Presentation is loading. Please wait.

Presentation is loading. Please wait.

James K. Fowlkes. REMEMBER, the goal is integrating research and inquiry into your curriculum in your discipline.

Similar presentations


Presentation on theme: "James K. Fowlkes. REMEMBER, the goal is integrating research and inquiry into your curriculum in your discipline."— Presentation transcript:

1 James K. Fowlkes

2 REMEMBER, the goal is integrating research and inquiry into your curriculum in your discipline.

3 Undergraduate Research Definition An inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline or practice. - QEP Steering Committee This definition supports expanding undergraduate research across all colleges and disciplines at FAU.

4 How does a Curriculum Inventory help planning? 1.The course pathway that students follow to complete a plan of study 2.The Distinction Through Discovery (DTD) Student Learning Outcomes (SLOs) that are addressed in each course in a plan of study 3.The cognitive level to which the identified outcomes are covered in each course 4.The identification of gaps and overlaps in the curriculum 5.The identification of course(s) that address any gaps and overlaps in the curriculum Visit the FAU LibGuide on Curriculum Mapping

5 1.Knowledge – Students will demonstrate content knowledge, core principles and skills. 2.Formulate Questions – Students will formulate research questions, scholarly of creative problems with integration of fundamental principles and knowledge in a manner appropriate to their discipline. 3.Plan of Action – Students will develop and implement a plan of inquiry to address research and inquiry questions or scholarly problems. 4.Critical Thinking – Students will apply critical thinking skills to evaluate information, their own work and the work of others. 5.Ethical Conduct – Students will identify significant ethical issues in research and inquiry and/or address them in practice. 6.Communication – Students will convey all aspects of their research and inquiry (processes and products) in appropriate format, venues and delivery modes based on the conventions of their disciplines. Distinction Through Discovery Student Learning Outcomes

6 Cognitive Levels Outcomes can be covered in progressive cognitive levels. To indicate this progression, three cognitive levels have been defined: 1.Exposure – the cognitive skill needed to meet the outcome at the lower two levels of Bloom’s taxonomy—knowledge and comprehensionBloom’s taxonomy 2.Skill building – the cognitive skill needed to meet the outcome at the middle two levels of Bloom’s taxonomy—application and analysisBloom’s taxonomy 3.Intensive – the cognitive skill needed to meet the outcome at the highest two levels of Bloom’s taxonomy—synthesis and evaluationBloom’s taxonomy

7 E S I Task- Oriented Question Construction Wheel Based on Bloom’s Taxonomy Permission is granted for use of this material provided the following credit line appears on all copies: Tasks Oriented Question Construction Wheel Based on Bloom’s Taxonomy, ©2004 St. Edward’s University Center for Teaching ExcellenceSt. Edward’s University Center for Teaching Excellence. PUTTING TOGETHER Whenever you see a “?” button, click for further information. ? NEXT As you develop your proposal, you will identify the cognitive level for each outcome for each course. This chart illustrates the distribution of the cognitive levels. Starting at the center and working out, you have Bloom’s cognitive domain that defines our cognitive levels—Exposure (E) being knowledge and comprehension, Skill Building (S) being application and analysis, and Intensive (I) being synthesis and evaluation. Moving outward, the chart list the correlating action verbs, activities and assessments. The chart will assist you when identifying the cognitive level in your courses for each outcome. X Visit Bloom’s Polygon to download

8 DTD Student Learning Outcome Exposure (Knowledge & Comprehension) Skill Building (Application & Analysis) Intensive (Synthesis & Evaluation) Knowledge Summarize previous literature / prior work Demonstrate information (meta-) literacy Appraise appropriateness of theoretical framework(s) Assess social value Create new knowledge Formulate Questions Identify questions Give example(s) of research questions Discover new questions Breakdown question(s) into manageable units Compose logical argument Predict outcomes Plan of Action Define steps of inquiry Employ appropriate methodologies Synthesize and evaluate plan(s) of inquiry Critical Thinking Recognize gaps Describe differences, etc. Interpret information, results Examine limits Analyze feedback Justify conclusions Prepare critical review Evaluate feedback Ethical Conduct Explain academic integrity Point out ethical issues Outline potential ethical concerns Design ethical research Maintain ethical integrity Communication Communicate clearly Reproduce proper format Apply appropriate mode(s) / venue(s) for communication Prepare / direct communication appropriately based on given audience(s) Distinction Through Discovery Student Learning Outcomes & Cognitive Levels Employ appropriate methodologies Visit Student Learning Outcomes & Cognitive Levels for download NEXT ? Within a course, students apply research methodologies to a project. What is the student learning outcome and cognitive level of this activity? Within a course, students apply research methodologies to a project. What is the student learning outcome and cognitive level of this activity? ANSWER

9 STUDENT LEARNING OUTCOMEURI INDICATOR PERFORMANCE CRITERIA DevelopingCompetentExemplary Knowledge Vocabulary / basic skills Theoretical frameworks or genres Information literacy / sources Formulate Questions Relevant issues / content Rationale Plan of Action Methods of exploration Design Implementation Observation / data collection Technical skills This slide and the next one combines to form a rubric that breaks down the outcomes into more descriptive indicators. It also shows the three performance criteria levels that you will use when you develop your assessment plan. As you consider if an outcome applies to your curriculum, you will find the indicators beneficial in your decision-making. Appendix L from the QEP document is the completed rubric that you can use as a guide. The link above will take you directly to the document. View Achievement Rubric for download

10 STUDENT LEARNING OUTCOMEURI INDICATOR PERFORMANCE CRITERIA DevelopingCompetentExemplary Critical Thinking Analysis Interpretation Source of error Conclusions Ethical Conduct Academic integrity Safety Ethical treatment Ethical issues Communication Clarity / organization Quotation / attribution / Citation Format / Level This slide and the previous one combines to form a rubric that breaks down the outcomes into more descriptive indicators. It also shows the three performance criteria levels that you will use when you develop your assessment plan. As you consider if an outcome applies to your curriculum, you will find the indicators beneficial in your decision-making. Appendix L from the QEP document is the completed rubric that you can use as a guide. The link above will take you directly to the document. View Achievement Rubric for download

11 NEXT ? Here is our first curriculum inventory example. Though this one does list the courses and the student learning outcomes, it does not indicate the cognitive level, so this curriculum inventory would not be sufficient for the Curriculum Grant Application. X Adapted from University of West Florida Center for University Teaching, Learning, and Assessment Matrix).pdfhttp://uwf.edu/cutla/documents/Sample-Curriculum-Map-(Simple- Matrix).pdf

12 Gaps and Overlaps In addition to the program courses, addressed DTD SLOs, and obtained cognitive levels, a curriculum inventory can assist you in identifying gaps and overlaps in a curriculum. Gaps are when a cognitive level of a DTD SLO is missing in the curriculum. Overlaps are when a cognitive level of a DTD SLO is repeated.

13 DTD SLO Intro Course Methods Course Required Course 1 Required Course 2 Required Course 3 Required Course 4 Capstone Course KnowledgeExposure Skill Building Exposure Skill Building Intensive Formulate Questions Exposure Skill Building Plan of Action Exposure Intensive Critical Thinking ExposureIntensive Ethical Conduct Exposure Communi- cation ExposureIntensive Adapted from University of West Florida Center for University Teaching, Learning, and Assessment Patterns-for-Coherence).pdfhttp://uwf.edu/cutla/documents/Curriculum-Map-(Interpreting- Patterns-for-Coherence).pdf OVERLAP – Knowledge has a “backtracking” overlap from Skill Building to Exposure.

14 DTD SLO Intro Course Methods Course Required Course 1 Required Course 2 Required Course 3 Required Course 4 Capstone Course KnowledgeExposure Skill Building Exposure Skill Building Intensive Formulate Questions Exposure Skill Building Plan of Action Exposure Intensive Critical Thinking ExposureIntensive Ethical Conduct Exposure Communi- cation ExposureIntensive Adapted from University of West Florida Center for University Teaching, Learning, and Assessment Patterns-for-Coherence).pdfhttp://uwf.edu/cutla/documents/Curriculum-Map-(Interpreting- Patterns-for-Coherence).pdf OVERLAPS - Formulate Questions & Plan of Action have “duplicating” overlaps of Exposure.

15 DTD SLO Intro Course Methods Course Required Course 1 Required Course 2 Required Course 3 Required Course 4 Capstone Course KnowledgeExposure Skill Building Exposure Skill Building Intensive Formulate Questions Exposure Skill Building Plan of Action Exposure Intensive Critical Thinking ExposureIntensive Ethical Conduct Exposure Communi- cation ExposureIntensive Adapted from University of West Florida Center for University Teaching, Learning, and Assessment Patterns-for-Coherence).pdfhttp://uwf.edu/cutla/documents/Curriculum-Map-(Interpreting- Patterns-for-Coherence).pdf GAPS – These three are “missing” gaps since neither outcome is covered at the Skill building cognitive level.

16 DTD SLO Intro Course Methods Course Required Course 1 Required Course 2 Required Course 3 Required Course 4 Capstone Course KnowledgeExposure Skill Building Exposure Skill Building Intensive Formulate Questions Exposure Skill Building Plan of Action Exposure Intensive Critical Thinking ExposureIntensive Ethical Conduct Exposure Communi- cation ExposureIntensive Adapted from University of West Florida Center for University Teaching, Learning, and Assessment Patterns-for-Coherence).pdfhttp://uwf.edu/cutla/documents/Curriculum-Map-(Interpreting- Patterns-for-Coherence).pdf GAPS – These two are “incomplete” gaps since neither outcome reaches the Intensive cognitive level, and the one to the left does not reach Skill Building either.

17 Adapted from Lehman College _Example.pdf _Example.pdf DTD Student Learning Outcomes (E = exposure, S = skill building, & I = intensive) E E E E E E E E E E S E E E E S S S S S S S S SS S S S S S E S S S BACKTRACK - outcomes at intensive, but then repeated at skill building I I I I I I I I I I I MISSING - outcomes never at intensive This inventory, like the previous one has all the essential elements— the courses, the student learning outcomes, and the cognitive levels at which they are covered; are there any issues? Either of these could be intentional. If so, there would be no issue; however, you need to confirm this. For example, the backtracking could be to cover an indicator within an outcome that had not yet reached intensive, and the lack of intensive coverage for the other two could be planned, since the developers did not consider them essential.

18 Principle Investigator: Jane Doe, PhD Proposal Title: Research and Inquiry Enhanced Instructional Design Program/Department: Curriculum, Culture, and Educational Inquiry College: Education This program currently exists: [ x ] Yes [ ] NoType of Program: [ x ] Conventional [ ] Honors Course/course clusters (Course IDs) CCI 2021CCI 3022CEI 3240CEI 3450CEI 4001 CRI 4021 CCI 4101 CEI 4351CEI 4352CCI 4501CRI 4801CRI KnowledgeEE EE II 2. Formulate QuestionsESE ESS II 3. Plan of ActionEEESSSI II 4. Critical Thinking EES S 5. Ethical Conduct 6: Communication EE ESSII CURRENT CURRICULUM We will now work through an example. We will use this template for the exercise, but remember you are not bound to any specific format for your inventory, as long as it provides all the pertinent information—the progression of courses in the program, the outcomes addressed, their cognitive level of coverage, the gaps and overlaps, and the identification of courses in which you are proposing to change. First, we enter the general information at the top.

19 Principle Investigator: Jane Doe, PhD Proposal Title: Research and Inquiry Enhanced Instructional Design Program/Department: Curriculum, Culture, and Educational Inquiry College: Education This program currently exists: [ x ] Yes [ ] NoType of Program: [ x ] Conventional [ ] Honors Course/course clusters (Course IDs) CCI 2021CCI 3022CEI 3240CEI 3450CEI 4001 CRI 4021 CCI 4101 CEI 4351CEI 4352CCI 4501CRI 4801CRI KnowledgeEE EE II 2. Formulate QuestionsESE ESS II 3. Plan of ActionEEESSSI II 4. Critical Thinking EES S 5. Ethical Conduct 6: Communication EE ESSII CURRENT CURRICULUM We will now enter the courses across the top of the inventory. We have included a 2000 level course, since it has some research and inquiry components that lead into the upper level courses. We also have included a course cluster to show how this would look in an inventory.

20 Principle Investigator: Jane Doe, PhD Proposal Title: Research and Inquiry Enhanced Instructional Design Program/Department: Curriculum, Culture, and Educational Inquiry College: Education This program currently exists: [ x ] Yes [ ] NoType of Program: [ x ] Conventional [ ] Honors Course/course clusters (Course IDs) CCI 2021CCI 3022CEI 3240CEI 3450CEI 4001 CRI 4021 CCI 4101 CEI 4351CEI 4352CCI 4501CRI 4801CRI KnowledgeEE EE II 2. Formulate QuestionsESE ESS II 3. Plan of ActionEEESSSI II 4. Critical Thinking EES S 5. Ethical Conduct 6: Communication EE E, SSSII CURRENT CURRICULUM Next, we indicate the cognitive level for each applicable outcome in each course. Only document the cognitive level for outcomes that are relevant to undergraduate students and research. Any outcome could have implications to your discipline, like critical thinking in musical interpretation or research that you are completing, but for here, we are only interested if it relates to undergraduate student research engagement. Also, notice that you may have an SLO covered at two cognitive levels within the same course, like CEI 4351 for Communication in this example. The different cognitive levels could refer to two difference indicators within the same SLO.

21 Principle Investigator: Jane Doe, PhD Proposal Title: Research and Inquiry Enhanced Instructional Design Program/Department: Curriculum, Culture, and Educational Inquiry College: Education This program currently exists: [ x ] Yes [ ] NoType of Program: [ x ] Conventional [ ] Honors Course/course clusters (Course IDs) CCI 2021CCI 3022CEI 3240CEI 3450CEI 4001 CRI 4021 CCI 4101 CEI 4351CEI 4352CCI 4501CRI 4801CRI KnowledgeEE EE II 2. Formulate QuestionsESE ESSII 3. Plan of ActionEEESSSIII 4. Critical Thinking EES S 5. Ethical Conduct 6: Communication EE ESSII CURRENT CURRICULUM Now it is time to analyze for any gaps and overlaps. There is a gap in Knowledge since the skill building cognitive level is never introduced.

22 Principle Investigator: Jane Doe, PhD Proposal Title: Research and Inquiry Enhanced Instructional Design Program/Department: Curriculum, Culture, and Educational Inquiry College: Education This program currently exists: [ x ] Yes [ ] NoType of Program: [ x ] Conventional [ ] Honors Course/course clusters (Course IDs) CCI 2021CCI 3022CEI 3240CEI 3450CEI 4001 CRI 4021 CCI 4101 CEI 4351CEI 4352CCI 4501CRI 4801CRI KnowledgeEE EE II 2. Formulate QuestionsESE ESSII 3. Plan of ActionEEESSSIII 4. Critical Thinking EES S 5. Ethical Conduct 6: Communication EE ESSII CURRENT CURRICULUM Here is an overlap in Formulate Questions due to backtracking.

23 Principle Investigator: Jane Doe, PhD Proposal Title: Research and Inquiry Enhanced Instructional Design Program/Department: Curriculum, Culture, and Educational Inquiry College: Education This program currently exists: [ x ] Yes [ ] NoType of Program: [ x ] Conventional [ ] Honors Course/course clusters (Course IDs) CCI 2021CCI 3022CEI 3240CEI 3450CEI 4001 CRI 4021 CCI 4101 CEI 4351CEI 4352CCI 4501CRI 4801CRI KnowledgeEE EE II 2. Formulate QuestionsESE ESS II 3. Plan of ActionEEESSSI II 4. Critical Thinking EES S 5. Ethical Conduct 6: Communication EE ESSII CURRENT CURRICULUM Next, we see that intensive is never reached for Critical Thinking.

24 Principle Investigator: Jane Doe, PhD Proposal Title: Research and Inquiry Enhanced Instructional Design Program/Department: Curriculum, Culture, and Educational Inquiry College: Education This program currently exists: [ x ] Yes [ ] NoType of Program: [ x ] Conventional [ ] Honors Course/course clusters (Course IDs) CCI 2021CCI 3022CEI 3240CEI 3450CEI 4001 CRI 4021 CCI 4101 CEI 4351CEI 4352CCI 4501CRI 4801CRI KnowledgeEE EE II 2. Formulate QuestionsESE ESS II 3. Plan of ActionEEESSSI II 4. Critical Thinking EES S 5. Ethical Conduct 6: Communication EE ESSII CURRENT CURRICULUM Finally, we see that Ethical Conduct is never addressed at any cognitive level.

25 Principle Investigator: Jane Doe, PhD Proposal Title: Research and Inquiry Enhanced Instructional Design Program/Department: Curriculum, Culture, and Educational Inquiry College: Education This program currently exists: [ x ] Yes [ ] NoType of Program: [ x ] Conventional [ ] Honors Course/course clusters (Course IDs) CCI 2021CCI 3022CEI 3240CEI 3450CEI 4001 CRI 4021 CCI 4101 CEI 4351CEI 4352CCI 4501CRI 4801CRI KnowledgeEE EE II 2. Formulate QuestionsESE ESS II 3. Plan of ActionEEESSSI II 4. Critical Thinking EES S 5. Ethical Conduct 6: Communication EE ESSII CURRENT CURRICULUM Now, it is a matter of deciding how we will address these issues.

26 Curriculum Planning When planning proposed changes in the curriculum you have three primary options: 1.Implement the changes in a course that all students are required to take 2.Select a course cluster with few options. Commitment from all faculty, chairs, directors, and deans involved in the proposed changes Create a “research” learning module that addressed the desired experiences and add it to each course in the cluster 3.Create a new course to meet your needs

27 Principle Investigator: Jane Doe, PhD Proposal Title: Research and Inquiry Enhanced Instructional Design Program/Department: Curriculum, Culture, and Educational Inquiry College: Education This program currently exists: [ x ] Yes [ ] NoType of Program: [ x ] Conventional [ ] Honors Course/course clusters (Course IDs) CCI 2021CCI 3022CEI 3240CEI 3450CEI 4001 CRI 4021 CCI 4101 CEI 4351CEI 4352CCI 4501CRI 4801CRI KnowledgeEE EE II 2. Formulate QuestionsESE ESS II 3. Plan of ActionEEESSSI II 4. Critical Thinking EES S 5. Ethical Conduct 6: Communication EE ESSII Decrease SLO 2 to exposure, and add SLO 5 at exposure. Increase SLO 2 to skill building, and add SLO 5 at skill building in ALL COURSES Add CEI 4401 with SLO 1, 5, & 6 at skill building Replace with CCI 4601 with SLO 1 at skill building & SLO 5 at intensive Add SLO 4 & 5 at intensive Proposed plan: CCI 4601 replaces CCI 4501, add CEI CURRENT CURRICULUM

28 Principle Investigator: Jane Doe, PhD Proposal Title: Research and Inquiry Enhanced Instructional Design Program/Department: Curriculum, Culture, and Educational Inquiry College: Education This program currently exists: [ x ] Yes [ ] NoType of Program: [ x ] Conventional [ ] Honors Course/course clusters (Course IDs) CCI 2021CCI 3022CEI 3240CEI 3450CEI 4001 CRI 4021 CCI 4101 CEI 4351CEI 4352 CEI 4401 CCI 4601 CRI 4801CRI KnowledgeEE EE SS II 2. Formulate QuestionsE E E S SS II 3. Plan of ActionEEESSSI II 4. Critical Thinking EES S I 5. Ethical Conduct E S S I I 6: Communication EE ES S II Decrease SLO 2 to exposure, and add SLO 5 at exposure. Increase SLO 2 to skill building, and add SLO 5 at skill building in ALL COURSES Add CEI 4401 with SLO 1, 5, & 6 at skill building Replace with CCI 4601 with SLO 1 at skill building & SLO 5 at intensive Add SLO 4 & 5 at intensive PROPOSED CURRICULUM Now, the revised curriculum shows how all the gaps and overlaps will be addressed with our proposed course changes.

29 Questions For questions, We look forward to seeing your completed Curriculum Inventories in your Curriculum Grant Proposals.


Download ppt "James K. Fowlkes. REMEMBER, the goal is integrating research and inquiry into your curriculum in your discipline."

Similar presentations


Ads by Google