UW CurriculmMapping OCAV June10 2010 · educaonal experiences, assessment, the educaonal...
6
6/15/10 1 Curriculum Mapping Experiences at University of Waterloo Sco: Anderson and Katherine Lithgow COU/OCAV Degree Level ExpectaEons Workshop McMaster University June 10, 2010 Topics • What is curriculum mapping and why a recent increase in interest? • Benefits of curriculum mapping • Processes & Tools used at UW • Challenges • Lessons Learned • What Next? What is Curriculum? • Curriculum: “a sophisEcated blend of educaEonal strategies, course content, learning outcomes, educaEonal experiences, assessment, the educaEonal environment and the individual students’ learning style, personal Emetable and programme of work .” (Harden, 2001) What is Curriculum Mapping? • “Curriculum mapping is a spaEal representaEon of the different components of the curriculum so that the whole picture and the relaEonships and connecEons between their parts are easily seen.” (Harden, 2001) Why the Interest in Curriculum Mapping? • UDLE implementaEon • Program Reviews • UW policy for syllabus requirements • Other factors – strategic planning (ENV) Benefits of Curriculum Mapping “The key to a really effec/ve integrated curriculum is to get teachers to exchange informa0on about what is being taught and to coordinate this so that it reflects the overall goals of the school.” “Mapping not only assists with planning and implementa/on of the curriculum but importantly helps to raise the level of discussion and reflec0on about the curriculum and resource alloca0on.” (Harden, 2001)
Transcript of UW CurriculmMapping OCAV June10 2010 · educaonal experiences, assessment, the educaonal...
6/15/10
1
CurriculumMappingExperiencesatUniversityofWaterlooSco:AndersonandKatherineLithgow
COU/OCAVDegreeLevelExpectaEonsWorkshopMcMasterUniversity
June10,2010
Topics
• Whatiscurriculummappingandwhyarecentincreaseininterest?
• Benefitsofcurriculummapping
• Processes&ToolsusedatUW
• Challenges• LessonsLearned• WhatNext?
WhatisCurriculum?
• Curriculum:“asophisEcatedblendofeducaEonalstrategies,coursecontent,learningoutcomes,educaEonalexperiences,assessment,theeducaEonalenvironmentandtheindividualstudents’learningstyle,personalEmetableandprogrammeofwork.”(Harden,2001)
WhatisCurriculumMapping?
• “CurriculummappingisaspaEalrepresentaEonofthedifferentcomponentsofthecurriculumsothatthewholepictureandtherelaEonshipsandconnecEonsbetweentheirpartsareeasilyseen.”(Harden,2001)
WhytheInterestinCurriculumMapping?
• UDLEimplementaEon• ProgramReviews
• UWpolicyforsyllabusrequirements
• Otherfactors– strategicplanning(ENV)
BenefitsofCurriculumMapping
“Thekeytoareallyeffec/veintegratedcurriculumistogetteacherstoexchangeinforma0onaboutwhatisbeingtaughtandtocoordinatethissothatitreflectstheoverallgoalsoftheschool.”
“Mappingnotonlyassistswithplanningandimplementa/onofthecurriculumbutimportantlyhelpstoraisethelevelofdiscussionandreflec0onaboutthecurriculumandresourcealloca0on.”
(Harden,2001)
6/15/10
2
VariousPerspecEves
• expectedlearningoutcomes• contentorareasofexperEsecovered(&gaps)• studentassessment
• learningopportuniEes• learninglocaEon• learningresources• Emetable• staff• curriculummanagement• students (Harden,2001)
Process
• Invited/askedforassistance– curriculumreviewcommi:ee
• juniorandseniorfacultymembers• staff(CTE,recruitment,co‐op,library,registrar’soffice)
• Departmentalretreatorworkshop
• Focusgroups,surveysor“townhalls”– instructors– students– co‐opemployers– professionalAssociaEons
Process
• IteraEve• VariesbyDepartment/Faculty
– onedaydepartmentalretreat
– 2hworkshopwithfacultyandstudents– 2hmeeEngwithDirectorandco‐opstudent–independentprocess(noCTEinvolvement)
– ENVfaculty‐wideprocess• serveoncurriculumreviewcommi:ee
Tools
• Flipcharts• Post‐itnotes• Whiteboards/Blackboards
• Laminated“yearataEme”calendar– portablewhiteboardgrid
Tools
• Excel,Word• Database(e.g.Access,Filemaker)
• VUE‐VisualUnderstandingEnvironment– FREEconceptmappingsodwarecreatedbyTudsUniversity(h:p://vue.tuds.edu/)
• CurricKit(BetapilotwithUofG)
Process
• brainstormidealgraduate– terms/languagefacultyarecomfortablewith
• mapidealgraduatea:ributestoUDLEs
• clustera:ributes&maptocourses– intro,reinforce,emphasize
• examinecoursesinmoredetail
• alignobjecEves/a:ributes/competencieswithacEviEesandassessments
6/15/10
3
Process Process
Process Process
Process–ENVFaculty‐wide
• 2hworkshopwithENVcurriculumreviewcommi:ee– brainstormidealgraduate&maptoUDLEs
• 5newcommoncoursesproposed
• workshoptoflagcoursesimpacted
• mapcurrentandfuturecurriculumofeachdepartment(VUE)
• “TownHalls”tosolicitstudentfeedback
ERSmapusingVUE
6/15/10
4
ERSmapusingVUE EBmapusingVUE
EBmapusingVUE Tools–VUE
Whathavewefounditusefulfor?• asavisualrepresentaEontool• Illustratecoursesequencing• showimpactofnewcourses• showthedifferencesbetweenvariousprograms(comparisontool)
• easilyshowbreadthofcoursesacrossacurriculum(example:EBvs.ERS)
• showrelaEonshipofcoursesacrossacurriculum
Tools–VUE
Challenges• mappingcertainprograms‐specificallywheretherearelessrequiredcourses(KI,Arts)
• someofthefuncEonsoftheprogram(nocopy/pasteintocertainsecEons,badhighlighEnginsearchfuncEon)
• new,unfamiliarprogramforusers• canexporttoHTMLbutnotveryelegant
Tools‐CurricKit
• surveyandcurriculummappingsodwaredevelopedbyUniversityofGuelph
• alignknowledge,skillsandvalues(idealgrada:ributes)toinstrucEonalacEviEesandassessments
• PilotandbetatesEng
6/15/10
5
Tools‐CurricKit
• instrucEonalapproaches• assessmentapproaches
• distribuEonofassessments(workload)
• whatistaught/assessedvs.nottaught/notassessed
• leveloflearningexpected(Bloom)
• mappingtoUDLEs
Whatisyourprocessandassociatedchallenges?
Challenges• threattoinstructorautonomy(perceived)• labourintensive(Eme)
• newprocess/talkingwithotherinstructors• new,unfamiliarsodware(training,differentlevelsoftechproficiency)
Challenges• “ideal”vs.minimallyacceptable• interpretaEonoftermsused
• howtoassess:– “behaviourconsistentwithacademicintegrityandsocialresponsibility”(UDLE6c)
– “ar/culatelearningfromexperien/alorappliedopportuni/es”(UDLE7)
– demonstrateanunderstandingoftheintellectual,social,cultural,andpoli/caldiversityoftheworldinwhichwelive”(UDLE7)
• ePorlolio(PLOT)
Challenges• snapshotinEme
– ifclasssizeincreases,can’tdosameacEviEes
– coursesareinstructordependent• howtoaccountforpastcoursesorfuturecourses?
FactorsimpacEngtheprocess• Facultybuy‐in
– GemngeveryoneinoneplaceatoneEme
– Ensuringtheyunderstandwhytheyaredoingthis
Strategies
6/15/10
6
FactorsimpacEngtheprocess
• DepartmentresourcesandassignedresponsibilityfordistribuEngandcompilinginformaEon– ownershipbydept/faculty
FactorsimpacEngtheprocess
• InformaEoncollectedandpresentedinaformatthatmeetsneedsofstakeholders– mapping‘requiredcourses’deliveredbyotherdepartments
– mappingnewcoursesthathaven'tbeendevelopedortaught
FactorsimpacEngtheprocess
• Userfriendly&flexibletools(customizable)
Lessons
• dependswhoshowsup/parEcipates• catalystfordiscussion• iteraEveprocess• iffacultybuy‐in(owntheprocess),there’sabe:erchanceofsuccess
What’sNext?
• mappingcoursestoUDLEs• usingUDLEsandmappingforconEnuousimprovement
• researchingimpactofmapping
References
Harden,R.M.,(2001).“AMEEGuideNo.21:Curriculummapping:atoolfortransparentandauthenEcteachingandlearning.”MedicalTeacher.23(2):123‐137.
Holycross,J.(2006).“CurriculumMapping–AnessenEaltoolforcurriculumdevelopment.”TheJournalofPhysicianAssistantEducaEon17(4):61‐64.
Sumsion,J.andJ.Goodfellow(2004).“IdenEfyinggenericskillsthroughcurriculummapping:acriEcalevaluaEon.”HigherEducaEonResearch&Development23(3):329‐346.
