Strategies for Conducting Curriculum Review

Patti Dyjur , PhDJennifer Lock, PhD

University of CalgaryOEB 2015

December 3, 2015

Goals of the Session

Examine three different strategies for conducting a collaborative curriculum mapping process online

Discuss strategies and techniques to conduct the process and engage instructors in collaborative mapping activities

Identify recommendations to help guide the process

Agenda

Curriculum mapping essentials— Example #1: Online survey tool demo, trial and discussion

— Example #2: Word template demo, trial and discussion

— Example #3: Online curriculum mapping tool demo and discussion

Strategies for success: Brainstorming and presentation

What is a Curriculum Review?

“academic staff-led critical examination of each undergraduate and course-based master’s program for the purpose of optimizing the learning outcomes of that program. Curriculum reviews are a formative component of the overall quality assurance strategy and are focused on the continuing development of students’ learning experiences”

(University of Calgary, 2013, p. 2).

Focus of a Curriculum Review

There are two foci for a curriculum review:

1) Enhancing the student learning experience

2) Addressing quality assurance concerns

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Curriculum Development Goals

Program features:

Thoughtful, intentional emphasis

Focus on what is important

Current and relevant to students

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Guiding Principles for Curric Dev – UCalgary

•Contributions & collaboration among instructors

•Faculty-led investigation

Collaboration

•Several data sources used to inform

discussion

Evidence-informed

•Frame the discussion to put the focus on enhancing the student learning experience

Focus on Student Learning

•Students take a program

of study

•Consider courses within the broader context of a program

Program-level Perspective

•Iterative process

to be done every 5 years

•Action Plan to make

improvements over time

Continuous Improvement

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From Questions to Answers

Questions to guide the curriculum review:

General questions: strengths of the program, gaps and overlap, alignment, scope and sequence

Accreditation questions

Faculty or institutional priorities, strategic planning

Aspects of the program that are problematic for students

Things you are curious about

Other

Examples of Guiding Questions

To what extent are we addressing program-level learning outcomes (PLOs)? Are there any gaps or lack of alignment?

To what extent do student assessment strategies across the program support and capture student learning? Is there a need for more diversity?

To what extent does the program facilitate student learning of writing skills (critical thinking, professionalism, innovation, research skills, etc.)?

Demographic data

Previous reviews

Curriculum mapping data

Student and/or alumni data

Instructor data

Literature review

Potential employer data

Other

Data Sources for Curriculum Review

CR

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What is Curriculum Mapping?

The process of associating course outcomes with program-level learning outcomes and aligning elements of courses within a program, to ensure that it is structured in a strategic, thoughtful way that enhances student learning.

(Adapted from Harden, 2001)

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CM is the process of making associations or connections

PLOs must be written before a department/ faculty can do CM

Course outcomes must be written before an individual can map his/ her course

Mapping can be done in various ways

Learning Outcomes

“An intended effect of the educational experience that has been stated in terms of specific, observable, and measurable student performance” (Veltri, Webb, Matveev & Zapatero, 2011)

The knowledge, skills, and attitudes that students should be able to attain by the end of a unit of study

Examples of Learning Outcomes

Program-level learning outcome: Students will be able to use research within the field to make evidence-based decisions in different contexts.

Course Outcomes: Students should be able to critique

the findings of a peer-reviewed academic article.

Lesson Objective: Students should be able to state what information can be found within the sections of a peer-reviewed academic article.

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What are Program-level Learning Outcomes?

Program-level learning outcome (PLO): The knowledge, skills, and attitudes that students should be able to attain by the end of a program of study, often stated more broadly than a course outcome.

Communicate what is critical, intentional, and special about a program

Articulate what is valued

Are reflected in course work and student learning

Guide decision-making about courses and how students will be assessed

Program-level Learning Outcomes

PLOs

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What exactly gets mapped?

Course outcomes to program-level learning outcomes (PLOs)

Teaching and learning activities (TLAs)

Student assessments

Other?

Example #1: Word or Excel Template

http://curriculummapping.weebly.com/templates.html

Aligning Course Outcomes to PLOs: Template

Knowledge of theories and concepts

Problem solving

Evaluate qualitative information

Evaluate quantitative information

Communication

Apply knowledge and skills

Design and implement research

Ethical understanding

Write an essay, analyzing complex issues using multiple sources of evidence to support their argument.

D D I

PLOs

Course outcome

I = IntroducedD = DevelopingA = Advanced

Mapping TLAs and Student Assessments

Teaching & Learning Activities

Knowledge of theories and concepts

Problem solving

Evaluate qualitative information

Evaluate quantitative information

Communication

Apply knowledge and skills

Design and implement research

Ethical understanding

Student Assessments

Write an essay, analyzing complex issues using multiple sources of evidence to support their argument.

LectureReadingsCritique

Peer feedback

D D I Essay

Try it!

Using your own course outline or one of the samples, map a course to the PLOs listed on the template.

Template can be found at: http://curriculummapping.weebly.com/templates.html

Small table discussion:— As you work through the process, what questions do you have?

— What would make the mapping process easier for you?

— What recommendations do you have for doing the mapping online? Please write on sticky notes

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Template Approach

Benefits ChallengesChart format makes it easier to see the constructive alignment (or lack of it) in a course

Data in word documents must be digitized

Complete flexibility to structure the mapping process to suit the institution or faculty

Someone has to manually aggregate the data; the higher the number of courses that are mapped, the higher the workload

Data in Excel can be aggregated to produce helpful reports that guide curriculum review discussions

Tech support should be available for those who are unfamiliar with the tool

Example #2: Online Survey

https://www.surveymonkey.com/r/oeb2015

https://www.surveymonkey.com/r/oeb2015

Try it!

Using your own course outline or one of the samples, map a course using the online survey at: https://www.surveymonkey.com/r/oeb2015

Small table discussion:— What questions do you have as you map your course?

— What benefits and disadvantages do you see using this method over the previous one?

— What recommendations do you have for doing the mapping online? Please write on sticky notes

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Online Survey Approach

Benefits ChallengesFlexibility with the number and types of questions and response formats

Aligning course outcomes to program-level learning outcomes is a bit cumbersome

Better reporting than some of the other methods

May be a cost if your institution or faculty does not have access to an online survey tool

Many participants will be familiar with the tool

Example #3: Web-based Curriculum Mapping Tool

curriculum.ucalgary.ca

Web-based CM Tool

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Web-based CM Tool

Benefits ChallengesThe tool is fairly ready out of the box

Lack of flexibility

Easy to use Some users require support, especially with login

Instructors get brief reports on some screens, which promote reflection

Standard aggregate reports may not be sufficient

Based on your experience and observationstoday, what recommendations do you have for conducting curriculum review online?

What role can leadership (formal and informal) play in promoting a successful curriculum review?

Recommendations

Good Practice

Distributed leadership

Standardize formatsand structures

Communicationplan

Sustainabilityplan

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Questions/Comments and Evaluations

Strategies for Conducting Curriculum Review

Patti Dyjur , PhD - pdyjur@ucalgary.ca Jennifer Lock, PhD- jvlock@ucalgary.ca

University of Calgary

OEB 2015December 3, 2015

References

Council of Ministers of Education. (2007). Ministerial statement on quality assurance of degree education in Canada. Retrieved from http://www.cmec.ca/Publications/Lists/Publications/Attachments/95/QA-Statement-2007.en.pdf

Harden, R. M. (2001). AMEE guide no. 21: Curriculum mapping: A tool for transparent and

authentic teaching and learning. Medical Teacher, 23(2), 123-137.

University of Calgary. (2013). Academic quality assurance handbook curriculum reviews.