workshop i i curriculum mapping website

8/18/2019 Workshop i i Curriculum Mapping Website

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Preparing a Graduate Program

Assessment Plan

Workshop II: Building a Curriculum

Map



Agenda

• Reviewing the Program Assessment Cycle

–

Big picture –

Assessment Plan

•

Reviewing Program Goals and Outcomes

–

Starting the Curriculum Map

• Summarizing program requirements

–

Continuing the Curriculum Map

•

Linking requirements to outcomes –

Finishing the Curriculum Map



Today’s Take-Aways

• Template for curriculum map

• Developmental list of program requirements

•

First draft program curriculum map



Big Picture

• Overarching goal: Learning at multiple levels

- Promotion of faculty study, reflection, and

conversation!that also includes students.

- Meaningful program improvement.

- Manageable integration into routine practices.



Assessment Cycle

Plan for

assessment

Refineassessment

tools andprocedures

Collect data

Analyze data

Reflect onresults and

proposechanges

Make thechanges



Building an Assessment Plan

Research and reflect:Establish goals and

outcomes

Ratify with faculty

input

List programrequirements in

developmentalsequence

Link outcomes to

requirements, codingfor Introduce,Reinforce, Emphasize

Ratify Curriculum Mapwith faculty input

Look for opportunistic

assessment methodsfor each outcome

Prioritize assessmentactivities in a timeline

Submit AssessmentPlan for review



Getting There from Here

Today’s Workshop:

Workshop II: Curriculum Mapping

Next Workshop:

Workshop III: Evidence and Timeline

***Ongoing individual consultation provided***



Goals and Outcomes

•

The first step in a Curriculum Map

• Who has some goals & outcomes to

share?

•

Share yours:

1. Form a pair with a neighbor

2.

Compare



Starting the Curriculum Map

• Review the template we have prepared

– Your outcomes have been inserted

•

Revise or add as necessary

•

On to the next step!





outcomes

Ratify with faculty

input



Link outcomes to

requirements, codingfor Introduce,Reinforce, Emphasize








Listing Program Requirements

• Graduate programs are special

• Some typical program requirements: –

Core courses, seminars

–

Practica or labs

–

Comprehensive examination –

Portfolio

–

Thesis proposal & defense

• Developmental progression?

•

Where are you now?



Listing Program Requirements: CFT

Example

•

Core Theory•

HDF563

•

HDF570

•

HDF578

•

HDF564

•

HDF501

• Specialty Theory•

HDF505

•

HDF536

•

HDF559

•

HDF566

•

HDF569

•

Clinical PracticumSequence•

HDF565 (a-e)

• Internship

•

HDF583•

HDF584

• Research (HDF581)

• Comp. Exams

•

Self-Assessment



Listing Program Requirements: WRT

Example

• Courses

•

WRT512

•

WRT524

•

WRT645

•

WRT647

•

WRT999

• Experiences•

Brownbags

•

Teaching

•

Committees and

administration

• Comprehensive

Exams•

Written sit-down comp.

exams

•

Submittable article comp.

exams•

Oral defense of comp.

exams

•

Dissertation

•

Proposal•

Written Dissertation

•

Oral defense




Example

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/+3.&/+4+"') "(' $))(,&$'+% 5&'1 $ ,(./)+ ".46+/0 ).,1 $) '1+)&)7%&))+/'$'&("

*/(*()$2)0 '1+)&)7%&))+/'$'&(" %+-+")+)0 $"% ,(4*/+1+")&8+ +9$4&"$'&("):

;(/+ <1+(/= >*+,&$2'= <1+(/=;2&"&,$2 ?/$,'&,.4

>+3.+",+

!"'+/"@

>1&*

A B C D E F

A B C D G H

A B C D G I

A B C D E J

A B C D H K

A B C D H D

A B C D F E

A B C D D L

A B C D E E

A B C D E L

$

A B C D E D

6 , % + A B C D I F

A B C D I J

A B C D I K

; & 1 & )

* . =

; ( 4 * :

M 9 $ 4 )

> + 2 - N ) ) + ) ) 4 ' :




Example

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$))(,&$'+% 5&'1 $ ,(./)+ #.46+/0 ).,1 $) '1+)&)7%&))+/'$'&(# */(*()$2)0 '1+)&)7%&))+/'$'&(#

%+-+#)+)0 ,(4*/+1+#)&8+ +9$4):

; < = > ? @

; < = > @ A

; < = B A >

; < = B A C

; < = D D D

E F G > ? A

H / ( 5 # 6 $ I )

= + $ , 1 & # I

J ( 4 4 & ' ' + + ) $ # % $ % 4 & # & ) ' / $ ' & ( #

; / & ' ' + # ) & ' K % ( 5 # , ( 4 * )

L . 6 4 & ' ' $ 6 2 + $ / ' & , 2 + , ( 4 * )

M / $ 2 % + - + # ) +

( - , ( 4 * )

N & ) ) + / ' $ ' & ( # * / ( * ( ) $ 2

; / & ' ' + # % & ) ) +

/ ' $ ' & ( #

M / $ 2 % + - + # ) +

( - N & ) ) + / ' $ ' & ( #



Listing Requirements on the Map

• List on paper first

–

Think about the order

– Use condensed versions

•

Put on your map, developmentally sequencing

from left to right



Putting the Map Together

• Linking the requirements to the Outcomes

•

Let’s look at the models again




Example

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!" $%%&'&(" '( )*+,&-&, ,(./)+)0 '1&) ,$" &",2.%+ &"'+/")1&*)0 *(/'-(2&()0 $"% ('1+/

/+3.&/+4+"') "(' $))(,&$'+% 5&'1 $ ,(./)+ ".46+/0 ).,1 $) '1+)&)7%&))+/'$'&("

*/(*()$2)0 '1+)&)7%&))+/'$'&(" %+-+")+)0 $"% ,(4*/+1+")&8+ +9$4&"$'&("):

;(/+ <1+(/= >*+,&$2'= <1+(/= ;2&"&,$2 ?/$,'&,.4

>+3.+",+

!"'+/"@

>1&*

A B C D E F

A B C D G H

A B C D G I

A B C D E J

A B C D H K

A B C D H D

A B C D F E

A B C D D L

A B C D E E

A B C D E L

$

A B C D E D

6 , % + A B C D I F

A B C D I J

A B C D I K

; & 1 & ) * . =

; ( 4 * :

M 9 $ 4 )

> + 2 - N ) ) + ) ) 4 ' :

O($2 PK

QR"(52+%S+T

>?> @=&/*A6 M8$2.$'+ ;C< '1+(/&+)

>?B ;&1&)*.=6 N**2= ,.//+"' /+)+$/,1 /+2$'+% '(

,2&"&,$2 */$,'&,+

>?C Q<1+(/=T N/'&,.2$'+ '1+&/ (5" 5(/U&"S '1+(/= (-

,2&"&,$2 */$,'&,+

O($2 PV

Q;2&"&,$2

>U&22)T

B?> D%&'#+E+&19&F4G/*&1 +'#&*H&'#+/'16 W("&'(/

,2&"&,$2 (.',(4+) .)&"S +4*&/&,$22= %+/&8+% %$'$ '(

4$U+ $**/(*/&$'+ '1+/$*+.'&, $%X.)'4+"')

B?B D'#&,*)#&19&H)G$)#&1 +'#&*H&'#+/'16 !4*2+4+"'

$ *+/)("$2 */(S/$4 '( %+8+2(* $"% 4$&"'$&"*/(-+))&("$2 ,(4*+'+",+ $"% +--+,'&8+ */$,'&,+

Li ti P R i t WRT




Example

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$))(,&$'+% 5&'1 $ ,(./)+ #.46+/0 ).,1 $) '1+)&)7%&))+/'$'&(# */(*()$2)0 '1+)&)7%&))+/'$'&(#

%+-+#)+)0 ,(4*/+1+#)&8+ +9$4):

; < = > ? @

; < = > @ A

; < = B A >

; < = B A C

; < = D D D

E F G > ? A

H / ( 5 # 6 $ I )

= + $ , 1 & # I

J ( 4 4 & ' ' + + ) $ # % $ % 4 & # & ) ' / $ ' & ( #

; / & ' ' + # ) & ' K % ( 5 # , ( 4 * )

L . 6 4 & ' ' $ 6 2 + $ / ' & , 2 + , ( 4 * )

M / $ 2 % + - + # ) + ( - , ( 4 * )

N & ) ) + / ' $ ' & ( # * / ( * ( ) $ 2

; / & ' ' + # % & ) ) + / ' $ ' & ( #

M / $ 2 % + - + # ) + ( - N & ) ) + / ' $ ' & ( #

G($2 O? @A@ G/$%.$'+) ,$# %+4(#)'/$'+ $#% $/'&,.2$'+ -$4&2&$/&'P

5&'1 /1+'(/&,$2 '1+(/&+) $#% 1&)'(/&+) -/(4 '1+ ,2$))&,$2

*+/&(% '( '1+ */+)+#':

@AB G/$%.$'+) ,$# %+4(#)'/$'+ $#% $/'&,.2$'+ -$4&2&$/&'P

5&'1 '1+ 1&)'(/&+) $#% 4$Q(/ '1+(/&+) (- ,(4*()&'&(#

)'.%&+) -/(4 '1+ @R'1

,+#'./P '( '1+ */+)+#':

@AC G/$%.$'+) $/+ $62+ '( ).)'$&# $ ),1(2$/2P %&),.))&(# &#

$' 2+$)' (#+ )+,(#%$/P $/+$ 6+P(#% '1+ */&4$/P $/+$ (-

'1+ %&))+/'$'&(#:

@AD G/$%.$'+) ,$# %+-&#+ S+P '+/4) &# '1+ -&+2% .)&#I

+9&)'&#I ),1(2$/)1&*:

G($2 O@ BA@ G/$%.$'+) $/+ $62+ '( +#I$I+ 5&'1 $ /$#I+ (- /+)+$/,1

4+'1(%) $#% 4(%$2&'&+) ,(44(# '( <1+'(/&, T

J(4*()&'&(#0 &#,2.%&#I +4*&/&,$20 '+9'.$20 $#% '1+(/P

5(/S:

BAB G/$%.$'+) ,$# %+4(#)'/$'+ $# $%8$#,+% */(-&,&+#,P5&'10 $#% .#%+/)'$#%&#I (-0 $' 2+$)' (# 4$Q(/ /+)+$/,1

4+'1(% ,(44(# '( '1+ -&+2%:

BAC G/$%.$'+) $/+ $62+ '( ,(#)'/.,' $# &#%&8&%.$2 /+)+$/,1

*/(Q+,' $#% '( %+8+2(* $ /+)+$/,1 $I+#%$ '1$' $%%/+))+)

$#% &#,(/*(/$'+) &4*(/'$#' $#% '&4+2P 3.+)'&(#) /+2+8$#'

'( '1+ -&+2%:



Filling in the Cells

•

For each of your outcomes, there should be

some requirements that address it

•

First, just shade cells where outcomes

intersect with requirements

•

Let’s look at a model



Filling in the Cells: CFT Example

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3/$*1& 7$08&*19:*/,*)0 ;&<$+*&0&'#16"# $%%&'&(# '( )*+,&-&, ,(./)+)0 '1&) ,$# &#,2.%+ &#'+/#)1&*)0 *(/'-(2&()0 $#% ('1+/

/+3.&/+4+#') #(' $))(,&$'+% 5&'1 $ ,(./)+ #.46+/0 ).,1 $) '1+)&)7%&))+/'$'&(#

*/(*()$2)0 '1+)&)7%&))+/'$'&(# %+-+#)+)0 $#% ,(4*/+1+#)&8+ +9$4&#$'&(#):

;(/+ <1+(/= >*+,&$2'= <1+(/= ;2&#&,$2 ?/$,'&,.4

>+3.+#,+

"#'+/#@

>1&*

A B C D E F

A B C D G H

A B C D G I

A B C D E J

A B C D H K

A B C D H D

A B C D F E

A B C D D L

A B C D E E

A B C D E L

$

A B C D E D

6 , % + A B C D I F

A B C D I J

A B C D I K

; & 1 & ) * . =

; ( 4 * :

M 9 $ 4 )

> + 2 - N ) ) + ) ) 4 ' :

O($2 PK

QR#(52+%S+T

>?> @=&/*A6 M8$2.$'+ ;C< '1+(/&+)

>?B ;&1&)*.=6 N**2= ,.//+#' /+)+$/,1 /+2$'+% '(

,2&#&,$2 */$,'&,+

>?C Q<1+(/=T N/'&,.2$'+ '1+&/ (5# 5(/U&#S '1+(/= (-

,2&#&,$2 */$,'&,+

O($2 PV

Q;2&#&,$2

>U&22)T

B?> D%&'#+E+&19&F4G/*&1 +'#&*H&'#+/'16 W(#&'(/

,2&#&,$2 (.',(4+) .)&#S +4*&/&,$22= %+/&8+% %$'$ '(

4$U+ $**/(*/&$'+ '1+/$*+.'&, $%X.)'4+#')

B?B D'#&,*)#&19&H)G$)#&1 +'#&*H&'#+/'16 "4*2+4+#'

$ *+/)(#$2 */(S/$4 '( %+8+2(* $#% 4$&#'$&#

*/(-+))&(#$2 ,(4*+'+#,+ $#% +--+,'&8+ */$,'&,+



Filling in the Cells: WRT Example

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3/$*1& ;$06&*1<=*/,*)0 >&?$+*&0&'#1:

"# $%%&'&(# '( )*+,&-&, ,(./)+)0 '1&) ,$# &#,2.%+ &#'+/#)1&*)0 *(/'-(2&()0 $#% ('1+/ /+3.&/+4+#') #('

$))(,&$'+% 5&'1 $ ,(./)+ #.46+/0 ).,1 $) '1+)&)7%&))+/'$'&(# */(*()$2)0 '1+)&)7%&))+/'$'&(#

%+-+#)+)0 ,(4*/+1+#)&8+ +9$4):

; < = > ? @

; < = > @ A

; < = B A >

; < = B A C

; < = D D D

E F G > ? A

H / ( 5 # 6 $ I )

= + $ , 1 & # I

J ( 4 4 & ' ' + + ) $ # % $ % 4 & #

& ) ' / $ ' & ( #

; / & ' ' + # ) & ' K % ( 5 # , ( 4 *

)

L . 6 4 & ' ' $ 6 2 + $ / ' & , 2 + , ( 4

* )

M / $ 2 % + - + # ) + ( - , ( 4 * )

N & ) ) + / ' $ ' & ( # * / ( * ( ) $ 2

; / & ' ' + # % & ) ) + / ' $ ' & ( #

M / $ 2 % + - + # ) + ( - N & ) ) + / '

$ ' & ( #

G($2 O? @A@ G/$%.$'+) ,$# %+4(#)'/$'+ $#% $/'&,.2$'+ -$4&2&$/&'P

5&'1 /1+'(/&,$2 '1+(/&+) $#% 1&)'(/&+) -/(4 '1+ ,2$))&,$2

*+/&(% '( '1+ */+)+#':

@AB G/$%.$'+) ,$# %+4(#)'/$'+ $#% $/'&,.2$'+ -$4&2&$/&'P

5&'1 '1+ 1&)'(/&+) $#% 4$Q(/ '1+(/&+) (- ,(4*()&'&(#

)'.%&+) -/(4 '1+ @R'1

,+#'./P '( '1+ */+)+#':

@AC G/$%.$'+) $/+ $62+ '( ).)'$&# $ ),1(2$/2P %&),.))&(# &#

$' 2+$)' (#+ )+,(#%$/P $/+$ 6+P(#% '1+ */&4$/P $/+$ (-

'1+ %&))+/'$'&(#:

@AD G/$%.$'+) ,$# %+-&#+ S+P '+/4) &# '1+ -&+2% .)&#I

+9&)'&#I ),1(2$/)1&*:

G($2 O@ BA@ G/$%.$'+) $/+ $62+ '( +#I$I+ 5&'1 $ /$#I+ (- /+)+$/,1

4+'1(%) $#% 4(%$2&'&+) ,(44(# '( <1+'(/&, T

J(4*()&'&(#0 &#,2.%&#I +4*&/&,$20 '+9'.$20 $#% '1+(/P

5(/S:

BAB G/$%.$'+) ,$# %+4(#)'/$'+ $# $%8$#,+% */(-&,&+#,P5&'10 $#% .#%+/)'$#%&#I (-0 $' 2+$)' (#+ 4$Q(/ /+)+$/,1

4+'1(% ,(44(# '( '1+ -&+2%:

BAC G/$%.$'+) $/+ $62+ '( ,(#)'/.,' $# &#%&8&%.$2 /+)+$/,1

*/(Q+,' $#% 6+I&# %+8+2(*&#I $ /+)+$/,1 $I+#%$ 51&,1

$%%/+))+) $#% &#,(/*(/$'+) &4*(/'$#' $#% '&4+2P

3.+)'&(#) /+2+8$#' '( '1+ -&+2%:



Defining I-R-E

•

Outcome Introduced –

Course introduces the concept for a program outcome

•

Outcome Reinforced

–

Course reinforces or contributes to opportunities for achieving aprogram outcome

•

Outcome Emphasized –

Course emphasizes a program outcome and promotes a level ofmastery



Indicating I-R-E on a Curriculum Map:

CFT Example

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3/$*1& 7$08&*19:*/,*)0 ;&<$+*&0&'#16

"# $%%&'&(# '( )*+,&-&, ,(./)+)0 '1&) ,$# &#,2.%+ &#'+/#)1&*)0 *(/'-(2&()0 $#% ('1+//+3.&/+4+#') #(' $))(,&$'+% 5&'1 $ ,(./)+ #.46+/0 ).,1 $) '1+)&)7%&))+/'$'&(#

*/(*()$2)0 '1+)&)7%&))+/'$'&(# %+-+#)+)0 $#% ,(4*/+1+#)&8+ +9$4&#$'&(#):

;(/+ <1+(/= >*+,&$2'= <1+(/= ;2&#&,$2 ?/$,'&,.4

>+3.+#,+

"#'+/#@

>1&*

A B C D E F

A B C D G H

A B C D G I

A B C D E J

A B C D H K

A B C D H D

A B C D F E

A B C D D L

A B C D E E

A B C D E L

$ A

B C D E D

6 , % + A B C D I F

A B C D I J

A B C D I K

; & 1 & ) * . =

; ( 4

* :

M 9 $ 4 )

> + 2 - N ) ) + ) ) 4 ' :

O($2 PK

QR#(52+%S+T

>?> @=&/*A6 M8$2.$'+ ;C< '1+(/&+) " " " " U U U M M

>?B ;&1&)*.=6 N**2= ,.//+#' /+)+$/,1 /+2$'+% '(

,2&#&,$2 */$,'&,+" " " U U U " " U U U U U U M M

>?C Q<1+(/=T N/'&,.2$'+ '1+&/ (5# 5(/V&#S '1+(/= (-

,2&#&,$2 */$,'&,+" U U " U U U M M

O($2 PW

Q;2&#&,$2

>V&22)T

B?> D%&'#+E+&19&F4G/*&1 +'#&*H&'#+/'16 X(#&'(/

,2&#&,$2 (.',(4+) .)&#S +4*&/&,$22= %+/&8+% %$'$ '(

4$V+ $**/(*/&$'+ '1+/$*+.'&, $%Y.)'4+#')

" " U U U U M U

B?B D'#&,*)#&19&H)G$)#&1 +'#&*H&'#+/'16 "4*2+4+#'

$ *+/)(#$2 */(S/$4 '( %+8+2(* $#% 4$&#'$&#

*/(-+))&(#$2 ,(4*+'+#,+ $#% +--+,'&8+ */$,'&,+

U " " U U U U M U

I)4 J&A

" Z [.',(4+ "#'/(%.,+%

U Z [.',(4+ U+&#-(/,+%

M Z [.',(4+ M4*1$)&\+%

Indicating I R E on a Curriculum Map:



Indicating I-R-E on a Curriculum Map:WRT Example

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3/$*1& ;$06&*1<=*/,*)0 >&?$+*&0&'#1:

"# $%%&'&(# '( )*+,&-&, ,(./)+)0 '1&) ,$# &#,2.%+ &#'+/#)1&*)0 *(/'-(2&()0 $#% ('1+/ /+3.&/+4+#') #('

$))(,&$'+% 5&'1 $ ,(./)+ #.46+/0 ).,1 $) '1+)&)7%&))+/'$'&(# */(*()$2)0 '1+)&)7%&))+/'$'&(#

%+-+#)+)0 ,(4*/+1+#)&8+ +9$4):

; < = > ? @

; < = > @ A

; < = B A >

; < = B A C

; < = D D D

E F G > ? A

H / ( 5 # 6 $ I )

= + $ , 1 & # I

J ( 4 4 & ' ' + + ) $ # %

$ % 4 & # & ) ' / $ ' & ( #

; / & ' ' + # ) & ' K % ( 5 # , ( 4 * )

L . 6 4 & ' ' $ 6 2 + $ / ' & , 2 + , ( 4 * )

M / $ 2 % + - + # ) + ( - , ( 4 * )

N & ) ) + / ' $ ' & ( # * / ( * ( ) $ 2

; / & ' ' + # % & ) ) + / ' $ ' & ( #

M / $ 2 % + - + # ) + ( -

G($2 O? @A@ G/$%.$'+) ,$# %+4(#)'/$'+ $#% $/'&,.2$'+ -$4&2&$/&'P

5&'1 /1+'(/&,$2 '1+(/&+) $#% 1&)'(/&+) -/(4 '1+ ,2$))&,$2

*+/&(% '( '1+ */+)+#':

" " < E

@AB G/$%.$'+) ,$# %+4(#)'/$'+ $#% $/'&,.2$'+ -$4&2&$/&'P

5&'1 '1+ 1&)'(/&+) $#% 4$Q(/ '1+(/&+) (- ,(4*()&'&(#

)'.%&+) -/(4 '1+ @R'1

,+#'./P '( '1+ */+)+#':

" < E

@AC G/$%.$'+) $/+ $62+ '( ).)'$&# $ ),1(2$/2P %&),.))&(# &#

$' 2+$)' (#+ )+,(#%$/P $/+$ 6+P(#% '1+ */&4$/P $/+$ (-

'1+ %&))+/'$'&(#:

" <

@AD G/$%.$'+) ,$# %+-&#+ S+P '+/4) &# '1+ -&+2% .)&#I

+9&)'&#I ),1(2$/)1&*:" < < < E E

G($2 O@ BA@ G/$%.$'+) $/+ $62+ '( +#I$I+ 5&'1 $ /$#I+ (- /+)+$/,1

4+'1(%) $#% 4(%$2&'&+) ,(44(# '( <1+'(/&, T

J(4*()&'&(#0 &#,2.%&#I +4*&/&,$20 '+9'.$20 $#% '1+(/P

5(/S:

" " " < E

BAB G/$%.$'+) ,$# %+4(#)'/$'+ $# $%8$#,+% */(-&,&+#,P5&'10 $#% .#%+/)'$#%&#I (-0 $' 2+$)' (#+ 4$Q(/ /+)+$/,1

4+'1(% ,(44(# '( '1+ -&+2%:

" < < < E E

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Indicating I-R-E on a Curriculum Map

• Now you give it a try

•

Report out – Easy? Challenging? Barriers?

•

Other ideas? Thoughts?





outcomes

Ratify with faculty

input



Link outcomes torequirements, coding

for Introduce,Reinforce,

Emphasize








Conclusions

•

Additional resources available on assessmentwebsite

– http://www.uri.edu/assessment/curriculum_map.html

•

Workshop III: Evidence and Timeline

• Please be thinking about:

–

Types of evidence already in your graduate program – Places to look for levels of achievement of outcomes



Thank You!

workshop i i curriculum mapping website

Documents