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Curriculum Mapping

Curriculum Mapping. Kim Anderson ASLO Subcommittee Chair Spring 2011. What is it?. Comprehensive scheme – process of curriculum analysis Examine the curriculum Create an organized sequence of curricular units

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Curriculum Mapping

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  1. Curriculum Mapping Kim Anderson ASLO Subcommittee Chair Spring 2011

  2. What is it? • Comprehensive scheme – process of curriculum analysis • Examine the curriculum • Create an organized sequence of curricular units • Presented as a visual graphic/matrix of alignment between two elements and degree of correlation • Support by required courses • Levels of learning engagement • Increases focus on teaching and learning—essential concerns for institution

  3. Generic example

  4. What Does It Do? • Provides helpfuldesign information about a program’s core curricular experiences • Leads to greater depth and breadth of learning • Appreciable connections in learning • Identify overlaps and gaps • Identify needs and demands • Unity and significance of concepts and skills • Demonstrates how curriculum alignment is accomplished within a program • Courses to program • Sequential courses within an educational pathway • Increases cumulative effect of learning • Demonstrates curriculum alignment throughout the instructional sector of the institution • Programs to institution (mission) • Method of assessment of teaching & learning

  5. Why Do It? • Describes the degree of alignment and relationship between various curricular levels • Identify gaps and overlaps • Identify needs and demands • Identify level of learning engagement • Demonstrates the curriculum’s organization and structure • Reduces redundancy • Increases efficiency • Use for various levels • Courses to program • Programs to institution • Sequential courses and learning experiences in an educational pathway • Standard assessment process for curriculum and SLOs • Objective evidence of analysis for decision-making

  6. Who Does It? • Department Faculty • SLO Officer • Stakeholders that may contribute • Students • Advisory Committee • Other discipline faculty

  7. How To Begin? • Template • Insert items horizontally • Insert items vertically • Determine alignment and correlation between the elements • Identify degree of relationship between the elements • Introduced, Developed, Mastered (for courses)

  8. SampleCourse to Program

  9. SampleProgram to Institution

  10. SampleSequential Courses

  11. How To Conclude? • Analyze results based on evidence vertically and horizontally • Investigate organization of units and levels of learning • Seek reasonable connections and learning development throughout • Take action based on evidence • Systematic change based on greater understanding • Process not an event

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