2. Welcome to Curriculum Mapping… The attendee will understand the purpose of curriculum mapping, with a focus on the alignment of instruction with desired program outcomes. Describe how a curriculum map is structured Describe how a curriculum map is used to explore what is taught and how Describe how a curriculum map is used to identify gaps, absences, and repetitions in the curriculum Describe how a curriculum map is used to design a program assessment plan by determining when, where, and how to collect assessment data.

3. Questions… Do you understand the progression of required and elected courses (and skills)? Do faculty discuss the level at which individual courses really are taught? When you propose a course, can you successfully advocate to a curriculum committee what the course contributes to the program? How do you identify gaps in meeting the learning outcomes of your program?

4. What is Curriculum Mapping? CURRICULUM MAPPING is the documentation and discussion of what we teach. It is a process for collecting data that identifies the content, processes, assessment and evaluation used in curriculum for each subject area. It is a collaborative process that helps us understand teaching and learning throughout San Juan College.

5. Curriculum Map… A visual representation of a curriculum or service area you create when you apply a variety of “lenses” as analysis tools Can be simple or intricate Used to examine intersections of courses/experiences and outcomes in a variety of ways Provide a basis for targeted collaboration regarding a curriculum or service area

6. For example… San Juan College Mapping Template

7. 2011-2012 San Juan College Mapping Template Program/Discipline: MAP Course or ExperienceAnalysis Approach Replace Text with Outcome/ Objective #1 Replace Text with Outcome/ Objective #2 Replace Text with Outcome/ Objective #3 Replace Text with Outcome/ Objective #4 SJC CSLO L = Learn T = Think C = Communicate I = Integrate A = Act 1. Level of Instruction 2. Level of Instruction 3. Level of Instruction 4. Level of Instruction 5. Level of Instruction 6. Level of Instruction 7. Level of Instruction 8. Level of Instruction 9. Level of Instruction 10. Level of Instruction Level of Instruction: I = Introduced Date Created_________________ R = Reinforced Date Revised_________________ M/A = Mastered/Advanced

8. Why use Curriculum Mapping? CURRICULUM MAPS clearly indicate the following: Progression of course work and student learning outcomes (CSLO’s) within a program/discipline W hen CSLO’s are first introduced, which courses reinforce them, and which address the outcomes at mastery/advanced levels Whether the CSLO’s are explicitly (X) or implicitly (I) stated in the course syllabi When feedback on student progress is provided

9. Why?... It benefits all Mapping is a communication tool Mapping is a planning tool Mapping keeps us focused and targets necessary information Mapping helps identify gaps in the curriculum Mapping improves both instructional delivery and assessment over time

10. Mapping and Alignment Curriculum mapping makes it possible to identify where within the curriculum learning outcomes are addressed…it provides a means to determine whether your course outcomes are aligned with the curriculum. Alignment clarifies the relationship between what students will do in their courses and what faculty expect them to learn upon completion of a course of study. Analyzing the alignment of the curricula with program outcomes allows for identification of gaps leading to curricula changes that improve student learning.

11. At a Two-Year College In two-year programs: I – indicates students are Introduced to the outcome R – indicates the outcome is Reinforced and students afforded opportunities to practice M/A – indicates that students have had sufficient practice and can now demonstrate Mastery/Advanced skills

12. For example… Which course in the Business Management Program is not aligned with program outcomes?

14. Uses… Achieving a coherent program Mapping existing curricula, programs, and services to standards Discovering gaps in learning opportunities Tracking the types and suitability of assessments used across curriculum Developing new curricula, programs, and services

15. Planning Plan for designing and delivering learning outcomes in designing course outcomes… 1. Begin with the broad outcomes expected of all students 2. Work backward to design academic program outcomes 3. Design course outcomes that will guide achievement of both program and institutional outcomes 4. Design individual learning activities and experiences that address at least one course outcomes

16. Learner-Centered Assessment on College Campuses: Shifting the focus from teaching to learning, Huba and Freed 2000

17. Delivery When the program is delivered, students will experience the system in reverse… 1. Students first participate in experiences that link lesson objectives to course outcomes 2. The learning that results accumulates as students proceed through the courses and other experiences in the program 3. The curriculum is designed to provide a coherent set of experiences leading to the development of desired knowledge and skills – students show increasing levels of integration of skills as they progress through the program

18. Learner-Centered Assessment on College Campuses: Shifting the focus from teaching to learning, Huba and Freed 2000

19. Curriculum alignment matrix… Course alignment matrix…

21. Mapping outcomes to educational experiences…

23. Course and program outcomes alignment worksheet…

26. Mapping the outcomes of a single course…

28. Curriculum Maps are a Work in Progress DOCUMENTATION EXAMINATION REVISION CURRICULUM MAP

29. Your turn…

30. 2011-2012 San Juan College Mapping Template Program/Discipline: MAP Course or ExperienceAnalysis Approach Replace Text with Outcome/ Objective #1 Replace Text with Outcome/ Objective #2 Replace Text with Outcome/ Objective #3 Replace Text with Outcome/ Objective #4 SJC CSLO L = Learn T = Think C = Communicate I = Integrate A = Act 1. Level of Instruction 2. Level of Instruction 3. Level of Instruction 4. Level of Instruction 5. Level of Instruction 6. Level of Instruction 7. Level of Instruction 8. Level of Instruction 9. Level of Instruction 10. Level of Instruction Level of Instruction: I = Introduced Date Created_________________ R = Reinforced Date Revised_________________ M/A = Mastered/Advanced

31. Mapping Tips: Use a current mapping template Date when created and/or revised List course or experience in sequence regardless of course numbers Identify CSLO (L earn, T hink, C ommunicate, I ntegrate, A ct ) Remember: I R M/A I = Introduced R = Reinforced M = Mastered/Advanced

32. Program Outcomes (Observable Student Learning Outcome) Course(s) in which the competency will be assessed Method used to assess student competency (process/Instrument/rubric used to assess performance level) Direct/Indirect Competency Level Required (letter grade, percent, level) How Results Will Be Used (to make improvements in courses, instruction, and/or student support activities) Program-Specific Learning Outcomes Assessment Plan (DRAFT) Program: School: Report submitted by: Approval of the Dean:

33. REMINDER ASSESSMENT BASICS April 13 4 – 6 pm April 14 8 – 10 am & 12 – 2 pm