0:00:05.450,0:00:07.160 >> Now that you've[br]written or edited 0:00:07.160,0:00:08.680 your program's SLOs, 0:00:08.680,0:00:10.980 it's time to map them[br]to the curriculum. 0:00:10.980,0:00:13.820 Curriculum mapping serves[br]two main functions. 0:00:13.820,0:00:15.320 First, it helps program 0:00:15.320,0:00:16.980 administrators[br]and faculty know 0:00:16.980,0:00:18.420 where the outcomes[br]are covered 0:00:18.420,0:00:20.440 or not covered in[br]the curriculum. 0:00:20.440,0:00:23.000 Second, curriculum[br]mapping helps to define 0:00:23.000,0:00:24.780 the appropriate[br]assessment points 0:00:24.780,0:00:26.330 in your assessment plan. 0:00:26.330,0:00:28.420 Before beginning[br]the process, 0:00:28.420,0:00:30.400 curriculum mapping[br]is often viewed 0:00:30.400,0:00:32.700 as a heinous[br]task by faculty. 0:00:32.700,0:00:33.960 But as you read in 0:00:33.960,0:00:35.940 the Uchiyama and[br]Raiden article, 0:00:35.940,0:00:37.860 creating a curriculum[br]map is not 0:00:37.860,0:00:40.100 only necessary to[br]program assessment, 0:00:40.100,0:00:41.560 it can promote unity and 0:00:41.560,0:00:43.580 collaboration[br]in the program. 0:00:43.580,0:00:46.080 To create a map,[br]you will need to 0:00:46.080,0:00:47.300 first collect a list of 0:00:47.300,0:00:48.940 all the programs courses. 0:00:48.940,0:00:50.700 Start with[br]required courses, 0:00:50.700,0:00:53.400 but feel free to add[br]electives if you desire. 0:00:53.400,0:00:55.600 Most people prefer to[br]collect their maps 0:00:55.600,0:00:57.980 in an Excel file or[br]in a word table. 0:00:57.980,0:00:59.280 Any file type is 0:00:59.280,0:01:00.980 acceptable as long[br]as it allows for 0:01:00.980,0:01:02.620 a visual representation of 0:01:02.620,0:01:05.350 the outcome's relationship[br]to the courses. 0:01:05.350,0:01:08.400 Begin by titling[br]columns as Outcome 1, 0:01:08.400,0:01:10.510 Outcome 2, and so on. 0:01:10.510,0:01:12.470 Each row lists the course. 0:01:12.470,0:01:14.050 An Excel template has been 0:01:14.050,0:01:16.250 created for your use[br]in this process. 0:01:16.250,0:01:18.130 Finally, it's[br]time to consult 0:01:18.130,0:01:19.790 with your[br]program's faculty. 0:01:19.790,0:01:21.310 The faculty that teaches 0:01:21.310,0:01:22.710 the course must[br]be a part of 0:01:22.710,0:01:24.450 this process[br]because only they 0:01:24.450,0:01:27.025 know how the course[br]aligns to the outcomes. 0:01:27.025,0:01:29.560 For each course,[br]ask faculty 0:01:29.560,0:01:31.080 which outcome or outcomes 0:01:31.080,0:01:32.440 their course aligns to. 0:01:32.440,0:01:34.240 Once this has[br]been completed, 0:01:34.240,0:01:36.580 ask them to prove[br]how it aligns. 0:01:36.580,0:01:39.540 It is not uncommon[br]after conversation to 0:01:39.540,0:01:40.780 find that some courses do 0:01:40.780,0:01:42.900 not align to outcomes[br]as intended. 0:01:42.900,0:01:45.540 Occasionally, programs[br]may find that a course 0:01:45.540,0:01:46.680 doesn't align to any of 0:01:46.680,0:01:48.840 the program stated[br]learning outcomes. 0:01:48.840,0:01:50.340 Courses may have drifted 0:01:50.340,0:01:51.460 over the years away from 0:01:51.460,0:01:53.140 the intended outcome or 0:01:53.140,0:01:54.440 the program may[br]have drifted 0:01:54.440,0:01:56.280 away from a[br]previous outcome. 0:01:56.280,0:01:57.900 It is at times[br]like this that 0:01:57.900,0:02:00.400 a program needs to make[br]a difficult decision. 0:02:00.400,0:02:02.440 Is the course[br]worth saving? 0:02:02.440,0:02:04.380 Is there value[br]in reworking 0:02:04.380,0:02:05.260 the course so that it 0:02:05.260,0:02:07.100 better aligns[br]to an outcome? 0:02:07.100,0:02:09.020 Or is it better 0:02:09.020,0:02:10.860 to eliminate the[br]course altogether and 0:02:10.860,0:02:12.720 offer something new[br]that better suits 0:02:12.720,0:02:13.760 the current goals and 0:02:13.760,0:02:15.280 missions of the program? 0:02:15.280,0:02:17.560 Once the faculty has[br]determined exactly 0:02:17.560,0:02:18.780 where the[br]program's outcomes 0:02:18.780,0:02:20.000 aligned to the curriculum, 0:02:20.000,0:02:21.700 the next step[br]is to determine 0:02:21.700,0:02:22.980 the level of interaction 0:02:22.980,0:02:24.560 allowed for in the course. 0:02:24.560,0:02:27.160 Ask faculty to[br]determine if each 0:02:27.160,0:02:29.780 course's outcome exposure[br]is introductory, 0:02:29.780,0:02:31.880 intermediate or[br]degree level. 0:02:31.880,0:02:34.560 Each level of exposure[br]is identified here by 0:02:34.560,0:02:36.120 a circle icon with 0:02:36.120,0:02:38.140 introductory being[br]an empty circle, 0:02:38.140,0:02:40.260 intermediate a half[br]filled circle, 0:02:40.260,0:02:43.255 and degree level a[br]completely filled circle. 0:02:43.255,0:02:46.510 Introductory indicates[br]that the student 0:02:46.510,0:02:48.030 has not previously had 0:02:48.030,0:02:49.750 experience with[br]the outcome. 0:02:49.750,0:02:51.790 Usually courses at[br]the beginning of 0:02:51.790,0:02:54.070 a curriculum will be[br]labeled as introductory, 0:02:54.070,0:02:56.150 but that is not[br]always the case. 0:02:56.150,0:02:57.690 An outcome may be very 0:02:57.690,0:02:59.250 advanced and[br]students may need 0:02:59.250,0:03:00.710 experience in other areas 0:03:00.710,0:03:03.205 before being introduced[br]to a new outcome. 0:03:03.205,0:03:05.730 Graduate programs may[br]find that they never 0:03:05.730,0:03:07.650 introduce a[br]particular outcome 0:03:07.650,0:03:09.310 and this might be okay. 0:03:09.310,0:03:11.650 Some programs may expect[br]that students were 0:03:11.650,0:03:12.830 introduced to[br]an outcome in 0:03:12.830,0:03:14.690 their undergraduate[br]programs. 0:03:14.690,0:03:16.570 When a program[br]marks an outcome 0:03:16.570,0:03:18.210 as degree level[br]in a course, 0:03:18.210,0:03:19.530 it is indicating that 0:03:19.530,0:03:20.890 the course is[br]one that will 0:03:20.890,0:03:22.330 move students[br]to a level of 0:03:22.330,0:03:24.380 proficiency in[br]that outcome. 0:03:24.380,0:03:26.170 Capstone courses are often 0:03:26.170,0:03:28.490 areas where outcomes[br]are at degree level. 0:03:28.490,0:03:30.490 If an outcome[br]is important, 0:03:30.490,0:03:33.030 one exposure is[br]simply not enough. 0:03:33.030,0:03:35.310 Exposure should[br]occur often 0:03:35.310,0:03:37.210 and ideally throughout 0:03:37.210,0:03:38.710 the course of[br]the curriculum. 0:03:38.710,0:03:40.610 When determining[br]the extent to which 0:03:40.610,0:03:43.370 a course's outcome[br]exposure is introductory, 0:03:43.370,0:03:45.470 intermediate, or[br]degree level, 0:03:45.470,0:03:46.810 have faculty once 0:03:46.810,0:03:48.690 again defend[br]their opinions. 0:03:48.690,0:03:50.770 The group should[br]agree that the map 0:03:50.770,0:03:51.990 accurately conveys 0:03:51.990,0:03:54.090 the activities of[br]the curriculum. 0:03:54.090,0:03:56.010 Once all courses[br]have been mapped, 0:03:56.010,0:03:57.790 the curriculum should[br]be examined for 0:03:57.790,0:04:01.385 over and under-exposure,[br]gaps and logic. 0:04:01.385,0:04:04.335 Ask the faculty to[br]look at each outcome. 0:04:04.335,0:04:05.880 Are there any[br]outcomes that have 0:04:05.880,0:04:08.340 too little exposure[br]in the curriculum, 0:04:08.340,0:04:09.920 outcomes that are never 0:04:09.920,0:04:11.550 exposed in the curriculum? 0:04:11.550,0:04:12.940 Are there[br]outcomes that are 0:04:12.940,0:04:14.540 never at degree level? 0:04:14.540,0:04:16.500 Are there courses[br]that seemingly 0:04:16.500,0:04:18.100 map to every outcome? 0:04:18.100,0:04:20.680 Are there courses[br]that map to nothing? 0:04:20.680,0:04:22.580 If so, should[br]those courses 0:04:22.580,0:04:24.100 remain in the curriculum? 0:04:24.100,0:04:25.740 Asking questions like this 0:04:25.740,0:04:27.440 will help faculty[br]determine if 0:04:27.440,0:04:29.340 the curriculum[br]adequately fits 0:04:29.340,0:04:31.355 the goals of the program. 0:04:31.355,0:04:32.590 Sometimes 0:04:32.590,0:04:34.890 the mapping process[br]can be uncomfortable. 0:04:34.890,0:04:36.770 No faculty member wants to 0:04:36.770,0:04:38.490 hear that the course[br]they teach doesn't 0:04:38.490,0:04:40.610 map to any of the[br]outcomes or that 0:04:40.610,0:04:41.910 it introduces an outcome 0:04:41.910,0:04:43.530 when it should[br]emphasize it. 0:04:43.530,0:04:46.090 If there are gaps in[br]outcome coverage, 0:04:46.090,0:04:47.590 it isn't always easy to 0:04:47.590,0:04:49.910 decide if a new course[br]should be created 0:04:49.910,0:04:51.330 or if it would[br]be better for 0:04:51.330,0:04:52.550 the program to rework 0:04:52.550,0:04:53.930 a current course to 0:04:53.930,0:04:55.850 better meet the goals[br]of the program. 0:04:55.850,0:04:57.530 Problems like these have 0:04:57.530,0:04:59.255 no clear cut answers. 0:04:59.255,0:05:00.730 Each program must find 0:05:00.730,0:05:01.450 their own way to 0:05:01.450,0:05:03.730 deal with curriculum[br]complications. 0:05:03.730,0:05:05.950 Your assignment[br]is to create 0:05:05.950,0:05:08.290 a program curriculum[br]map that accurately 0:05:08.290,0:05:10.590 reflects the relationship[br]between each of 0:05:10.590,0:05:13.350 your program's courses[br]and the outcomes. 0:05:13.350,0:05:14.950 We encourage[br]you to involve 0:05:14.950,0:05:17.390 as many faculty as you[br]can in this process, 0:05:17.390,0:05:18.730 as it will help to ensure 0:05:18.730,0:05:20.210 that your map is correct. 0:05:20.210,0:05:22.650 Your map must show how[br]each of the programs 0:05:22.650,0:05:23.630 courses aligned to 0:05:23.630,0:05:25.550 the programs[br]stated outcomes. 0:05:25.550,0:05:27.270 Each course[br]should be labeled 0:05:27.270,0:05:28.410 to explain the level of 0:05:28.410,0:05:31.490 outcome proficiency[br]expected in that course. 0:05:31.490,0:05:33.650 Is the course[br]introductory, 0:05:33.650,0:05:36.030 intermediate or[br]degree level? 0:05:36.030,0:05:38.750 Map should be[br]examined for gaps, 0:05:38.750,0:05:41.530 logic, and issues[br]of exposure. 0:05:41.530,0:05:43.590 If there are problems[br]with the map, 0:05:43.590,0:05:45.130 as it currently stands, 0:05:45.130,0:05:47.530 please create a plan[br]for alleviating 0:05:47.530,0:05:48.910 any curriculum problems 0:05:48.910,0:05:50.550 made evident by the map. 0:05:50.550,0:05:52.350 Once complete, send 0:05:52.350,0:05:53.690 your completed[br]curriculum map 0:05:53.690,0:05:54.470 and student learning 0:05:54.470,0:05:55.110 outcomes to 0:05:55.110,0:05:57.210 your institution's[br]assessment staff 0:05:57.210,0:05:59.570 for review and feedback.