3 Dimensions of Curriculum Mapping: Depth, Breadth and…Time

1. 3 Dimensions of Curriculum Mapping: Depth, Breadth and…Time Peter Wolf pwolf@uoguelph.ca March 2009

2. Premises and Assumptions • Curriculum development is important work • Curriculum development is a continuous improvement process • Content and transferable learning combine for effective disciplinary learning • Data founds meaningful discussion and action • Start with the end in mind

3. Outcomes Flow Course A Objectives Course B Objectives Course C Objectives Course E Objectives Course F Objectives Course D Objectives Course H Objectives Course G Objectives University Outcomes Programme Outcomes Curriculum Curriculum Serendipitous Learning: ‘boutique’ courses, elective courses, co-curricular activities, undergraduate research work Evaluation / Assessment, Instructional / Learning Methods, Content, Resources

4. What are the attributes of our Ideal Graduate? ORWhat are the knowledge, skills and values that we want to foster in our graduates?

5. Attributes of the‘Ideal Undergraduate Graduate’ • OCAV Degree Level Expectations • University learning outcomes • Existing programme outcomes • Professional organizations/Accreditation • Similar programmes • Research interests/areas of focus • Specific programme characteristics

6. Adult Development and Aging Community engagement skills focus, for example • Application of knowledge of social policies • Social advocacy • Research-service synthesis: evidence-based practice • Knowledge mobilization strategies

7. Bachelors of Arts & Science Programme Outcomes, for example • To pose and solve problems by drawing on and integrating the protocols and methods of humanities/social sciences and sciences • To communicate in both oral and written forms, for both academic and general audiences • To conduct research, using both traditional and electronic sources, in both humanities/social sciences and scientific contexts • To be creative and analytical thinkers and practitioners • To integrate academic work and broader issues of citizenship, through experiential learning

8. College of Biological Sciences Values, for example - • Appreciate that humans both affect and are affected by variation in the biosphere • Incorporate both ethical and aesthetic values into decision making on both personal and public issues • Exhibit a strong commitment to the pursuit of knowledge and truth, and to the integrity of science • Be tolerant of views which are different from their own

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10. Kirkpatrick’s Four Levels of Evaluation Key Question: Did the students achieve desired outcomes of the programme of study? Timing: Usually done 3 months – 2 years after learning experience Level 4 - Results • Key Question: Are the newly acquired skills, knowledge, or attitude being used by the learner after the learning event is completed? • Timing: Usually done 1 month – 3 months after learning Level 3 – Behavior Key Question: Did the students achieve the desired learning objective(s)? Timing: Usually done immediately or soon after learning Level2 – Learning Key Question: What was the student reaction to the learning environment? Timing:Usually done immediately or soon after the learning event(s) Level 1 – Reaction Kirkpatrick, D. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler

11. Department of Food ScienceCurriculum Assessment Plan

12. Department of Food ScienceCurriculum Assessment Plan

13. Department of Food ScienceCurriculum Assessment Plan

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15. Dimension: Time Course Progression Maps Goal: Create a visual representation of student progression through the curriculum Data collected from: • Calendars • Course outlines • Curriculum committees

16. Course Progression Map 9/17/2014

17. Dimension: BreadthProgramme Outcomes Map Goal: To match programme outcomes with individual courses that intentionally foster their development Data collected from: • Faculty • Course outlines • Curriculum committees

22. Survey Questions : • Which instructional methods do you use in this course? • Which assessment approaches do students engage in for this course? • For each listed Knowledge, Skill and Value Outcome, please indicate which, if any, you intentionally foster in this course? At what level of sophistication? • For those indicated, please specify how /whether each KSV is taught and/or assessed in this course? • How are the total marks available to students distributed over the course of the semester? • Comments?

23. Written Literacy Numeracy Civic Engagement

24. Political ScienceWriting 4 3 2 1 100% 50%

25. KSV: Research Methods – Instructional Approaches Across 4 Years

26. Grades Allocated by Week – 3000 Level Required Courses

27. Dimension: DepthKSV Development Map Goal: To view evidence of student development of programme outcomes Data collected from: • Faculty • Students

28. Student Skills Development Map

31. Course XXXX Course XXXX Laddering and linking of content and objectives through the curriculum Course XXXX Course XXXX Curriculum Development Process – Alignment and Coordination Objectives/Content Course XXXX Activities/ resources Assessment

32. Facilitating the Process • ‘Guest at the dinner table’ • Process facilitation – no content or disciplinary bias • Ensure continuous movement and action • Access to research and examples – local and external • Network and connect people across campus

33. 3 Dimensions of Curriculum Mapping: Depth, Breadth and…Time Peter Wolf pwolf@uoguelph.ca March 2009