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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
6
Curriculum Development Goals
Program features:
Thoughtful, intentional emphasis
Focus on what is important
Current and relevant to students
7
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
8
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
11
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)
12
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.
15
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
17
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
26
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
32
Questions/Comments and Evaluations
Strategies for Conducting Curriculum Review
Patti Dyjur , PhD - [email protected] Jennifer Lock, PhD- [email protected]
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.