Curriculum Mapping Kim Anderson ASLO Subcommittee Chair Spring 2011

What is it? Comprehensive scheme – process of curriculum analysis – Examine the curriculum – Create an organized sequence of curricular units Presented as a visual graphic/matrix of alignment between two elements and degree of correlation – Support by required courses – Levels of learning engagement – Increases focus on teaching and learning—essential concerns for institution

Generic example  Items 

What Does It Do? Provides helpful design information about a program’s core curricular experiences – Leads to greater depth and breadth of learning – Appreciable connections in learning – Identify overlaps and gaps – Identify needs and demands – Unity and significance of concepts and skills Demonstrates how curriculum alignment is accomplished within a program – Courses to program – Sequential courses within an educational pathway – Increases cumulative effect of learning Demonstrates curriculum alignment throughout the instructional sector of the institution – Programs to institution (mission) Method of assessment of teaching & learning

Why Do It? Describes the degree of alignment and relationship between various curricular levels – Identify gaps and overlaps – Identify needs and demands – Identify level of learning engagement Demonstrates the curriculum’s organization and structure – Reduces redundancy – Increases efficiency Use for various levels – Courses to program – Programs to institution – Sequential courses and learning experiences in an educational pathway Standard assessment process for curriculum and SLOs – Objective evidence of analysis for decision-making

Who Does It? Department Faculty – SLO Officer Stakeholders that may contribute – Students – Advisory Committee – Other discipline faculty

How To Begin? Template Insert items horizontally Insert items vertically Determine alignment and correlation between the elements Identify degree of relationship between the elements – Introduced, Developed, Mastered (for courses)

Sample Course to Program 1.Program SLO2. Program SLO3. Program SLO4. Program SLO 1. Required Course (SLOs) I I & D D 2. Required Course (SLOs) I M M 3. Required Course (SLOs) M D & M 4. Required Course (SLOs) D & M D 5. Required Course (SLOs) 6. Required Course (SLOs) D I D M

Sample Program to Institution 1.EMP2. EMP3. EMP4. EMPIPLO 1IPLO 2IPLO 3IPLO 4 1. Program SLO X X 2. Program SLO X X 3. Program SLO X X 4. Program SLO X X 5. Program SLO X X X

Sample Sequential Courses Pathway Element Course A SLO 1 SLO 2 SLO 3 I & D I Course B SLO 1 SLO 2 SLO 3 D D I Course C SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 D D & M D M I & D Course D SLO 1 SLO 2 SLO 3 SLO 4 M D & M M D Course E SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 M M D & M M

How To Conclude? Analyze results based on evidence vertically and horizontally Investigate organization of units and levels of learning Seek reasonable connections and learning development throughout Take action based on evidence Systematic change based on greater understanding Process not an event