Writing and using a curriculum map Office of Assessment May 29, 2015 Hillary Fuhrman ysuassessment@ysu.edu Material courtesy of Susan Hatfield, Winona State University

What is a curriculum map? Informs: What is taught and when Which learning outcomes your programs and services promote Possible gaps in the offerings Assessment planning

1 2 3 4 5 6 7 Program Level Student Learning Outcomes Learning outcomes on the vertical axis 6 7

1 2 3 4 5 6 7 Program Level Student Learning Outcomes 1xx 1xx 2xx 2xx Capstone 1 2 3 4 5 REQUIRED courses along the horizontal axis 6 7

1 2 3 4 5 6 7 Program Level Student Learning Outcomes 1xx 1xx 2xx 2xx Capstone 1 2 3 4 5 Then you would begin to ask which courses cover which program learning outcomes 6 7

1 X X X X X X X X X X 2 X X X X X X X X X X 3 X X X X X X X X X X 4 X Program Level Student Learning Outcomes 1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone 1 X X X X X X X X X X 2 X X X X X X X X X X 3 X X X X X X X X X X 4 X X X X X X X X X X 5 X X X X X X X X X X To prevent a curriculum map that looks like this, then ask, “Which learning outcomes do students receive feedback on?” 6 X X X X X X X X X X 7 X X X X X X X X X X

1 X X X X X 2 X X X 3 X X X X 4 5 X X 6 X X X X X 7 X X X X Program Level Student Learning Outcomes 1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone 1 X X X X X 2 X X X 3 X X X X 4 5 X X And may likely get something that looks more like this: 6 X X X X X 7 X X X X

(Note: alternate could be: I= Introduce: E= Emphasize; R= Reinforce) Program Level Student Learning Outcomes 1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone 1 K A A A A S 2 K A S 3 K K K K 4 5 K S Then could refine to make clearer to tell what level of learning is taking place in which course 6 K K A A S 7 S A A S K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation (Note: alternate could be: I= Introduce: E= Emphasize; R= Reinforce)

Bloom’s Taxonomy Original Hierarchy “New” Version (1990) Just FYI, so you know what we are referring to! Note: Bloom’s original was revised by Lorin Anderson in 1990, so you may have seen either

YSU Curriculum Map Template This is what our template looks like—you can see that it is very similar to the powerpoint slides, with the learning outcomes down the side and the required courses across the top

Are your outcomes supported by the curriculum? A curriculum map is a very simple yet informative tool, because as you fill it out, sometimes gaps in the curriculum present themselves. We will talk about some of the common curriculum issues that may arise.

1 K A A A A S 2 K A S 3 K K K K 4 5 K S 6 K K A A S 7 S A A S Program Level Student Learning Outcomes 1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone 1 K A A A A S 2 K A S 3 K K K K 4 5 K S #1—This is sometimes called an “Empty Requirement” because it covers no learning outcome. There can be several possibilities: It’s a class that has just always been taught, a “pet rock” class More likely though: 2. It was mis-charted, and it actually does contribute 3. There is actually an unspoken, but important, learning outcome that may need to be discussed amongst faculty for possible inclusion 6 K K A A S 7 S A A S K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1 K A A A A S 2 K A S 3 K K K K 4 5 K S 6 K K A A S 7 S A A S Program Level Student Learning Outcomes 1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone 1 K A A A A S 2 K A S 3 K K K K 4 5 K S #2—”Orphan Outcome” no class covers—”It’s important, but not in my class!” Writing and oral communication are commonly found here, because students get no feedback. 6 K K A A S 7 S A A S K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1 K A A A A S 2 K A S 3 K K K K 4 5 K S 6 K K A A S 7 S A A S Program Level Student Learning Outcomes 1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone 1 K A A A A S 2 K A S 3 K K K K 4 5 K S #3—Never advancing the level of knowledge Students never get a chance to build up skills, always knowledge level 6 K K A A S 7 S A A S K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1 K A A A A S 2 K A S 3 K K K K 4 5 K S 6 K K A A S 7 S A A S Program Level Student Learning Outcomes 1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone 1 K A A A A S 2 K A S 3 K K K K 4 5 K S #4—Abandoned Outcomes Here a learning outcome tops off early and then is never revisited later in the curriculum 6 K K A A S 7 S A A S K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1 K A A A A S 2 K A S 3 K K K K 4 5 K S 6 K K A A S 7 S A A S Program Level Student Learning Outcomes 1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone 1 K A A A A S 2 K A S 3 K K K K 4 5 K S #5—Ask for higher level skills before introducing Too much, too soon for students to handle 6 K K A A S 7 S A A S K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1 K A A A A S 2 K A S 3 K K K K 4 5 K S 6 K K A A S 7 S A A S Program Level Student Learning Outcomes 1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone 1 K A A A A S 2 K A S 3 K K K K 4 5 K S #6—Covered early, then not again until senior presentation If it’s important, then needs to be reinforced throughout the curriculum For example, if it is important that a student writes well, then they need feedback on writing beyond what they would get in freshman comp 6 K K A A S 7 S A A S K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1 K A A A A S 2 K A S 3 K K K K 4 5 K S 6 K K A A S 7 S A A S Program Level Student Learning Outcomes 1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone 1 K A A A A S 2 K A S 3 K K K K 4 5 K S #7—Capstone, but only in theory A capstone should bring together many, if not all, learning outcomes Sometimes a course is just selected and named a “capstone” without thinking if it actually fits the bill 6 K K A A S 7 S A A S K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1 K A A S A S 2 3 4 K K S 5 K K A S S 6 K K K A S 7 S A A S S option cluster Program Level Student Learning Outcomes 1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone 1 K A A S A S 2 K A A A 3 K K A S 4 K K S 5 K K A S S #8—Option cluster requirements In this situation, courses are very different in emphasis and function Creates students who are very differently prepared (compare first and third course) Clusters can be very effective, but need to serve the same purposes 6 K K K A S 7 S A A S S K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1 K A A S A S 2 3 4 K K S 5 K K A S S 6 K K K A S 7 S A A S S Program Level Student Learning Outcomes 1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone 1 K A A S A S 2 K A A A 3 K K A S 4 K K S 5 K K A S S Purposes of a curriculum map at overview level: 6 K K K A S 7 S A A S S K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1 K A A S A S 2 K A A A Build a curriculum 3 K K A S 4 K K S 5 K K A S Program Level Student Learning Outcomes 1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone 1 K A A S A S 2 K A A A Build a curriculum 3 K K A S 4 K K S 5 K K A S S (Rarely) get opportunity to build a curriculum from the ground up—but most don’t get opportunity 6 K K K A S 7 S A A S S K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

Analyze Curriculum 1 K A A S A S 2 K A A A 3 K K A S Diagnose Learning Program Level Student Learning Outcomes 1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone Analyze Curriculum 1 K A A S A S 2 K A A A 3 K K A S Diagnose Learning 4 K K S 5 K K A S S Much of what we discussed above was analyzing curriculum, or letting us examine existing curriculum for strengths and gaps 6 K K K A S 7 S A A S S K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1 K A A S A S 2 3 4 K K S 5 K K A S S 6 K K K A S 7 S A A S S Program Level Student Learning Outcomes 1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone 1 K A A S A S 2 K A A A 3 K K A S Diagnose Learning 4 K K S 5 K K A S S Another way to use is to diagnose learning If we are unhappy with students’ performance on a learning outcome, we can go back and see where students should have learned it, and see what might be going on with curriculum 6 K K K A S 7 S A A S S K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

Using a curriculum map to identify assessment points

Program Level Student Learning Outcomes 1 K A A S A S 2 K A A A S 3 K 1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone 1 K A A S A S 2 K A A A S 3 K K A S 4 K A S 5 K K A S S Can go back to curriculum map and look for best places to assess learning outcomes a the end (“s”) levels, for summative assessment—in this example, there are three classes that would cover all 7 of the learning outcomes And if students are doing well, then great; if not, then could start to look back… 6 K K A A S 7 S A A S S K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

Program Level Student Learning Outcomes 1 K A A S A S 2 K A A A S 3 K 1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone 1 K A A S A S 2 K A A A S 3 K K A S 4 K A S 5 K K A S S And start to do more formative, earlier assessment You want to be systematic when picking courses to assess, as you never would have enough time, money, or motivation to assess everything all the time. May occasionally benefit from a pre/post design (for example, doing the first course in outcome three then the 4xx level), this might be more for thinking oriented rather than content related (e.g., it wouldn’t be surprising for the senior student to know more about the subject matter than a freshman, however, it might be good to see how sophisticated their thought processes are) 6 K K A A S 7 S A A S S K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

Program Level Student Learning Outcomes 1 K A A S A S 2 K A A A 3 K K 1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone 1 K A A S A S 2 K A A A 3 K K A S 4 K K S 5 K K A S S Also important to point out that because these are program level student learning outcomes, it is important to target upper level courses when ever possible—because a 2000 level course may only have a handful of majors, there is limited information to be gleaned from this course in terms of if those that graduate from the program have the proper knowledge and skills 6 K K K A S 7 S A A S S K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

Program Level Student Learning Outcomes 1 K A A S A S 2 K A A A 3 K K 1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone 1 K A A S A S 2 K A A A 3 K K A S 4 K K S 5 K K A S S Important to be intentional, not just do random assessment—sometimes programs will assess what is easiest, rather than what will provide them the most useful information (relative to their student learning outcomes) 6 K K K A S 7 S A A S S K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

Questions and work session Additional questions? Email ysuassessment@ysu.edu hlfuhrman@ysu.edu, x2453 Thank you for your participation!