CURRICULUM MAPPING: INTEGRATING INSTITUTIONAL ASSESSMENT PROCESSES 2013 Assessment Institute Indianapolis, Indiana October 28-29 Maureen Andrade, Utah Valley University

Session Learning Outcomes

• Develop a broad perspective of the purpose of assessment in terms of student success & completion.

• Understand the benefits of an integrated assessment approach that accounts for both program and institutional learning outcomes.

• Recognize the value of curriculum maps to plan and track assessment activities, identify gaps in students’ learning, and close the assessment loop.

• Know how to create a comprehensive curriculum map that connects student learning at program and institutional levels.

Discussion • How many of you are familiar with curriculum maps? • How many of you are using them and for what purposes? • What are the advantages/disadvantages?

BUZZ - 60/60/30/30

The Big Picture

• Purpose of assessment?

• Student learning • Retention & completion • Compliance

• Initiatives • 15 to finish • Degree program maps • Developmental Math • Reverse transfer &

stackable degrees • Plateau tuition

• How are curriculum maps & assessment related to these?

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Complete College America

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TIME CHOICE

STRUCTURE

60/60/30/30

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Default Pathways

Meta-Majors

Academic Maps

Milestone Courses

Intrusive Advising

• Curriculum maps are a means of not only demonstrating pathways through a degree, but also a viable and effective way to integrate, plan, and track assessment activities at program and institutional levels. They can be used to demonstrate connections to both general education and discipline-specific major programs (Allen, 2006; Driscoll, 2007).

• These connections help integrate the learning experience for students as they recognize the knowledge, skills, and abilities they are expected to have upon leaving the institution and how all of their coursework—general education, major, and electives—will help them achieve these outcomes. Learning Pathways / Learner v. Learning Centered

INSTITUTIONAL LEVEL

Utah Valley University 33,000 students University status in 2008 Carnegie – Community Engaged Certificates – graduate programs

Assessment Challenges • Top 3-5 assessment challenges?

• UVU context – • Differences in stakeholder opinions – how, what, when, where… • Multiple assessment requirements – GE, G/I, program outcomes,

ELOs, accreditation, program review • Workload

• Goal • Simplify • Integrate course/program/institution • Create a seamless process to address multiple needs

Process

Ongoing stakeholder input, discussion, support-building – • assessment directors/AVP/VP

• deans • assessment committee

• GE committee • curriculum director

Initial Maps COMET & Insight

Full Implementation

Dialogue & the ELOs • “Building a collective commitment to assessing student

learning . . . involves establishing . . . opportunities for dialogue” (Maki, 2010, p. 4).

• The Essential Learning Outcomes (ELOs) are a comprehensive set of learning goals that are fostered and developed across a student's entire educational experience. They reflect the knowledge, skills, and competencies needed to meet the challenges of an ever-changing and complex world.

• The ELOs prepare students for future employment, life, and citizenship. With the achievement of these outcomes, UVU graduates will possess breadth and depth of knowledge, highly developed intellectual and practical skills, commitment to personal and social responsibility, awareness of the interdependence of communities, and the ability to synthesize and apply their learning to solve complex real-world problems.

Essential Learning Outcomes (ELOs)

http://www.uvu.edu/academicassessment/elo.html

Integrative & Applied Learning • A student will engage in discipline-appropriate experiences with

the academic and broader community through integrated and applied learning.

Intellectual & Practical Skills Foundation • A student will acquire a foundation of intellectual and practical

skills including communication, quantitative reasoning, qualitative reasoning, and technical and information literacies.

People of Integrity • A student will become personally and socially responsible by

acquiring, developing, and demonstrating skills in ethical reasoning and understanding.

Essential Learning Outcomes (ELOs)

Professional Competency • A student will demonstrate professional competence by meeting

the established standards of the discipline, working as a valued member of a team, effectively formulating and solving problems, and actively seeking and honing lifelong learning skills.

Stewards of Place • A student will demonstrate stewardship of local, national and

global communities by cultivating awareness of: interdependence among those communities; issues within those communities; and organizations and skills that address such issues.

Knowledge Foundation • A student will demonstrate knowledge of human cultures and the

physical and natural world in the following areas of essential study: arts, history, humanities, languages, science and mathematics, and social sciences. Knowledge Foundation refers to GE Distribution courses and other courses and experiences within the major.

Essential Learning Outcomes (ELOs)

People of Integrity A student will demonstrate professional competence by meeting the established standards of the discipline, working as a valued member of a team, effectively formulating and solving problems, and actively seeking and honing lifelong learning skills. • Ethical Reasoning and Understanding

A student will be able to: •Recognize ethical Issues •Develop critical thinking and self-confrontation skills Personal and Social Responsibility A student will be able to: •Cultivate tolerance toward disagreement and the inevitable ambiguities in dealing with ethical problems •Elicit a sense of moral obligation and develop a personal code of ethics

• Integrated and Applied Learning • Engaged Learning • Integrated Learning • Applied Learning

• Intellectual and Practical Skills Foundation • Communication • Quantitative Reasoning

• Stewards of Place • Local Community • Global Community • Interdependence Among

Communities

• People of Integrity • Ethical Reasoning and Understanding

• Personal and Social Responsibility

• Professional Competency • Ability to Adapt and Change

• Teamwork • Problem Formation and Solution

• Knowledge Foundation • Distribution & Major

Professional Competency

Engaged, Integrated and Applied Learning Stewards of Place People of Integrity Intellectual and Practical Skills Foundation Knowledge Foundation

Regents purpose: Intellectual and Practical Skills

UVU Mission: prepares professionally competent people

Regents purpose: Integrative Learning

Regents purpose: Personal and Social Responsibility

Regents purpose: Knowledge of Human Cultures and the Physical and Natural World

UVU Mission: serve as stewards of a globally interdependent community

UVU Mission: prepares people of integrity

UVU Mission: foster engaged learning

Continuing ELO Dialogue • Presentations – advisors, departments, student support

services • Events – orientation, faculty convocation • Website • Media/social media • Digital signage • Training • Trinkets & trash

CURRICULUM MAP EXAMPLES

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Semester Plan

Degree SLOs

The level to which a degree SLO is addressed in each course is entered where it is applicable: Introduce, Reinforce, Apply.

Sample Curriculum Map for Student A

Essential Learning Outcomes

BA University Studies - Humanities and Social Science KF IA IP PI PC SP Student A has worked part-time for the past several years at a local museum in Utah County. While having learned much while on the job, she needs a BA or BS to be considered for the position of Museum Curator when the current curator retires in a few years. She completed an Associate's Degree (60 hours), including all GE required courses before leaving school 15 years previously. Because of family and job obligations, she cannot go away to a college that offers a degree in Museum Studies. She has already taken some credits in Humanities and History, but doesn't want to major only in History because she feels knowledge about Anthropology, Arts, and Business Management are also needed. She feels the UVST degree within the discipline of Humanities and Social Sciences would be a good fit to achieve her individual educational and career goals.

UVU's Essential Learning Outcomes: KF - Knowledge Foundation IA - Integrative and Applied Learning IP - Intellectual and Practical Skills PI - People of Integrity PC - Professional Competency SP - Stewards of Place

A student will demonstrate knowledge of human cultures and the physical and natural world in the following areas of essential study: arts, history, humanities, languages, science and mathematics, social sciences. Knowledge Foundation refers to GE Distribution courses and other courses and experiences within the major.

A student will engage in discipline-appropriate experiences with the academic and broader community through integrative and applied learning.

A student will acquire a foundation of intellectual and practical skills including communication, quantitative reasoning, qualitative reasoning (critical, analytical, and creative thinking), and technical and information literacies.

A student will become personally and socially responsible by acquiring, developing, and demonstrating skills in ethical reasoning and understanding.

A student will demonstrate professional competence by meeting the established standards of the discipline, working as a valued member of a team, effectively formulating and solving problems, and actively seeking and honing lifelong learning skills.

A student will demonstrate stewardship of local, national and global communities by cultivating awareness of: interdependence among those communities; issues within those communities; and organizations and skills that address such issues.

Semester Plan Course Completed Achieves Outcome

Semester 1 ENGL 1010 Introduction to Writing 3 x Slightly Slightly Moderately Moderately Slightly HUM 1010 Humanities Through the Arts 3 x Slightly Slightly Slightly PHSC 1000 Survey of Physical Science 3 x Slightly Slightly SPAN 1010 Beginning Spanish I 4 x Slightly Slightly Slightly CLSS 1180 Speed Reading 2 x Slightly Semester Credits 15 Semester 2 ART 1010 Introduction to Visual Art 3 x Slightly Slightly MATH 1040 Introduction to Statistics 3 x Significantly Significantly ENGL 2010 Intermediate Writing--Hum/Social Sci 3 x Significantly Moderately Significantly Moderately Significantly SPAN 1020 Beginning Spanish II 4 x Slightly/Mod BIOL 1010 General Biology 3 x Slightly Slightly Slightly Slightly Semester Credits 16 Semester 3 PHIL 2050 Ethics and Values 3 x Slightly Slightly Significantly HLTH 1100 Personal Health and Wellness 2 x Slightly Slightly Slightly Slightly BIOL 1500 Biological Anthropology 3 x Slightly Moderately Moderately Slightly Slightly Moderately SPAN 2010 Intermediate Spanish I 4 x Moderately HIST 2700 US History to 1877 3 x Moderately Moderately Moderately Moderately Moderately Moderately Semester Credits 15 Semester 4 HUM 2200 Adventures of Ideas after 1500 3 x Slightly Slightly Slightlty Slightly SPAN 202G Intermediate Spanish II 4 x Significantly Significantly Significantly ANTH 101G Social/Cultural Anthropology 3 x Slightly Slightly Slightly HIST 2710 US History since 1877 3 x Moderately Moderately Moderately Moderately Moderately Moderately ART 1050 Photography I 3 x Slightly Slightly Semester Credits 16 Total Credits for AA UVST 62 Language Cr: 16 Semester 5 MGMT 1250 Principles of Leadership 3 Moderately Moderately Moderately Moderately ART 2700 Photography II 3 Moderately Moderately AMST 300R Western American Culture 3 Moderately Moderately Moderately HUM 330R Period Studies in Humanities 3 Moderately Moderately Moderately HIST 3010 Nature of History 3 Moderately Moderately Moderately Semester Credits 15 Semester 6 ANTH 3550 Memory & History 3 Significantly Moderately Significantly ANTH 3850 Ethnographic Methods 3 Significantly Significantly Significantly Significantly HIST 322G History of the American West to 1900 3 Moderately Moderately Significantly HIST 3260 History of Utah 3 Moderately Moderately Significantly MGMT 2200 Business Communication 3 Moderately Moderately Semester Credits 15 Semester 7 ANTH 3460 Anthropology of Mormonism 3 Moderatey Moderately Significantly HIST 323G History of the Amer.West since 1900 3 Moderatey Moderately Significantly HIST 327G Indians of Utah 3 Moderatey Moderately Significantly MGMT 3000 Organizational Behavior 3 Moderately Moderately Moderately ART 2710 Documentary Photography 3 Moderatey Moderately Moderately Semester Credits 15 Semester 8 HUM 4300 Environmental Aesthetics 3 Significantly Significantly Significantly Significantly

HIST 466G Legacies & Reckonings in Amer. West 3 Significantly Significantly Significantly Significantly MGMT 3020 Principles of Management 3 Significantly Significantly Moderately Significantly HIST 490R Independent Study 4 Significantly Significantly Significantly UVST 4930 Capstone 2 Significantly Significantly Significantly Significantly Significantly

Semester Credits 15 Total Credits 122 Upper Div. Cr: 48; Upper Div Cr. in Disc: 40; HIST Cr: 28; ANTH Cr: 12; MGMT Cr: 12 ; ART Cr: 12

Summary of how course sequence provides logical building of knowledge, skills, and competencies: I have always been interested in history, particulary the history of the western United States. My history courses in my sophomore year, along with the Social/Cultural Anthropology course only increased my interest. I determined to focus on western history and development, particularly in the state of Utah. The courses I propose to take in Western American Culture, History of the American West, History of Utah, Indians of Utah, Legacies and Reckonings in the American West, and others will help me to build a more thorough and increasingly detailed knowledge set about the settling and development of the American West and in particular, Utah. The anthropology and humanities courses start with more general introductory courses and then move to more focused courses with more challenging work that is closely related to my areas of interest. These have been purposefully selected to give me a deeper set of knowledge and competencies about the topics that are closely aligned with history, such as Period Studies, Memory & History, and Anthropology of Mormonism (key to understanding historical settlement and development of many Utah communities). The art courses I have chosen, Photography I, II, and Documentary Photography make a logical sequence to develop photographic skills, which will be important in museum work. Throughout all the coursework I have planned, I anticipate increasing challenge in the level of the material and the effort required to demonstrate understanding, integration, and mastery.

Summary of how this set of courses constitutes a cohesive, integrated program that will meet academic goals: Since I am currently working part-time at a local museum, I have learned much from my boss which has peaked my interest in furthering my knowledge and capabilities so that I can one day become a curator. I live in Utah County and due to work and family responsibilities, cannot go to a college or university that offers a degree in Museum Studies. I have found, however, that UVU offers many courses that would be helpful to me and would allow me to earn a bachelor's degree in University Studies in the discipline of Humanities and Social Science. The BA in UVST would be sufficient for the curator position I desire in this museum, since it is a small, local museum. The courses I have planned will focus on history of the American West, Western culture, the history of Utah and its Indian tribes, and the place of Utah settlement and development within the larger context of the history and development of the American West. My intent with the Independent Study course is to do specific research into the settlement and development of communities within Utah County. The Anthropology courses are designed to complement the history courses by providing a look at the more human side of development that has taken place and the ways that history is remembered, recorded and expressed. The Humanities courses will help give me a cultural, artistic perspective to the history and will help me to understand the environmental aesthetics that influence the development of any society. The photography courses will help with my own recording of historical and modern influences in the development of the area and will help me to judge the quality of photography that may be used in the museum. I found the Spanish courses I have completed to be an advantage already at the museum as the history of the American West and especially the Southwest is often intermingled with Spanish and Mexican influence. I have chosen to round out my program with a few courses in Business Management because I think this will help me as a curator to manage the business side of museum work and to provide good leadership, organization, and management of the few employees I would be supervising. Finally, the Capstone course will give me the opportunity to reflect and describe more fully how each course has built upon the knowledge and skills of previous courses and how all the course work has come together as a solid, integrated, and meaningful program for me. I have chosen the capstone course instead of an internship because I feel that I am already interning by working at the museum part-time. I look forward to completing my degree in a way that will allow me to achieve my educational and personal goals.

1 – slightly; 2 – moderately; 3 - significantly

1. Understand the history of second language teaching methodology. 2. Understand the major systems of human language (phonology, semantics, morphology, syntax). 3. Understand the major theories of second language learning and how they inform practice. 4. Demonstrate professionalism and a familiarity with professional resources and organizations. 5. Have a personal philosophy of second-language education. 6. Be familiar with and apply language learning technology. 7. Have a high level of English language proficiency (oral and written) and a commitment to continual improvement. 8. Assess learners for placement and instruction. 9. Demonstrate effective tutoring techniques with ESL learners (one-on-one). 10. Demonstrate a knowledge of the qualities and strategies of effective language learners. 11. Demonstrate a knowledge of the socio-cultural variables which affect language learning and use. 12. Demonstrate a knowledge of the role of culture and cross-cultural awareness in language teaching. 13. Recognize appropriate methods and statistical procedures in second-language research. 14. Demonstrate effective teaching skills in a classroom environment.

Courses Outcomes

1 2 3 4 5 6 7 8 9 10 11 12 13 14 Core Requirements LING 210 Introduction to Linguistics 1 3 1 1 1 1 2 LING 260 Phonology 2 3 2 1 2 1 1 1 1 1 1 LING 321 English Grammars 2 2 2 2 LING 331 Sociolinguistics 3 1 1 1 1 3 3 1 LING 423 Language Acquisition 2 2 3 1 2 1 1 1 2 2 2 1 TESOL 240 Introduction to TESOL 2 3 3 3 2 1 2 1 3 3 3 TESOL 302 Tech. in Lang. Teaching 3 3 1

TESOL 377 TESOL Methods and Materials 3 1 2 3 1 1 1 2

TESOL 375 Program Observations 2 3 3 1 3

TESOL 400 Second Language Testing/Research 3 3 3

TESOL 425 Teaching Vocabulary 1 1 2 1 3 3 2 3 1 3 2 2 1 1 TESOL 426 Teaching Grammar 3 1 1 2 1 3 1 1 1 1 3 TESOL 427 Teaching Listening and Speaking 2 2 2 1 2 2 2 3 3 2 2 2 2 TESOL 428 Teaching Reading 1 3 3 3 1 3 3 3 2 2 1 TESOL 429 Teaching Writing 1 2 3 1 2 1 1 TESOL 480 TESOL Practicum 3 3 2 2 3 2 3 3 3 3 TESOL 490 Senior TESOL Seminar 1 3 2 3 3 3 3

1 –slightly; 2 – moderately; 3 - significantly

Curriculum Map Example

Advantages? • Benefits a variety of stakeholders

• Encourages purposeful curriculum design & sequencing

• Considers student learning

• Addresses student completion

• Identifies gaps in curriculum & assessment practices

• Assists with follow-up on assessment findings

• Provides a consistent format for all programs

• Integrates general education, program, institutional SLOs

• Increases accountability for GE; overall learning

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Matching

Curriculum Maps – Value & Purpose Curriculum maps provide departments with a strategic approach to designing the learning process and identifying gaps related to learning outcomes. These gaps are apparent in the design phase as departments identify in which courses outcomes are introduced, emphasized, and assessed, if they are not receiving sufficient attention , or are missing entirely. Additionally, once an assessment cycle is completed, departments can refer back to their maps to see where an outcome is taught and to what level, and make needed adjustments. Curriculum maps also improve accountability at the department level when they include not only program learning outcomes but general education or institutional outcomes and the means of achieving these outcomes. In this way, departments recognize that they are responsible for a student’s overall academic experience and for building on foundational knowledge and skills that may be introduced in general education coursework.

Implementation Challenges • What are they?

• Common objections to change/implementation

• Too much work • Chairs/faculty already overworked • Busy work • Results not used for decision-making • Lack of communication about rationale

• Strategies for common goals & shared vision?

• Marketing/communication • Assessment grants – PLOs linked to ELOs; maps completed • Success videos • Visible leadership support – address to faculty • Training – faculty center, curriculum, assessment office

Progress