AERA 2004 65.034 Concept Mapping in Course Design: A “Mindtool” for Re-examining Subject Matter Cheryl Amundsen, Simon Fraser University Cynthia Weston,

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Presentation transcript:

AERA Concept Mapping in Course Design: A “Mindtool” for Re-examining Subject Matter Cheryl Amundsen, Simon Fraser University Cynthia Weston, McGill University Lynn McAlpine, McGill University

Context of the research Five-day course design workshop: Design or redesign of a course. Consider the various elements of course design and the learning process in a specific disciplinary context. Engage in collaborative discussion and peer critique with colleagues in the design of courses. Learn to think about the course design from a student perspective.

Learning Outcome Assessment Strategy Context Content © (2003) CUTL

Why begin with the analysis of course content? Begin with the familiar. Engage with subject matter from a different perspective. Prepares the way for the consideration of learning.

Who were the participants? Five tenure-track faculty: 4 Assistant Professors 1 Associate Professor Business Computing Science Education (2) Physics Interviews Concept map drafts

What we wanted to investigate How CM drafts changed over the length of the workshop. The explanations of professors about the changes in CM drafts. How professors described and incorporated feedback from colleagues in the workshop in the development of their maps. Perceived benefits and problems with the CM process.

Findings … in part Rethink course concepts Adjust relative importance Bring parts of the course together Use with students Course insight & disciplinary thinking (HH) Computer Science XXXXX (JC) Business XX (MH) Ed. Psychology XXXXX (PN) Education XXXX (SD) Physics XXX

Summary … briefly In this preliminary study: Change in thinking about each course was clearly evident. The CM process was productive in clarifying professors’ thinking about their course content. For (3/5) professors, the CM process may have facilitated making sense of the course they designed with their broader subject matter knowledge.

Full text of the paper is available at: The book that details the workshop and faculty development approach described in this paper is available from Stylus Publishing Rethinking Teaching in Higher Education: From a Course Design Workshop to a Faculty Development Framework (2004)