandvalues(idealgrada:ributes)toinstrucEonalacEviEesandassessments

•  PilotandbetatesEng

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Tools‐CurricKit

•  instrucEonalapproaches•  assessmentapproaches

•  distribuEonofassessments(workload)

•  whatistaught/assessedvs.nottaught/notassessed

•  leveloflearningexpected(Bloom)

•  mappingtoUDLEs

Whatisyourprocessandassociatedchallenges?

Challenges•  threattoinstructorautonomy(perceived)•  labourintensive(Eme)

•  newprocess/talkingwithotherinstructors•  new,unfamiliarsodware(training,differentlevelsoftechproficiency)

Challenges•  “ideal”vs.minimallyacceptable•  interpretaEonoftermsused

•  howtoassess:–  “behaviourconsistentwithacademicintegrityandsocialresponsibility”(UDLE6c)

–  “ar/culatelearningfromexperien/alorappliedopportuni/es”(UDLE7)

–  demonstrateanunderstandingoftheintellectual,social,cultural,andpoli/caldiversityoftheworldinwhichwelive”(UDLE7)

•  ePorlolio(PLOT)

Challenges•  snapshotinEme

–  ifclasssizeincreases,can’tdosameacEviEes

– coursesareinstructordependent•  howtoaccountforpastcoursesorfuturecourses?

FactorsimpacEngtheprocess•  Facultybuy‐in

– GemngeveryoneinoneplaceatoneEme

– Ensuringtheyunderstandwhytheyaredoingthis

Strategies

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FactorsimpacEngtheprocess

•  DepartmentresourcesandassignedresponsibilityfordistribuEngandcompilinginformaEon– ownershipbydept/faculty

FactorsimpacEngtheprocess

•  InformaEoncollectedandpresentedinaformatthatmeetsneedsofstakeholders– mapping‘requiredcourses’deliveredbyotherdepartments

– mappingnewcoursesthathaven'tbeendevelopedortaught

FactorsimpacEngtheprocess

•  Userfriendly&flexibletools(customizable)

Lessons

•  dependswhoshowsup/parEcipates•  catalystfordiscussion•  iteraEveprocess•  iffacultybuy‐in(owntheprocess),there’sabe:erchanceofsuccess

What’sNext?

•  mappingcoursestoUDLEs•  usingUDLEsandmappingforconEnuousimprovement

•  researchingimpactofmapping

References

Harden,R.M.,(2001).“AMEEGuideNo.21:Curriculummapping:atoolfortransparentandauthenEcteachingandlearning.”MedicalTeacher.23(2):123‐137.

Holycross,J.(2006).“CurriculumMapping–AnessenEaltoolforcurriculumdevelopment.”TheJournalofPhysicianAssistantEducaEon17(4):61‐64.

Sumsion,J.andJ.Goodfellow(2004).“IdenEfyinggenericskillsthroughcurriculummapping:acriEcalevaluaEon.”HigherEducaEonResearch&Development23(3):329‐346.