visual program mapping: a tool for getting started …...“if a picture is worth a thousand words,...

Visual Program Mapping: A Tool for Getting Started in Guided Pathways

Presentation to Student Success and Retention ConferenceFebruary 2, 2018

Lori Taft Sours, Ph.D.Outcomes and Assessment Strategist

Rogue Community College

Guided Pathways

•institution-wide approach to student success

•based on clear, coherent, and structured educational experiences

•guide each student from the point of entry through to graduation, transfer, and career

Guided Pathways Essential Practices

1)Mapping Pathways to Student End Goals

2)Helping Students Choose and Enter a Pathway

3)Keeping Students on the Path

4)Ensuring that Students are Learning

Guided Pathways implementation is the top challenge at community colleges, according to the results of an Education Advisory Board (EAB) poll released on October 30, 2017.

“One of the hardest, but most critical, parts of developing pathways is constructing

the program maps…..”

Best Practices

Student-centered program map design principles

Jargon-free map design

Cross-institutional teams to source and sequence program requirements

WE BELIEVE…..

“If a picture is worth a thousand words, a map is worth a thousand pictures.”

Ruth Stiehl and Kathy Telban, The MAPPING Primer: Mapping the Way to Learning Outcomes, 2017, p. 3.

WHERE TO START?

Definition of a Program

•highly organized set of learning experiences

•students navigate through

•result in intended learning outcomes

•end goal is a certificate or degree

The MAPPING Primer: Mapping the Way to Learning Outcomes, R. Stiehl and K. Telban, 2017, The Learning Organization.

What kinds of program maps provide the greatest clarity for:

• students• faculty • advisors • other staff supporting faculty• college leadership • external stakeholders

The MAPPING Primer: Mapping the Way to Learning Outcomes, R. Stiehl and K. Telban, 2017, The Learning Organization.

Our Response: Visual Curriculum Map

Our curriculum map is a visual depiction of the student’s journey through learning experiences and assessments aligned to achieve intended learning outcomes.

The MAPPING Primer: Mapping the Way to Learning Outcomes, R. Stiehl and K. Telban, 2017, The Learning Organization.

….these maps are used to make relationships visible

……something dense text and narrative struggle to do.

TYPICAL REPRESENTATION OF AN ACADEMIC

PROGRAM

Entry

Requirements:

Program Learning Outcomes (PLOs)

1.

Program:

Date:

Term 1 Term 2 Term 3

Term 4

Institutional Learning Outcomes (ILOs)

Intended Roles

Left-to-right flow into and through program

“The Learner’s Journey”

Learning Experiences

Core Course

Elective

Prere-quisite

Co-Curric-

ularExper-ience

PLO Assessment

Points

Relationships between learning experiences

WHAT does a map look like at the end of a mapping session ?

THE PROCESS

Faculty and staff create the maps through a process that generates engagement and

energy.

Medical Assistant Certificate

Early Childhood Education AAS

Context and Flow

Dental Assistant Certificate

Curriculum Gaps and Redundancies

Business Technology AAS

Responding to the Challenge of Developing Multi-Disciplinary Programs

Mechatronics:

• Electronics• Manufacturing • Welding

DO THESE MAPS TELL US ANYTHING ABOUT ASSESSING LEARNING?

YES!

Where do we assess student achievement of Program Learning Outcomes?

PLO Assessment

Points HERE?

OR ALL HERE (as late in

program as possible)?

Medical Assistant CertificateSecond Generation Map 1/15/16

Medical Assistant CertificateSecond Generation Map 1/15/16

AH102MedAsstClinical

AH101MedAsst

Administrative

Entry

Requirements:

1. PlacementTest2. Applicationto

program3. Interviewwith

staff

4. Appearancecheckand

fitness5. Classesthat

increase

employability6. WR30(or

WR90or91),andMTH20

met.

ProgramLearningOutcomes

(PLOs)

1. Skillfullyperformanddocumentroutine

clinicalproceduresaccordingtocurrentofficeprotocol.

2. Performanddocumentroutineadministrativeproceduresaccordingtocurrentoffice

protocol.3. Collect,process,and

testdiagnosticspecimens.

4. Maintainindustrystandardsofqualitycontrolandsafetyprinciplesinthe

workplace.5. Upholdlegaland

ethicalstandardsandadheretoprinciplesofpatientconfidentialitywithinthehealthcareandcommunity

environmentasdefinedbyHIPAA.

6. Effectivelyapplyverbal,nonverbal,andwrittencommunicationprinciplesandskillsintheworkplace.

7. Demonstrateprofessionalismthroughacceptableattitude,organizationandtimemanagementskills,andattire.

MEDICALASSISTING

PROGRAMMAP

THIRDGENERATIONMAP

Updated7-10-17LSours

CS120

Conceptsin

ComputingI

AH100

Medical

Terminology

EMS165Introto

Pharmacologyfor

HealthOccupations

1-

7

Term1 Term2Term3

AH123Legal&EthicalIssuesforMedical

Personnel

AH103MedAsstSpecialty

AH104

Phlebotomy

BI100SBBiologyof

HumanBody

Systems

Above:Prerequisites

toCohortAcceptance

BT111

Conflict

Management HCI120Introto

theHealthcare

Industry

CG144

Introto

Assertiveness

CG155

ExploringCareers

inHealthCare

MTH64

Pharmacy

Calculations

SP100

Basic

Communication

SRV101

ServiceLearning

AH110

Medical

Terminology

Clinical

AH105

Communication

&Professional

Behavior

AH170Medical

AsstPracticum

andSeminar

AH171Medical

AssistantPracticum

andSeminar

EMS160

Electrocardiogr

am(ECG)

Interpretation

BT113Business

EnglishIorWR115

IntrotoExpository

Writing

MTH63Applied

AlgebraIorMTH60

Fundamentalsof

Algebra

RD90College

Reading

HE252FirstAid/CPR

IntendedRoles§ MedicalAssistant

§ Phlebotomist

§ Citizen§ Familymember

Medical Assistant CertificateThird Generation Map7-10-17 L Sours

How does this relate to the Guided Pathways Essential Practices?

Reminder:

1)Mapping Pathways to Student End Goals

2)Helping Students Choose and Enter a Pathway

3)Keeping Students on the Path

4)Ensuring that Students are Learning

GP Essential Practice 1.a:Every program is well designed to guide and prepare students to enter employment and further education in fields of importance to the college’s service area.

GP Essential Practice 1.c: Programs are clearly mapped

out for students. Students know which courses they should take and in what

sequence.

GP Essential Practice 4.c: Faculty assess whether students are mastering learning outcomes and building skills across each program, in both arts and sciences and career technical programs.

GP Essential Practice 4.a:Program Learning Outcomes are aligned with the requirements for success in further education and employment outcomes targeted by each program.

Next for RCC

Mapping Transfer Degrees

Including Cross-Divisional Teams in the Mapping Process

Integrating Additional Guided Pathways Features into Maps (e.g., Critical Courses, Milestones)

Percentage of Percentage of

PATHWAYS IMPLEMENTATION

Our program mapping approachprovides a jump start for implementing the Guided

Pathways work and reflect best practices in that work.

Framework of curriculum mapping:

The MAPPING Primer: Mapping the Way to Learning Outcomes, R. Stiehl and K. Telban, 2017

The OUTCOME Primers Series 2.0www.outcomeprimers.com

Dr. Lori SoursOutcomes and Assessment Strategist

Rogue Community Collegelsours@roguecc.eduwww.roguecc.edu/oa

Author and Outcome StrategistThe OUTCOME Primers Series 2.0

The Learning Organization