Presentation on theme: "Curriculum Mapping at Glasgow Developing and Supporting the Curriculum Dave Talbot RA DSC, PhD candidate Learning & Teaching Centre University of Glasgow."— Presentation transcript:
Curriculum Mapping at Glasgow Developing and Supporting the Curriculum Dave Talbot RA DSC, PhD candidate Learning & Teaching Centre University of Glasgow
What and why? University of New South Wales – University wide – Efficient & Effective assessment – Did not look at mapping or blueprinting University College Dublin – Enhancement focused – Subject buy-in – Dialogic process
Map: Shows the path from A to B Blueprint: Shows how to build a complete item from separate parts
Map: Shows the path from A to B – Curriculum Map: Shows the path of content/objectives from novice to expert in a field Blueprint: Shows how to build a complete item from separate parts – Assessment Blueprint: Shows how to build a complete qualification from separate assessments
What and why? Glasgow Dentistry: Curriculum mapping and assessment blueprinting – Rigid professional requirements – Closed 5 year programme – Master document of 363 programme ILOs – Each matched to an assessment over 5 years
Can this model be expanded? Pharmacology Life Sciences Semi-professionalised Open programme Celtic Studies Humanities Non-professionalised Open programme
Phase 1 – Subject Reviews TESTA process – Document review – Staff interviews Limitations – Percentage of subject control of curriculum
YearPharmacology 1 Chemistry I (25+)Elective Biology I (19+)Elective 2 Human Physiology (19) Human Form & Function (19) Life Science Elective (19)Elective Drugs and Disease (19) Neuroscience & Behaviour (19) Life Science Elective (19)Elective 3 Pharmacology Core Integrated Human (4) 4 PharmacologyBiosciences Elective (4) Pharmacology ProjectPharmacology PaperBiosciences Elective (4) The number in parenthesis shows an estimate of how many programmes share each course. Pharmacology independently only controls ~25% of the curriculum. Any changes made in order to map Pharmacology would affect each of these other programmes as well.
Year Celtic Studies (single-honours) 1 CelticElective CelticElective 2 CelticElective CelticElective 3 Celtic Arts Elective Celtic 4 Celtic Dissertation Year Celtic Studies/Literature (joint-honours) 1 CelticLiteratureElective CelticLiteratureElective 2 CelticLiteratureElective CelticLiteratureElective 3 CelticLiterature Celtic Literature 4 Celtic Literature Dissertation (Celtic OR Literature) Literature Single-Honours Celtic Studies Here the programme to be mapped has the most control of the curriculum over four years (~63%). But even here students select only 7 courses from dozens of Celtic options in the final 2 years. Joint-Honours Celtic Studies In this very popular study path the programme to be mapped has much less control of the curriculum over four years (~ %). The actual balance can be even more variable as students can lean more or less to either programme.
Viability of mapping? Pharmacology Shared core courses Single student pathway (nearly) Mapping should take place at higher level than subject Celtic Studies Isolated programme Many flexible student pathways Mapping would have to allow for interchangeable courses
Phase 2 - Student Interviews Focus on Programme ILOs and Graduate Attributes How are students making meaning of the complete programme? How are students perceiving the connections between courses? How are students perceiving Graduate Attributes within a programme? Added Neuroscience (subject) to project Closely related to Pharmacology at honours Is student experience similar enough to map Pharmacology and Neuroscience together? Research was conducted by undergraduate students from within each subject
Process ‘Before and After’ interviewsHow much do students know already? Would explicitness about programme goals change student understandings?
Interview Results Students were not much aware of programme goals or Graduate Attributes
Interview Results Students were not much aware of programme goals or Graduate Attributes But they could talk about connections between courses that they had worked out on their own
Interview Results In second interview students still claimed not to recall programme goals or graduate attributes But they were able to talk about connections between courses in greater detail and using much of the terminology of the programme goals and Graduate Attributes And they drew new connections between these ideas and assessment in their courses (not always positive connections)
What does that mean? Lots of potential for mapping and blueprinting Lots still to explore about making it work with real curricula (interdisciplinary negotiation) Making the process explicit to students (including students in the process) is essential to success
Where to next? LEAF (Leading Enhancements in Assessment and Feedback) – Edinburgh, Glasgow, Nottingham and Birmingham – Biosciences, History, Economics (…?) – TESTA and mapping for assessment enhancement Periodic Subject Review – Subject self-assessment Pre-change review – Q-Step