1. Finding Your Way to More Intentional and Coherent Learning Outcomes Nathan Lindsay April 23, 2014

2. 1. The Ozarks 2. The beach 3. A big city (e.g., Chicago, LA, NYC) 4. Somewhere overseas 5. The KC Plaza 6. We have a vacation? 7. Other 8. Don’t Know/Not Applicable

3. 1. Strongly Agree 2. Agree 3. Neither Agree nor Disagree 4. Disagree 5. Strongly Disagree 6. Don’t Know/Not Applicable

4. 1. Strongly Agree 2. Agree 3. Neither Agree nor Disagree 4. Disagree 5. Strongly Disagree 6. Don’t Know/Not Applicable

5. Curriculum Mapping – A Definition A method to align instruction with a degree’s learning outcomes. Also can be used to explore the breadth and depth of content in a curriculum.

6. Intent of Curriculum Maps or Matrixes  Documents what is taught and when  Reveals gaps in the curriculum  Helps refine an assessment plan

7. Benefits of Curriculum Maps  Encourages reflective practice  Improves communication among faculty  Enhances program coherence  Encourages a proactive approach to improving learning outcomes  Supports the “major maps” that students receive for their degree

8.  Business School values critical thinking and public speaking (as do the employers!)  No where in the curriculum were these outcomes specifically taught  These gaps are being addressed by the Business School’s Assessment Committee

9. A curriculum map/matrix is a table with the following characteristics:  A single column for each learning outcome  A single row for each course or required event/experience (It is also reasonable to switch column and row definitions if preferred by a department.)

10. Courses Intended Student Learning Outcomes Apply the scientific method Develop laboratory techniques Diagram and explain major cellular processes Awareness of careers and job opportunities in biological sciences BIOL 101III BIOL 202DDI BIOL 303DM, AD BIOL 404M, A D Other: Exit interviewA EXCERPT FROM A HYPOTHETICAL BIOLOGY PROGRAM CURRICULUM MATRIX Key: "I"=Introduced; "D"=developed/reinforced and opportunity to practice; "M"=mastery that is demonstrated (often at the senior or exit level); "A"=assessment evidence collected

11. 11 GEOC Model Proposed Courses Level I Courses Level II Courses Prerequisite: Discourse I Platform Courses Prerequisite: Discourse I or II Level determined by learning outcomes of the course. Level III Courses Prerequisite: Discourse II; Upper-level course required by all transfer students UMKC General Education Student Learning Outcomes Anchor I (3) Discourse I (3) Anchor II (3) Discourse II (3) Platform I (3) Platform II (3) Platform III (3) Platform IV-Elective (3) Anchor III (3) Discours e III (3) Co-Requisites Communication Skills X X X Technology & Information Literacy X X Interdisciplinary & Innovative Thinking X Human Values & Ethical Reasoning (X) X Culture & Diversity X Civic & Community Engagement X Scientific Reasoning & Quantitative Analysis (X) X Arts & Humanities X (X)

12. 1xx K K K 7 1 2 3 4 5 6 Program Level Student Learning Outcomes K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation 1xx S K K 2xx A A S A A K 3xx A K A A K A 4xx S A K S Capstone S S

13. KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Su rize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe Produce Propose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate Lower level course outcomes

14. KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Summarize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe Produce Propose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate Advanced Course / Program outcomes

15. Begin collecting the primary ingredients A. Program’s intended learning outcomes B. Recommended and required courses (including Gen Ed courses, if desired) C. Any other required events /experiences (e.g., internships, department symposiums, advising sessions, and perhaps even national licensure exams)

16.  We recommend using the Curriculum Mapping Template (an Excel spreadsheet that will be distributed across campus)  However, please note that the format of the curriculum map can vary by discipline/field  Departments that already have a curriculum map for their learning outcomes do not need to develop a new curriculum map (unless their curriculum or learning outcomes listed in the assessment reports have changed).  Curriculum maps can focus on accreditation standards, and can also incorporate aspects of Bloom’s Taxonomy.

17. 1. Create the Map (In Table Form as prescribed above) 2. Enter an “I” to indicate students are introduced to the outcome 3. Enter an “D” to indicate the outcome is developed/reinforced and students have been afforded opportunities to practice 4. Enter an “M” to indicate that students have had sufficient practice and can now demonstrate mastery 5. Enter an “A” to indicate where evidence might be collected and evaluated for program-level assessment

18. What other documents or resources would you use to start your department’s curriculum map? From your department, which faculty would be involved in developing the curriculum map (a sub-group? the entire department?)

19. Practice, Practice, Practice Build in multiple learning trials that will offer: a.Introduction b.Development/Reinforcement c.Mastery

20.  Involve as many faculty as possible in the development and analysis of the curriculum map  Identify learning opportunities within courses that will produce your program’s outcomes  Connect the dots: communicate expectations from course to course.  Allow each member of your faculty to teach to their strengths

21.  Eliminate outcomes that are not highly valued, or add those that are missing  Focus on highly valued outcomes by including them in multiple courses – for some there will be room for overlap  Set priorities as a department/program  Communicate: Publish the curriculum map online and distribute to students and faculty (in conjunction with major maps and student learning outcomes)

22. Which of your learning outcomes do you wish your students acquired more effectively in your curriculum? What are some best practices from above that your department could adopt in develop a strong curriculum map? Other questions?

23. And yes, it is possible to hit the jackpot in assessment!!! (Well, at least once a year anyway.)

24. The Curriculum Mapping Outline was modified from a template at the University of Hawaii- Manoa: http://manoa.hawaii.edu/assessment/howto/ mapping.htm