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Hamline University Curriculum Mapping Workshop
October 29, 2015
Letitia Basford, Director of Assessment, co-chair CLOA
Caroline Hilk, Director of the Center for Teaching & Learning
What we’re going to do: Overview of curriculum mapping Provide some examples (thanks Stacie & Mike!) Q & A Workshop: your program’s map
“An English Department I once worked with agreed on 4 program-level learning outcomes, one of which was research in the discipline of English literature. They then realized that the one course that taught research methods was a senior-level course. They wanted to add more study of research methods into the curriculum, so they decided to add a brand-new sophomore level course on introduction to the study of literature. This major overhaul came from… articulating clear common learning outcomes and making sure the curriculum is aligned with these goals… the process has led to significant improvements.”
--Linda Suskie, 2008
Curriculum Mapping… --ensures that learning outcomes are supported in coordinated ways across courses and learning experiences --provides a visual representation of the progression of learning opportunities that contribute to achievement
1st question to ask: What do we want our students to be able to do and know when they finish our program? (What are your program learning outcomes?)
2nd question to ask:
Does our course sequence appropriately support students so that they can achieve
these goals? (Curriculum Map)
Example:
Teacher Ed Program Learning Outcome: SWBAT: to implement effective instruction in a K-12 classroom
How do we know our students are
achieving this outcome?
confusing disjunctions & mixed messages
My version
Her version
Their version
Back mapping assessment into our coursework Program Learning Outcome
Semester 3
Semester 4 Semester 5
Semester 6 Semester 7 Semester 8
Implement effective
instruction in a K-12
classroom.
• EDU 1150 – Schools & Society (4)
• EDU 3260 Theory to Practice (4)
X Introduce Lesson Plan Assessment & Rubric
•EDU 3500 – Diversity & Education (4)*
• EDU 5450 – Literacy Methods (6)
X Reinforce Lesson Plan
Assessment & Rubric
EDU 5510 – Math Methods (6)
X Reinforce Lesson Plan
Assessment & Rubric
• EDU 5920 12 – Student Teaching (14)
• EDU 1250 – Educational Psychology (4)
Math 1130 Fundamentals of Mathematics (4)
• EDU 3355 – Art & Music (2)
• EDU 3375 – Health & Physical Ed (2)
• EDU 5400 – Social Studies Methods (4)
X Reinforce Lesson Plan
Assessment & Rubric
• EDU 5520 – Science Methods (4)
X Reinforce Lesson Plan
Assessment & Rubric
• EDU 5900 – Student Teaching Seminar X Advanced Lesson Plan Assessment & Rubric
In addition to creating a curriculum map, we also created a common artifact and
rubric to be used to assess that one program learning outcome:
1. Artifact: Lesson plan 2. Tool to assess artifact: Rubric
BEFORE AFTER
My version
Her version
Their version
Intro
Reinforced
Advanced & Applied
Today our students are: -more knowledgeable -less confused -more practiced -more confident And ultimately -better prepared for future classrooms!
Curriculum Map: Step 1, mapping outcomes Program Learning Outcome:
What do we want our students to be able to do?
COURSE LEARNING
EXPERIENCE 1
COURSE LEARNING
EXPERIENCE 2
COURSE LEARNING
EXPERIENCE 3
COURSE LEARNING
EXPERIENCE 4
OUTCOME A X X
OUTCOME B
X X
OUTCOME C
X X
OUTCOME D
X
Hamline Plan D W
Step 2: mapping demonstration & evaluation of outcomes Program Learning
Outcome: What do we want our students to
be able to do?
HOW OUTCOMES ARE ADDRESSED,
DEMONSTRATED & EVALUATED
COURSE LEARNING
EXPERIENCE 1
COURSE LEARNING
EXPERIENCE 2
COURSE LEARNING
EXPERIENCE 3
COURSE LEARNING
EXPERIENCE 4
OUTCOME A LEVEL -‐-‐-‐-‐-‐ EVALUATED DEMONSTRATION
INTRO -‐-‐-‐-‐-‐ EXAM
REINFORCED -‐-‐-‐-‐-‐ PAPERS
OUTCOME B
LEVEL -‐-‐-‐-‐-‐ EVALUATED DEMONSTRATION
INTRO -‐-‐-‐-‐-‐ NO EVALUATED DEMONSTRATION
ADVANCED -‐-‐-‐-‐-‐ GROUP PROJECT
OUTCOME C
LEVEL -‐-‐-‐-‐-‐ EVALUATED DEMONSTRATION
INTRO -‐-‐-‐-‐-‐ PRESENTATION
REINFORCED -‐-‐-‐-‐-‐ SMALL GROUP WORK-‐ NOT FORMALLY EVALUATED
Hamline Plan W (Intro) -‐-‐-‐ Paper
D -‐-‐-‐ GROUP PROJECT
W (Adv)
Paper
M & R -‐-‐-‐
CAPSTONE PAPER
Keys to Effective Curriculum Mapping:
• Involve all faculty teaching in the program • Survey faculty with respect to their coverage of
program learning outcomes • Share information with all faculty for review &
discussion • Reach consensus regarding the extent to which
the program is addressing outcomes adequately and develop strategies for change as necessary
We are here to help! Letitia Basford, Director of Assessment, lbasford01@hamline.edu
Caroline Hilk, Center for Teaching and Learning, chilk01@hamline.edu
Mike Reynolds, Chair of Undergraduate Curriculum Committee (UCC),
mreynolds@hamline.edu
Tracy Williams, Institutional Effectiveness, twilliams05@hamline.edu Learning Outcomes Assessment Resources: http://www.hamline.edu/learningoutcomes/
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