1. Strategies for Conducting Curriculum Review
Jen – Welcome and
Patti Dyjur , PhD
Jennifer Lock, PhD
University of Calgary
OEB 2015
December 3, 2015

2. Identify recommendations to help guide the process
Goals of the Session
Examine three different strategies for conducting a collaborative curriculum mapping process online
Discuss strategies and techniques to conduct the process and engage instructors in collaborative mapping activities
Identify recommendations to help guide the process
Jennifer

3. Curriculum mapping essentials
Agenda
Curriculum mapping essentials
Example #1: Online survey tool demo, trial and discussion
Example #2: Word template demo, trial and discussion
Example #3: Online curriculum mapping tool demo and discussion
Strategies for success: Brainstorming and presentation
Patti

4. What is a Curriculum Review?
“academic staff-led critical examination of each undergraduate and course-based master’s program for the purpose of optimizing the learning outcomes of that program. Curriculum reviews are a formative component of the overall quality assurance strategy and are focused on the continuing development of students’ learning experiences”
(University of Calgary, 2013, p. 2).
Jennifer

5. Focus of a Curriculum Review
There are two foci for a curriculum review:
1) Enhancing the student learning experience
2) Addressing quality assurance concerns
Jennifer

6. Curriculum Development Goals
Program features: Thoughtful, intentional emphasis Focus on what is important Current and relevant to students
Patti

7. Guiding Principles for Curric Dev – UCalgary
Collaboration
Contributions & collaboration among instructors
Faculty-led investigation
Evidence-informed
Several data sources used to inform discussion
Focus on Student Learning
Frame the discussion to put the focus on enhancing the student learning experience
Program-level Perspective
Students take a program of study
Consider courses within the broader context of a program
Continuous Improvement
Iterative process to be done every 5 years
Action Plan to make improvements over time
Patti
This collaborative, evidence-based process helps to inform an instructor team of the intricacy of the courses in terms of the program as a whole, as well as fosters curriculum renewal.
Create opportunities to foster collaboration among instructor teams
Moves the teaching of courses from being isolated units to that of a coherent program.
Discuss teaching and the course content helps to inform their instructional practice
Collaborative effort that increase the potential to enrich the quality of the learning experience for students and instructors.

8. From Questions to Answers
Questions to guide the curriculum review:
General questions: strengths of the program, gaps and overlap, alignment, scope and sequence
Accreditation questions
Faculty or institutional priorities, strategic planning
Aspects of the program that are problematic for students
Things you are curious about
Other
Jennifer

9. Examples of Guiding Questions
To what extent are we addressing program-level learning outcomes (PLOs)? Are there any gaps or lack of alignment?
To what extent do student assessment strategies across the program support and capture student learning? Is there a need for more diversity?
To what extent does the program facilitate student learning of writing skills (critical thinking, professionalism, innovation, research skills, etc.)?
Jennifer

10. Data Sources for Curriculum Review
Demographic data
Previous reviews
Curriculum mapping data
Student and/or alumni data
Instructor data
Literature review
Potential employer data
Other CR
Jennifer

11. What is Curriculum Mapping?
The process of associating course outcomes with program-level learning outcomes and aligning elements of courses within a program, to ensure that it is structured in a strategic, thoughtful way that enhances student learning.
(Adapted from Harden, 2001)
PATTI

12. CM is the process of making associations or connections
PLOs must be written before a department/ faculty can do CM
Course outcomes must be written before an individual can map his/ her course
Mapping can be done in various ways
Patti

13. Learning Outcomes
“An intended effect of the educational experience that has been stated in terms of specific, observable, and measurable student performance” (Veltri, Webb, Matveev & Zapatero, 2011)
The knowledge, skills, and attitudes that students should be able to attain by the end of a unit of study
Patti

14. Examples of Learning Outcomes
Program-level learning outcome: Students will be able to use research within the field to make evidence-based decisions in different contexts.
Course Outcomes: Students should be able to critique the findings of a peer-reviewed academic article.
Lesson Objective: Students should be able to state what information can be found within the sections of a peer-reviewed academic article.
Patti

15. What are Program-level Learning Outcomes?
Program-level learning outcome (PLO): The knowledge, skills, and attitudes that students should be able to attain by the end of a program of study, often stated more broadly than a course outcome.
Patti

16. Program-level Learning Outcomes
Communicate what is critical, intentional, and special about a program
Articulate what is valued
Are reflected in course work and student learning
Guide decision-making about courses and how students will be assessed
PLOs
Patti

17. What exactly gets mapped?
Course outcomes to program-level learning outcomes (PLOs)
Teaching and learning activities (TLAs)
Student assessments
Other?
Patti

18. Example #1: Word or Excel Template
Patti

19. Aligning Course Outcomes to PLOs: Template
Knowledge of theories and concepts
Problem solving
Evaluate qualitative information
Evaluate quantitative information
Communication
Apply knowledge and skills
Design and implement research
Ethical understanding
Write an essay, analyzing complex issues using multiple sources of evidence to support their argument. D I
PLOs
Patti
Word or Excel templates can be distributed electronically through .
Instructors fill one out for each of their courses and submit.
Course
outcome
I = Introduced
D = Developing
A = Advanced

20. Mapping TLAs and Student Assessments
Teaching & Learning Activities
Knowledge of theories and concepts
Problem solving
Evaluate qualitative information
Evaluate quantitative information
Communication
Apply knowledge and skills
Design and implement research
Ethical understanding
Student Assessments
Write an essay, analyzing complex issues using multiple sources of evidence to support their argument.
Lecture
Readings
Critique
Peer feedback D I
Essay
Patti

21. Try it!
Using your own course outline or one of the samples, map a course to the PLOs listed on the template.
Template can be found at:
Small table discussion:
As you work through the process, what questions do you have?
What would make the mapping process easier for you?
What recommendations do you have for doing the mapping online? Please write on sticky notes
Jennifer

22. Benefits Challenges Template Approach
Chart format makes it easier to see the constructive alignment (or lack of it) in a course
Data in word documents must be digitized
Complete flexibility to structure the mapping process to suit the institution or faculty
Someone has to manually aggregate the data; the higher the number of courses that are mapped, the higher the workload
Data in Excel can be aggregated to produce helpful reports that guide curriculum review discussions
Tech support should be available for those who are unfamiliar with the tool
Jennifer

23. Example #2: Online Survey
Patti

24.
Patti

25. Small table discussion:
Try it!
Using your own course outline or one of the samples, map a course using the online survey at:
Small table discussion:
What questions do you have as you map your course?
What benefits and disadvantages do you see using this method over the previous one?
What recommendations do you have for doing the mapping online? Please write on sticky notes
Jennifer

26. Online Survey Approach
Benefits
Challenges
Flexibility with the number and types of questions and response formats
Aligning course outcomes to program-level learning outcomes is a bit cumbersome
Better reporting than some of the other methods
May be a cost if your institution or faculty does not have access to an online survey tool
Many participants will be familiar with the tool
Patti

27. Example #3: Web-based Curriculum Mapping Tool
Patti
curriculum.ucalgary.ca

28. Web-based CM Tool Patti
Demo only: Our tool can be found at curriculum.ucalgary.ca, but a University of Calgary account is needed to access it.
Other options: commercial products, custom-built software

29. Benefits Challenges Web-based CM Tool
The tool is fairly ready out of the box
Lack of flexibility
Easy to use
Some users require support, especially with login
Instructors get brief reports on some screens, which promote reflection
Standard aggregate reports may not be sufficient
Patti

30. Based on your experience and observations
today, what recommendations do you have for
conducting curriculum review online?
What role can leadership (formal and
informal) play in promoting a successful
curriculum review?
Jennifer

31. Recommendations Good Practice Standardize formats and structures
Distributed
leadership
Good
Practice
Jennifer
Distributed leadership approach
Empowerment of leaders at various levels to lead different components
Standardize formats and structures
Templates
Exemplars
Articulated communication plan
From beginning to end
Clear and concise
Sustainability plan
Action plan
Identification of leads
Follow-up
Sustainability
plan
Communication
plan

32. Questions/Comments and Evaluations
Jennifer

33. Strategies for Conducting Curriculum Review
Jen – Welcome and
Patti Dyjur , PhD -
Jennifer Lock, PhD-
University of Calgary
OEB 2015
December 3, 2015

34. References
Council of Ministers of Education. (2007). Ministerial statement on quality assurance of degree education in Canada. Retrieved from Harden, R. M. (2001). AMEE guide no. 21: Curriculum mapping: A tool for transparent and authentic teaching and learning. Medical Teacher, 23(2), University of Calgary. (2013). Academic quality assurance handbook curriculum reviews.