1. Curriculum Mapping: Academic Faculty & Subject Librarians Working Together By Barbara Tierney, Head Research & Info Services, UCF Libraries With some content provided by Elizabeth Killingsworth, Head Research Services, Southern Methodist Univ. Central Libraries UCF Faculty Center for Teaching & Learning Summer Conference May 6, 2014

2. UCF Subject Librarians http://library.ucf.edu/SubjectLibrarians/ Do you know who your Subject Librarian is?

4. UCF Faculty Center for Teaching and Learning FCTL provides “Curriculum Mapping Workshops” for academic faculty

5. FCTL recommends curriculum mapping Collaborative exercise to create or review program- wide learning & assessment with regard to: Mission Student learning development across the program towards achieving program outcomes Teaching/learning strategies Measures used for program assessment & accreditation/rankings Teaching & assessment responsibilities

6. Why do we use curriculum maps? Plan/revise a program Provide information to new/adjunct faculty, administrators, & advisory board members Clarify curricular assignments for all faculty Compare program with those offered by other institutions Program Review tool

7. Step 1: Review the UCF “Academic Learning Compact” (learning outcomes) for your program

8. UCF Academic Learning Compacts http://oeas.ucf.edu/alc/academic_learning_compacts.htm To read the Academic Learning Compact for a particular baccalaureate program, select the "Academic Learning Compacts" link on this page. Then select the college and program of interest to you. College of Arts and Humanities College of Business Administration College of Education College of Engineering and Computer Sciences College of Health and Public Affairs College of Medicine College of Nursing College of Sciences Rosen College of Hospitality Management Undergraduate Studies

9. Academic Faculty & Subject Librarians working together

10. Why are Subject Librarians committed to Curriculum Mapping?

11. ACRL Information Literacy Competency Standards http://www.ala.org/acrl/standards/informationliteracycompetency http://www.ala.org/acrl/standards/informationliteracycompetency Subject Librarians use curriculum mapping to identify the courses (within an academic program) that have research components... with a view to providing students with research instruction (based on ACRL Information Literacy Competency Standards) that will focus on the particular research skills that are appropriate to the course & its level.

12. How librarians create a curriculum map Step 1: Review the UCF online undergraduate (http://catalog.ucf.edu/ ) or graduate catalog (http://www.graduatecatalog.ucf.edu/programs/) to view the “Plan of Study” for a particular academic program, paying close attention to what courses are recommended for each year of the program and in what sequence.http://www.graduatecatalog.ucf.edu/programs/ Step 2: Identify and list all of the courses (and their descriptions) that are included in an academic program, in the sequence they are recommended. Ask …do the course descriptions reveal research components? Step 3: Review the UCF “Academic Learning Compact” (http://oeas.ucf.edu/alc/academic_learning_compacts.htm) for the academic program. Look for places within the ALC to integrate info lit concepts into the learning outcomes and curriculum. Step 4: Review syllabi for courses whose descriptions indicate research components. Review the course assignment(s) described in the syllabi. Does the successful completion of the assignment(s) depend on a student’s research expertise and, if so, what level of research expertise is needed? Step 5: Work with the academic program Undergraduate and Graduate Coordinators to get their insight regarding which courses within an academic program have research components and what level of research expertise is needed by the student. Step 6: Identify the courses which already are receiving research instruction and make sure that the content of this research instruction is aligned with ACRL Information Literacy Standards (http://www.ala.org/acrl/standards/informationliteracycompetency). Step 7: Identify the courses which have research components that are not being addressed by research instruction from either academic faculty or librarian intervention and seek to remedy this. Step 8: Use an “Information Literacy Rubric” (Univ. of Pittsburgh, Univ. Library System) (http://pitt.libguides.com/content.php?pid=319718&sid=2633236) to determine what level of literacy skills is needed for each course and what research skill set is needed for each course

13. Nursing BSN

16. What do librarian-created curriculum maps look like?

19. Questions?