Alignment USING COURSE, PROGRAM, AND INSTITUTIONAL CURRICULAR MAPS FOR ALIGNMENT

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1 Algnment USNG COURSE PROGRAM AND NSTTUTONAL CURRCULAR MAPS FOR ALGNMENT "Mappng" s ntentonal1y desgned to capture or nvestgate currcular coherence by eplorng the algnment between learnng outcomes courses programs syllab currculum nstructonal actvtes (pedagogy) and assessment oflearnng (Cuevas Matveev & Mller 2010; Allen ; Drscoll & Wood 2007; Mak 2004). Algnment can be smply defned as the degree of congruence between and among components. Wulff( ) uses the tedl algnment to dscuss teachng effectveness and hs research shows that effectve teachers algn ther nstructonal goals wth ther currcular content themselves and students n specfc nstructonal contets. Mak urges algnment wth the assurance that ''the greater the algnment between components the more successfully the desred outcomes can be acheved" (20006 p. 92). For Mak the mportant algnment s between the learnng outcomes and proposed assessment methods (p. 90). Mappng s a practcal tool (a matr grd or template) that works to acheve transparency and ntentonalty n program currculum general educaton competences nsttuton-wde learnng outcomes and courses. Mappng tools are smple straghtforward mmedately engagng to faculty and provde vsual easly nterpreted and nonthreatenng data. Mappng tools are fleble and can be adjusted to reflect a number of factors: 1. the conceptual framework of a program; 2. specfc program revew concerns/questons (Cuevas Matveev & Mller 2010) The tools can also be used for vared purposes: 1. to trace nsttutonal goals and learnng outcomes through the entre baccalaureate 2. to dentfy the strengths and gaps n a program or course 3. to promoted algned coursework and syllab programs 4. to ensure that condtons are approprate for student achevement oflearnng outcomes 5. to help buld consensus n the dscplnes about program content 6. to work toward a clmate of collegalty fleblty autonomy and transparency n faculty desgn and revew of programs 7. to reflect nsttutonal and programmatc algnment wth natonal professonal goals (LEAP etc.) Brescan recommends usng mappng n both academc and co-currcular programs as an "overvew of students' learnng journeys-a place to locate where educatonal opportuntes are specfcally desgned to address nsttuton and program level epectatons" (2006 p. 54). "Currculum Mappng" responds to mportant faculty questons: "Do faculty focus on eperences leadng to outcomes as well as on the outcomes themselves?" (Huba & Freed 2007 p.160).

2 "s there a conceptual relatonshp among teachng currculum learnng and assessment n my course our program and ths nsttuton?" (Drscoll & Wood 2007 p. 172) "Do students have multple opportuntes to acheve our program goals and learnng outcomes?' (Suske 2009 p. 101) EAMPLES OF CURRCULUM MAPPNG RESOURCES AT DFFERENT LEVELS: 1. Algnment Package wth Algnment of Unversty Msson Learnng Requrements and M.Ed. Program 2. Scorng Schemes for Currculum. Mappng (F. Trapp) 3. Mra Costa ColJege Physcal Unverse and Lfe Forms Program (F. Trapp Cambrdge West Partnershp LLC.) 4. Currculum. Map & General Educaton (Allen 2004) 5. Course Algnment Map and Fgures 8.1 & 8.3 (Drscoll & Wood CSUMB 2007) 6. Ecerpts from L. Staples syllabus Fgure 7.1 (Drscoll & Wood 2007) REFERENCES Allen M. J. (2004). Assessng academc programs n hgher educaton. Bolton MA: Anker Publshng Company nc. Brescan M. J. (2006). Outcomes-based academc and co-cuncular program revew. Sterlng VA: StylUS. Cuevas N.. M. Matveev A. G. & Mller K. O. (2010). Mappng general educaton outcomes n the major: ntentonalty and transparency. Peer Revew Wnter pp Drscoll A. & Wood S. (2007). Developng outcomes-based assessmentfor learner-centered educaton:a faculty ntroducton. Sterlng VA: Stylus. Huba M. E. & Freed J. E. (2000). Learner-centered assessment on college campus: Shftng the focusf'om teachng to learnng. Boston MA: Allyn & Bacon. Mak P. L. (2004). Assessngfor learnng: Buldng a sustanable commtment across the nsttuton. Sterlng VA: StylUS. Mak P. L. & Borkowsk N. A. (2006). The assessment of doctoral educaton: Emergng crtera and nehl models for mprovng outcomes. Sterlng V A: StylUS. Suske L. (2009). Assessng student learnng: A common sense gude. San Francsco CA: Jossey-Bass. Wulff D. H. (2005). Usng an algnment model of teachng effectveness. n D. H. Wulff W. H. Jacobson K. Fresen D. H. Hatch D. H. Lawrence & L. R. Lenz (Eds.) Algnngfor learnng: Strateges for teachng effectveness. (pp. 3-15) Bolton MA: Anker.

3 '34 Course Algnment Grds Fgures and 8.4 from Drscoll A. & Wood S. (2007). Developng Outcomes Based Assessment for Learner-centered Educaton: A Faculty ntroducton. Stylus Sterlng. p Summary that follows from Amy Drscoll Assessment Leadershp Academy Purposes: >- For ndvdual faculty to reflect on algnment of course elements wth course learnng outcomes.. Preparaton or preface to program algnment >- A focus for scholarshp of teachng. Par wth student feedback on course algnment to check course algnment Advantages:. Easy and fast. Provdes vsual presentaton of course prortes use of tme and algnment of course elements n support of ntended learnng outcomes. Quckly dentfy strengths gaps and redundancy. Evdence to help nterpret and eplan student learnng assessment results and n support of closng the loop. Provdes drecton for course revson >- dentfy opportuntes for ntegraton across course elements. Easly translated nto a syllabus for students. Potental to support program revew

4 FGURE 8.2 Sample Course Algnment Grd A Course nformaton: Professor: Class 1 Class 2 Class 3 Class 5 Class 10 Class 11 Class 12 Class 20 Class 21 Class 22 Class 23 Class 28 Class 29 Class 30 Readng A Readng B ReadL'1g C Readng D l.r\ssgument 1 Assgnment 2 Assgnnlent 3 Assgnment 4."-"sgnmcm 5 Assessment 2 Jfossessment J Outcome 1 v A Outcome 2 ~y A 1 Outcome 3 -v- A Outcome 4 v A Outcome 5 Outcome 6 ~. -v.~. 65 From Drscoll/A. & Wood S. (2007). Developng Outcomes Based Assessment for Learnercentered Educaton: A Faculty ntroducton. Stylus Sterlng. p. 163.

5 FGURE 8.3 Sample Course Algnment Grd B Course nformaton: Professor: Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5 Outcome 6. Class 1 Class 2 : Class 3 v- A. 1 Class 5 Class 10 1 jcass 11 r Class 12 Class 20 v v A. 1"- Clru:s 21 : Class 22 Class 23 Class 28 Class 29 Class 30 Readng A J Readng B ReadngC ReadngD Tet Selectons '<T v A A A- 1 v A../~... ' Assgnrnent l.s sgnment 2 j ~-\Ssgnment 3 Assgnmem4.. v v v (~ -"~ -v y P~s5clllent 5.J......:::E... Assessment 1 1 t j Assessment 2 )~ -v v.ltssessrnent 3 )~ 1 1 v.r).../''>--...."'l. ~ ---' -~------'-...;:-... 'V../t. ;;. J ~.--

6 FGURE 8.4 SaJ.-uple Course Algnment Grd C Course nformaton: Professor: Class 1 Class 2 Outcome 1 o ')10 ""'0 '0 ~ Class 3 Class 5 Class 10 Class 11 urcome _ utcome J utcome 4 utcome ::> Outcome 6 Class 12 Class 20 Class 21 Class 12 Class 23 y. -'- Class 28 Class 29 Class 30 v./\.. v- "". 1 - v v Readng A -"'- ""- Readng B R dr '" ~ l'anel < 1_ ea ng L f 1-. 7"" v ~)" -"omm. \- S1t n_ A ---- Assgnment 1 Assgnment 2 Assgnment ssgnnlent 4 ~ -~.. From Drscoll A. & Wood S. (2001). Developng Outcomes Based Assessment fo" Learner-

7 Currculum. Map 1 Course Outcome 1 Outcome 2 Outcome 3 Outcome 4 OutcomeS 100 D 101 D 102 D D D 103 D 200 D D 229 D 230 nm M M nm M = ntroduced D = Developed & Practced wth Feedback M = Demonstrated at the Mastery Level Approprate for Graduaton The Currculum Map Focuses faculty on currculum coheson Gudes course plannng Allows faculty to dentfy potental sources of embedded assessment data Allows facuty to dentfy where they mght close the loop Let's analyze some currculum map patterns. Currculum Map 2 Course Outcome 1 Outcome 2 Outcome D M Outcome 4 OutcomeS Outcome DM 102 DM 103 DM 203 nm 230A DM 230B DM 280 D M 290 D M

8 FGURE 7.1 Ecerpt from Dr. Staples's Syllabus Showng the Connecton between Learnng Outcomes and the Elements of the Course Judth Boss Ethcsfor Lfe John Berger Ways of Seeng Ronald Wells The mportanu of Josah Royce's Calforna for Our Tme Manha Norkunas Tle Poltcs of Publc Memory Wll Joyner A Few ThotlSand J'ears of ;'v[useumr lz a Nutshell Boas and Black Frozen n Ther Tracks Davd Carrer Restoraton as nterpretaton van llch To Hell wth Good nttllztons Rachel Naom Rernen Helpng Fng or Servng James Banks Educatng Ctzens n a kfutwltllral Socety Ourcome P GURE 7.1 (Contnued) Select ;. museunuttfact and wrte a descdptonand analyss of t from mul r pe pelspc:ctl'ves n multple c()n~d:t$. Vstllocalmuseum and wcteananalyss of a specfc ehbtwth regard roperspectve and dsplay. Consder and analyze and wrte ~OUt the relat:mshp between vewer and maker n.8 museum contet; Fnal project: Asa group selectartfact.s around a certtral theme anddesgrranehht showng an understandng of multple perspectves educatortal c?mponents; accessblty. cultural senstvty pr(jpec handlng desgn and ehbt.requrements. Assgn dlferentrespqnsblteswthn the group. Project wll nvolve wrtten (jra.l and gr-aphlc presentatons both ndvdual and collaboratve. Qmcome #2#3 #6 )( Staples: "Museum boards where responsblres begn and end" Suples: "Lookng at hscorcal 'truths: the power of presertaronand nterpretacon.". Staples: "Hgh art and low art dssolvng boundares" Students wluearn use demonstrate competency wth. and be: a~sessed oqthe fojlowfl{\sklls: archval. tesearch. CJ(hbt fabrcaton att handlng oral hstory sklls computer research. ehbt nstallaton regstraton of artfacts photo documentadofl; deskropproductl:lo p(eventve care resume Staples: "The role of arr/craft n a culmral contet " Sraples: "Ethcal ssues surroundng collecrons management" SOllrce;. Frorn Syllabus epmple for VPA ]2O Mme:um Studes by L Staples. 2006Seasde CA; Dc:pattment ofv$ua( and. PublcArrs CSUMB; Reprnted Wth petmsson. (contnues)

9 Currculum Map 3 Course Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome D D D D D 102 D D D D D 103 D D D D D 200 D D D D D 229 D D D D D 230 D D D D D 280 D D D D D 290 M M M M M GE Currculum Map GE Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5 Requrement 1 D 2 3 D D 4 DM 5 D D 6 D 7 GECapstone M DM Majors DM DM DM Thnk about a program that you contrbute to. Does t have: Coherence: Not a collecton of unrelated courses Syntheszng Eperences: Systematc opportuntes for students to consoldate learnng Ongong Practce of Learned Sklls: To avod learnng deteroraton Systematcally Created Opportuntes to Develop ncreasng Sophstcaton and Apply What s Learned Artculatng Learnng Outcomes: Knowledge Sklls AtttudesN alueslpredspostons

10 ~ Area B Msson Statement (drafted Ol20(6) Mra Costa College ArcH B (physcnl llnvcrse and ts Lfe Fonns) Studen1s n Area B wll he ablc fo nvestgate and erlan physcal phenomena through the applcaton of emprcal knowlcdgt: llsng mathematcal and scentfc processes and concepts. Anthropology Students completng courses n anthropology wthn Area 13 wll understand what t mcans to be human from a bologcal perspectve. They wll garner ths understandng through ntegraton of scenll fe method and evdcnce ncludng comparsons wth other anmal speces and development of' ecologcal and evolutonary paradgms. Lf'c Scences Sludents n th<.: Lft: Scences wll become scentfc thnkers who arc curolls and knowk:dgclble about bologc;t :.:ystel1ls :tnd who rely on epermentaton logc. evdence. objectve reasonng and healthy skeptcsm to eplan natural phenomena. Area B Phvsl1:al Unverse and ts Lte Form Effectve Crtcal Thnkng Global nformaton Aesthetc Productve Work Communlcatton Awareness Lteracy Lteracy and and Apprecaton Habts Responsble Ctzenshp Lre Scence Anthrooofoav :3 Anthropoloav 101 L Anthropology Bologcal Scences J :3 101 Bologcal Scences ~ 101L Bologclt Scences Bologcll SCences Wthn the grd are the ratngs dscplne eperts have assgned to each outcome for each course (l=not mportant 5=central to the course). Fred Trapp. Cambrdge West Partnershp LLC: fredn app@gmal.com

11 C. Norfolk State Unversty - as descrbed n Cuevas N.M. Matveev A. G. and K.O. Mller. Mappng General Educaton Outcomes n the Major: ntentonalty and Transparency. AACU Peer Revew. Wnter Pp ntroduced () EmphaSZe~E) Renforced (R) Advanced (A) Students are not epected to be famlar wth the content or skll at a collegate level. nstructon and learnng actvtes focus on basc knowledge sklls and/or competences and entry level complety. Only one (or a few) aspect of a comple program outcome s addressed n a gven course. Students are epected to possess a basc level of knowledge and famlarty wth the content or sklls at the collegate level. nstructon and learnng actvtes concentrate on enhancng and strengthenng knowledge sklls and epandng complety. Several aspects of the outcome are addressed n a gven course but these aspects are treated separately. Students are epected to possess a strong foundaton n the knowledge skll or competency at the collegate level. nstructon and learnng actvtes contnue to buld upon prevous competences wth ncreased complety. All components of the outcome are addressed n the ntegratve contets. Students are epected to possess an advanced level of knowledge skll or competency at the collegate level. nstructon and learnng actvtes focus on the use of the content or sklls n multple contets and at multple levels of complety. D. Bellevue Communty College Washngton o Course does not nclude nstructon on the outcome 1 ncludes some nstructon or practce and assessment of the outcome 2 Addresses the outcome as a focus n 20% or more of the course. 3 Addresses the outcome as a focus n 33% or more of the course. E. Mau Communty College - A focus on what students do n relaton to the outcome as opposed to nstructon. o No emphass. The student does not address ths learnng outcome. 1 Mnor emphass. The student s provded an opportunty to use renforce and apply ths learnng outcome but s not evaluated on ths learnng outcome. 2 Moderate emphass. The student uses renforces and apples ths learnng outcome and s evaluated on ths learnng outcome but t s not the focus of the class. 3 Major emphass. The student s actvely nvolved (uses renforces apples and s evaluated) n the learnng outcome. The learnng outcome s the focus of the class. 50

12 Scorng Schemas for Currculum Mappng at the Program levep Scorng schemas conceptualze how the currculum of a program addresses the ntended learnng outcomes. They do so by descrbng the opportuntes students have to meet develop (through practce wth feedback) and demonstrate ther learnng at a level approprate for a graduate or et from a program. Eample scorng schemas follow. n all cases levels of development are descrbed wth reference to the abltes a student should demonstrably possess upon successfully completng the program. A. Mary Allen emertus Calforna State Unversty Center for Teachng and Learnng ntroduce () Develop (D) Mastery (M) Learnng outcomes are ntroduced at a basc level. Students are gven opportuntes to deepen ther knowledge of and practce the outcomes wth feedback to ncrease ther sophstcaton wth ntended sklls and knowledge. Students demonstrate knowledge and sklls at a level approprate for a degree holder/graduate. Ths schema can be useful where ddactc learnng s separate from eperental learnng. ntroduce () Enhance (E) Practce (P) Mastery (M) Learnng outcomes are ntroduced at a basc level. Learnng s ncreasngly advanced beyond the basc level usng ddactc methods. Practce wth real or smulated clents; feedback gven to develop practcal sklls. Students demonstrate knowledge and sklls at a level approprate for a degree holder/graduate. B. Unversty of Hawa Manoa Assessment Offce < manoa.hawa.edu/assessment/howto/mappng.htm> ntroduced () Renforced (R) Mastery (M) Assessed (A) Learnng outcomes are ntroduced. Learnng outcomes are renforced wth the opportunty to practce. Mastery at the senor or et level. Assessment evdence collected. Also from the Unversty of Hawa a scorng schema that llustrates the degree of emphass placed on an ntended learnng outcome n a course. 1 Some emphass 2 Moderate emphass 3 Sgnfcant emphass 1 Adapted from document by Fred Trapp Cambrdge West Partnershp LLC. Fredtrapp@gmal.com 49

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