1

2

Workshop Outline

Welcome and Introduction

Overview of Curriculum Alignment

Curriculum Mapping Process at NSU

Guided Analysis of the Process

Break

Work on Curriculum Maps

Comments and Discussion

Lessons Learned

Next Steps

Questions and Discussion

3

Introduction

“ The idea of curriculum is not one that is explicitly seen to be in evidence in higher education and deserves, even needs, to come much more into view”

(Barnett & Coate, 2005, p. 150.)

4

Introduction (cont’d)

• “…[C]ollege is meaningless without a curriculum, but it is more so when it has one that is meaningless.”

• “A curriculum creates a world. It is important then that it has a center and an order or parts. Some studies are surely secondary to others, as some rest on others as a base. This should be made manifest, and no student should be permitted to ignore the primary, the basic matter.”

Van Doren (1943, pp. 108, 114 quoted from Birnbaum, 2004, p. 118)

5

Introduction (cont’d)

“College standards are becoming diluted and there is a fuzziness about what faculty teach and what is expected from students.”

(Miller & Malandra, 2006, p. 3/

Commission on the Future of Higher Education)

6

Introduction (cont’d)

We must change “the question from ‘What students know and can do’ to ‘What students know and can do as a result of their educational experiences.’”

(Burstei & Winters, 1994, quoted from Anderson, 2002, p. 255 [emphasis added])

What is Curriculum Alignment?

8

Curriculum Alignment Questions

• Are assignments provided for students to learn what we assert we teach or inculcate?

• Do students have multiple and diverse opportunities to build on previous learning, receive feedback, and reflect on their progress toward achieving intended learning outcomes? If so, how?

• How do courses promote institution-level and program-level understanding, abilities, habits of the mind, ways of thinking, and behaving? How well do collective expectations translate into intentional educational practices at the course level? Are multiple and varied opportunities provided for students to learn?

9

What is Curriculum Alignment?Consistency and Intentionality

Harden, R.M. (2001). AMEE Guide No. 21. Curriculum mapping: a tool for transparent and authenticteaching and learning. Medical Teacher, 23 (2), 123-137.

Hobson, E.H. (2005). Changing pedagogy. Presentation at SACS-COC Institute on Quality Enhancement and Accreditation, Orlando, FL, July 24-27, 2005.

10

Curriculum Alignment Principles

• Systems Concept

• Instructional Design Theories– Behavioral conception of learning– Structured teaching/learning environment– Efficiency (coherence and performance)

• Student-Centeredness

11

Importance of Curriculum Alignment

• Accountability

• Research on Student Learning

• Accreditation Requirements

12

Purpose of Curriculum Alignment : Curriculum Awareness

• Assess alignment of curriculum with program and university outcomes

• Clarify the relationship between teaching and learning

• Identify gaps and repetitions in the curriculum

• Ensure appropriate sequencing, opportunities for learning, and achievement of learning outcomes

• Document and demonstrate curriculum coherence

13

Purpose of Curriculum Alignment: Curriculum Effectiveness

• Curriculum Effectiveness

– Increasingly complex understanding of theories, principles, and practices

– Increasingly complex levels of analysis and development of skills

– Application of theories and principles(SACS-COC, 2005, p. 47.)

14

Purpose of Curriculum Alignment: Curriculum Coherence

• Curriculum Coherence

– Complexity

– Sequencing

– Linkages

(Adapted from SACS/COC (2005), Relevant Questions for CR 2.7.2)

15

Curriculum Alignment : SACS Accreditation Requirements

• CR 2.7.2: The institution offers degree programs that embody a coherent course of study that is compatible with its stated purpose and is based upon fields of study appropriate to higher education.

• CR 2.7.3: The institution requires in each undergraduate degree program the successful completion of a general education component at the collegiate level that . . . is based on a coherent rationale.

[emphases added]

16

Curriculum Alignment Model Components

1. Curriculum mapping

2. Analysis of curriculum map data

3. Interpretation of curriculum maps

4. Curriculum review to ensure coherence

17

Norfolk State University (NSU)

• Founded in 1935

• Located in downtown Norfolk, Virginia, USA

• Virginia’s largest public Historically Black University (HBCU)

• One of the largest HBCUs in the nation

• Approximately 6,000 culturally diverse students

• Access to an affordable, high-quality undergraduate and graduate education

18

NSU Curriculum Alignment Timeline

• May 2004 – Introduced the curriculum alignment model

• Summers of 2004, 2005, 2006 – Summer Readings

• Fall 2004 – Conducted curriculum mapping workshops

• Spring 2005 – Conducted mapping across all programs

• Summer/Fall 2005 – Compiled and analyzed maps

• Spring 2006/Fall 2006 – Interpreted maps, revised curriculum alignment plans, revised learning outcomes statements

• Spring 2007 – Second iteration of curriculum mapping

Curriculum Mapping Process

20

Curriculum Mapping in Other Institutions: Selected Examples

• University of Nevada, Reno– John Mahaffy et al.’s presentation at National Assessment

Institute, Indianapolis, October 23-25, 2005

www.unr.edu/assess/Workshops/CM_IUPUI_2005.pdf

• Virginia Commonwealth University– Jean Yerian’s presentation at Virginia Assessment Group Annual

Conference, Virginia Beach, November 16-18, 2005 www.virginiaassessment.org/Fall05Conference.htm .

21

Curriculum Mapping in Other Institutions: Selected Examples (Cont’d)

• West Virginia State Community and Technical Collegewww.wvsctc.edu/program_assesment/GuidelinesCompletingCurriculumAuditGrid.htm

• Indiana University - Kokomowww.iuk.edu/~koctla/assessment/curriculummap.shtml

22

Curriculum Matrix:Exhibit 2

Two-dimensional data collection instrument

– Columns (program outcomes)

– Syllabus guidance– Level of content delivery– Assessment

– Rows (courses)

23

Curriculum Mapping Process Steps:Exhibits 4 and 5

1. Identify program outcomes2. List program core courses 3. Analyze syllabus to determine alignment between

course and program learning outcomes4. Make a judgment regarding the level of content

delivery5. Analyze course syllabi and indicate whether

students have opportunities to (i) demonstrate what has been learned on each program goal and (ii) receive feedback in a formal way

24

Curriculum Mapping Process

STEP 1

Identify and list program outcomes in the top horizontal row (Re: SACS CR 2.5, CS 3.3.1, CS 3.4.1).

25

Curriculum Mapping Process (cont’d)

SELECTED GENERAL EDUCATION OUTCOMES

WRITTEN COMMUNICATION:

Student is able to produce texts appropriate for their purposes and audiences as reflected in: (a) Form ; (b) Organization; (c) Content development; (d) Language usage and style (syntax, vocabulary, grammar, and mechanics).

INFORMATION TECHNOLOGY LITERACY:Student is able to (1) Use and apply computers, software applications, and other resources to achieve a wide variety of academic, professional, and personal goals; (2) Use a set of abilities to solve problems, collect data, manage information, communicate with others, create effective presentations, and use information to make informed decisions.

SCIENTIFIC REASONING:Student is able to (1) Propose relationship between observed phenomena; (2) Design experiments which test hypotheses concerning proposed relationships; (3) Predict logical consequences of observed phenomena and determine possible alternative outcomes; (4) Judge the degree to which a particular conclusion is justified based on the empirical evidence related to observed phenomena.

QUANTITATIVE REASONING:Student is able to solve problems within (1) Numeric or arithmetic contexts; (2) Conceptual contexts; (3) Geometric contexts; (4) Data representation and chance element contexts

CRITICAL THINKING: Student is able to consistently and systematically: (1) Identify main ideas and/or themes; (2) Make comparative judgments from data; (3) Determine the validity/ credibility and implication of a supposition; (4) Identify limitations and contradictions in an event; (5) Analyze and evaluate arguments and issues; (6) Demonstrate creative problem-solving skills; (7) Implement and evaluate a plan to work towards a goal or conclusion.

COMMUNICATION: Student is considered to have oral communication competency if he or she is able to express him or herself in a structured, meaningful, and productive manner. The student must also be able to convey his/her intentions or ideas in messages crafted to introduce, inform, or persuade the listener.

26

Curriculum Mapping Process (cont’d)

STEP 2

List all program core (required) courses in the left vertical column.

27

Curriculum Mapping Process (cont’d)GENERAL

EDUCATION

CORE COURSES

Communications: ENG 101Communication Skills I

Digital, Computer & Telecommunications:CSC 150

Computer Literacy

Natural Sciences: BIO 100Biological Science

Natural Sciences: BIO 100LBiological Science Lab

Health & Physical Education: PED 100 Fundamentals of Fitness for Life

Communications: ENG 102Communication Skills II

Natural Sciences: PHY 100

Physical Science

Social Sciences: SOC 101Introduction to Social Sciences

Mathematics: MTH 103Contemporary Mathematics

Health & Physical Education: HED 100 Personal and Community Health

Social Sciences: HIS 101History of World Civilization II

Humanities: FIA 201Basic Art Appreciation

Humanities: HUM 210Humanities I

Communications: SCM 285Principles of Speech

28

Curriculum Mapping Process (cont’d)

STEPS 3, 4, 5

1. WRITTEN COMMUNICATION: Student is able to produce texts appropriate for their

purposes and audiences as reflected in: (a) Form; (b) Organization; (c) Content development; (d) Language

usage and style (syntax, vocabulary, grammar, and mechanics).

Outcome Statement

(I, E)

STEP 3

Level of Material Delivery

(I, E, R, A)

STEP 4

Demonstration and Assessment

(X)

STEP 5

29

Curriculum Mapping Process (cont’d)

STEP 3

Analyze course syllabi and indicate whether each program outcome is Explicitly or Implicitly mentioned among the course outcomes.

30

Course Outcome Statement: Example

(E) EXPLICIT / CRITICAL THINKING

1. highlighting a variety of perceptions that people have held through the ages

2. showing the options that individuals have used historically in making decisions and solving problems

3. providing information for wiser inferences and judgments

4. focusing on standards of evidence and verification in learning

5. stressing the study of relationships in time and space that are important for sound reasoning

6. illustrating with examples the roles of process, comparison and causation in history.”

“Further, you will find that studying civilization encourages critical thinking by:

31

Course Outcome Statement: Example (cont’d)

(E) EXPLICIT / SCIENTIFIC REASONING

“At the end of the course students will be able to … describe how social scientists follow the scientific method to understand social phenomena….”

32

Course Outcome Statement: Example (cont’d)

(I) IMPLICIT / WRITTEN AND ORAL COMMUNICATION

“Students will examine the evolution of twentieth-century American foreign policy and the influences which have shaped those policies in order to develop historical viewpoints which they can articulate and defend.”

33

Course Outcome Statement: Example (cont’d)

(I) IMPLICIT / CRITICAL THINKING

“The student will analyze the major historical interpretations of the causes of the American Revolution and will construct from the readings a historical synthesis which s/he can articulate effectively.”

34

Curriculum Mapping Process (cont’d))[i] Outcome Statement

(E, I)

E

E

I

I

E

I

I

E

I

I

I

35

Curriculum Mapping Process (cont’d)

STEP 4

Make a professional judgment and indicate whether each program outcome is Introduced, Emphasized, Reinforced, or Applied in the course.

36

Level of Content Delivery: Introduction

(I) STUDENTS ARE INTRODUCED TO CONTENT/SKILL

Students are not expected to be familiar with the content or skill at the collegiate or graduate level. Instruction and learning activities focus on basic knowledge, skills, and/or competencies and entry-level complexity.

37

Level of Content Delivery: Emphasis

(E) THE CONTENT / SKILL IS EMPHASIZED AND TAUGHT IN DEPTH

Students are expected to possess a basic level of knowledge and familiarity with the content or skills at the collegiate or graduate level. Instruction and learning activities concentrate on enhancing and strengthening knowledge, skills, and expanding complexity.

38

Level of Content Delivery: Reinforcement

(R) THE CONTENT/SKILL IS REINFORCED WITH ADDITIONAL EXPOSURE TO THE INFORMATION

Students are expected to possess a strong foundation in the knowledge, skill, or competency at the collegiate or graduate level. Instructional and learning activities continue to build upon previous competencies and increased complexity.

39

Level of Content Delivery: Application

(A) THE CONTENT / SKILLS ARE BEING APPLIED

Students are expected to posses an advanced level of knowledge, skill, or competency at the collegiate or graduate level. Instructional and learning activities focus on the use of the content or skills in multiple contexts and at multiple levels of complexity.

40

An Approach to Determine the Level of Content Delivery

• Cognitive Outcomes (knowledge, mental skills)

– Bloom’s (1956) Taxonomy

• Affective Outcomes (attitudes, growth in feelings or emotional areas)– Krathwohl, Bloom, & Bertram’s (1973) Taxonomy

• Psychomotor Outcomes (manual, artistic, technological skills)– Simpson’s (1972) / Dave’s (1970) Classifications

41

Curriculum Mapping Process (cont’d)[ii] Level(I, E, R, A)

R

A

A

E

R

A

I

42

Curriculum Mapping Process (cont’d)

STEP 5

• Analyze course syllabi. Indicate (X) whether students have opportunities to (i) demonstrate what has been learned on each program outcome and (ii) receive feedback in a formal way.

• Provide 1-2 brief examples of representative course activities that support your judgment (optional).

43

Demonstration and Formal Feedback: Example

(X) WRITTEN COMMUNICATION AND CRITICAL THINKING

“There is one (1) article each student is expected to read, in addition to reading assignments from the text, and to write a critical review.”

44

Demonstration and Formal Feedback: Example

(X) WRITTEN COMMUNICATION“Students must complete at least three critiques of assigned scholarly articles. These critiques should be 4-5 pages, typed and double-spaced. They should have an introduction, thesis statement, body, and conclusion. Poor usage and spelling will reduce your grade. Please proofread your work!”

45

Curriculum Mapping Process (cont’d)

[iii] Demonstrate

(X)

X

X

X

X

X

X

X

X

46

Curriculum Map: General Education

Guided Analysis of Curriculum Map Data

Exhibit 5

48

Analysis of Curriculum Map Data

• Syllabus guidance

• Curriculum coherence- Complexity- Sequencing- Linkages

(Adapted from SACS/COC (2005), Relevant Questions for CR 2.7.2)

• Assessment

49

Analysis of Curriculum Maps: Syllabus Guidance

• Do students receive appropriate syllabus guidance?– For example, outcomes 2 and 3 are not

mentioned either explicitly or implicitly in the syllabus of 8 courses (although they were addressed in those courses)

50

Analysis of Curriculum Maps: Complexity

• Do students have opportunities to develop program outcomes?– Program Outcome Saturation or number of

courses addressing a particular outcome. For example,

• Outcome 1 is addressed in 4 out of 12 courses• Outcome 6 is addressed in 5 out of 12 courses• Outcomes 2 & 3 are addressed in all 12 courses

51

Analysis of Curriculum Maps: Complexity (Cont’d)

• Do students have opportunities to develop program outcomes? (cont’d)

– Program Outcome Variability or the combination of ‘levels of content delivery’ (I, E, R, A) of a particular outcome as addressed by courses in a program of study. For example, • Outcomes 1, 2, 4, 5 are missing application level• Outcomes 1 & 3 are emphasized only once; outcome 6

is not emphasized

52

Analysis of Curriculum Maps: Structure of Course Sequence

• Are levels of content delivery (I, E, R, A) organized in a logical manner to address a particular program outcome? For example,

– MCM 445 introduces outcome 2 after it was introduced in 4 previous courses, reinforced in 3 courses, and emphasized in 2 courses

– Outcome 5 is reinforced in 6 out of 12 courses

53

Analysis of Curriculum Maps: Linkage

• Do individual courses provide students with opportunities to integrate multiple program learning outcomes? For example,

– 11 out of 12 courses address at least 4 different outcomes

54

Analysis of Curriculum Maps: Assessment

• Do students have the opportunity to have their learning assessed? For example,

– Students are provided with feedback on their performance on outcome 2 in only 3 out of 12 courses

Work on the Maps: Analysis of Curriculum Map Data

Exhibits 6-10

56

Analysis of Curriculum Map Data

• What is your first impression of the map?

• Analyze the map

• Develop 3-5 suggestions for enhancing the curriculum

57

Analysis of Curriculum Maps: Focus Areas

• Syllabus guidance

• Curriculum coherence- Complexity

- Outcome Saturation

- Outcome Variability

- Structure of Course Sequence- Linkages

(Adapted from SACS/COC (2005), Relevant Questions for CR 2.7.2)

• Assessment

Lessons Learned

The Process

Interpreting Results

59

Initial Feedback

• “Confusion. . . Never again . . . That was an awful task.”

• “[Curriculum Mapping] ate up time that could be devoted to teaching preparation, research, and advising . . . Busywork.”

• “[Curriculum Alignment] was a problematic concept for many of the faculty. We decided to collaboratively prepare the maps so that discussions could facilitate the process.”

• “A way of helping us understand if we do what we say we do.”

60

Lessons Learned: The Process

1. Curriculum alignment is not a straightforward, linear process.

2. Spend more time educating campus about curriculum mapping concepts and processes.

3. Pilot-test the process in 3-4 units to refine the template and instructions.

61

Lessons Learned: The Process (cont’d)

4. Invest time and effort to reduce anxiety and reassure faculty about the purposes and value of curriculum mapping process

5. Emphasize the pedagogical value of curriculum mapping

Lessons Learned: Interpretation of Maps

63

Interpretative Perspective

“Thinking about the curriculum . . . [r]equires a willingness to accept surprise, ambiguity, and a certain unavoidable messiness. If the world does not always make sense, why should the curriculum?”

(Rudolph, 1977 quoted from Birnbaum, 2004, p. 120.)

64

Importance of Interpreting Results of Curriculum Map Analysis

• Influence of disciplinary paradigms

• Differences in philosophical and pedagogical perspectives among faculty

• Differences in the level of reflection with which individual faculty members appeared to approach the task

• Differences in the level of experience with curriculum mapping among disciplines

65

Importance of Interpreting Results of Curriculum Map Analysis (Cont’d)

• Curriculum Mapping is a tool to stimulate campus-wide reflection and discussion.

• Curriculum Mapping results are not “information for action.” They are “food for thought and discussion” as we are aligning our curricula for student achievement and success.

66

Outcomes of Curriculum Mapping and Analysis

1. Faculty members gained a deeper appreciation of achieving overall program outcomes.

2. Faculty members were encouraged to refine statements of program outcomes.

3. The process revealed gaps and repetitions in some curricula.

4. The process highlighted the importance of prerequisites.

67

Student Role in Developing and Interpreting Maps

• Validating alignment between “Declared Curriculum” and “Taught Curriculum” by providing input about “Learned Curriculum” (Exhibit 1)

• Developing learners who are– Informed– Intentional– Empowered

68

Next Steps

1. Second iteration of curriculum alignment Focus: Have curricula become more coherent?

2. Refinement of the Process

3. Student focus groups to triangulate the maps

4. Alignment through course (re) certification

5. Involve community colleges to align articulation agreements

Questions and Discussion

70

We must change “the question from ‘What students know and can do’ to ‘What students know and can do as a result of their educational experiences.’”

(Burstei & Winters, 1994, quoted from Anderson, 2002, p. 255 [emphasis added])

71