Finding Your Way to More Intentional and
Coherent Learning Outcomes
Nathan Lindsay
April 23, 2014
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Somewhere overseas
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1.
Curriculum Mapping – A Definition
A method to align instruction with a degree’s
learning outcomes. Also can be used to explore the
breadth and depth of content in a curriculum.
Intent of Curriculum Maps or Matrixes
Documents what is taught and when
 Reveals gaps in the curriculum
 Helps refine an assessment plan

Benefits of Curriculum Maps
Encourages reflective practice
Improves communication among faculty
Enhances program coherence
Encourages a proactive approach to improving
learning outcomes
 Supports the “major maps” that students
receive for their degree







Business School values critical thinking
and public speaking (as do the
employers!)
No where in the curriculum were these
outcomes specifically taught
These gaps are being addressed by the
Business School’s Assessment
Committee
A curriculum map/matrix is a table with the
following characteristics:
 A single column for each learning outcome
 A single row for each course or required
event/experience
(It is also reasonable to switch column and row
definitions if preferred by a department.)
EXCERPT FROM A HYPOTHETICAL BIOLOGY
PROGRAM CURRICULUM MATRIX
Key: "I"=Introduced; "D"=developed/reinforced and opportunity to practice;
"M"=mastery that is demonstrated (often at the senior or exit level);
"A"=assessment evidence collected
Intended Student Learning Outcomes
Courses
Diagram and explain
major cellular
processes
Apply the scientific
method
Develop laboratory
techniques
BIOL 101
I
I
BIOL 202
D
D
I
BIOL 303
D
M, A
D
BIOL 404
M, A
Other: Exit interview
Awareness of careers
and job
opportunities in
biological sciences
I
M, A
D
A
GEOC Model Proposed Courses
Communication Skills
X
X
Technology & Information
Literacy
Interdisciplinary & Innovative
Thinking
Human Values & Ethical
Reasoning
Culture & Diversity
X
X
Civic & Community
Engagement
Scientific Reasoning &
Quantitative Analysis
Arts & Humanities
Discours
e III (3)
Anchor
III (3)
Prerequisite:
Discourse II;
Upper-level course
required by all
transfer students
Platform
IV-Elective
(3)
Prerequisite:
Discourse I or II
Level determined by learning
outcomes of the course.
Platform III
(3)
Prerequisite:
Discourse I
Platform II
(3)
Level III
Courses
Platform I
(3)
Platform Courses
Discourse II
(3)
Level II
Courses
Anchor II
(3)
Discourse I
(3)
UMKC General Education
Student Learning Outcomes
Anchor I (3)
Level I Courses
Co-Requisites
X
X
(X)
X
(X)
X
X
(X)
X
X
(X)
(X)
11
Program Level
Student Learning
Outcomes
1
1xx 1xx 2xx 2xx 2xx 3xx 3xx 3xx 4xx Capstone
K
2
3
A
K
A
A
A
A
K
K
S
S
K
K
4
5
S
K
6
K
K
A
7
S
A
A
A
S
S
K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis
/Evaluation
COMPREHENSION
ANALYSIS
APPLICATION
KNOWLEDGE
Cite
Count
Define
Draw
Identify
List
Name
Point
Quote
Read
Recite
Record
Repeat
Select
State
Tabulate
Tell
Trace
Underline
Associate
Classify
Compare
Compute
Contrast
Differentiate
Discuss
Distinguish
Estimate
Explain
Express
Extrapolate
Interpolate
Locate
Predict
Report
Restate
Review
Tell
Translate
Apply
Calculate
Classify
Demonstrate
Determine
Dramatize
Employ
Examine
Illustrate
Interpret
Locate
Operate
Order
Practice
Report
Restructure
Schedule
Sketch
Solve
Translate
Use
Write
Analyze
Appraise
Calculate
Categorize
Classify
Compare
Debate
Diagram
Differentiate
Distinguish
Examine
Experiment
Inspect
Inventory
Question
Separate
Su rize
Test
SYNTHESIS
Arrange
Assemble
Collect
Compose
Construct
Create
Design
Formulate
Integrate
Manage
Organize
Plan
Prepare
Prescribe
Produce
Propose
Specify
Synthesize
Write
EVALUATION
Appraise
Assess
Choose
Compare
Criticize
Determine
Estimate
Evaluate
Grade
Judge
Measure
Rank
Rate
Recommend
Revise
Score
Select
Standardize
Test
Validate
Lower level course
outcomes
COMPREHENSION
ANALYSIS
APPLICATION
KNOWLEDGE
Cite
Count
Define
Draw
Identify
List
Name
Point
Quote
Read
Recite
Record
Repeat
Select
State
Tabulate
Tell
Trace
Underline
Associate
Classify
Compare
Compute
Contrast
Differentiate
Discuss
Distinguish
Estimate
Explain
Express
Extrapolate
Interpolate
Locate
Predict
Report
Restate
Review
Tell
Translate
Apply
Calculate
Classify
Demonstrate
Determine
Dramatize
Employ
Examine
Illustrate
Interpret
Locate
Operate
Order
Practice
Report
Restructure
Schedule
Sketch
Solve
Translate
Use
Write
Advanced
Course / Program
outcomes
Analyze
Appraise
Calculate
Categorize
Classify
Compare
Debate
Diagram
Differentiate
Distinguish
Examine
Experiment
Inspect
Inventory
Question
Separate
Summarize
Test
SYNTHESIS
Arrange
Assemble
Collect
Compose
Construct
Create
Design
Formulate
Integrate
Manage
Organize
Plan
Prepare
Prescribe
Produce
Propose
Specify
Synthesize
Write
EVALUATION
Appraise
Assess
Choose
Compare
Criticize
Determine
Estimate
Evaluate
Grade
Judge
Measure
Rank
Rate
Recommend
Revise
Score
Select
Standardize
Test
Validate
Begin collecting the primary ingredients
A.
B.
C.
Program’s intended learning outcomes
Recommended and required courses (including Gen Ed
courses, if desired)
Any other required events /experiences (e.g., internships,
department symposiums, advising sessions, and perhaps
even national licensure exams)




We recommend using the Curriculum Mapping
Template (an Excel spreadsheet that will be distributed
across campus)
However, please note that the format of the curriculum
map can vary by discipline/field
Departments that already have a curriculum map for
their learning outcomes do not need to develop a new
curriculum map (unless their curriculum or learning
outcomes listed in the assessment reports have
changed).
Curriculum maps can focus on accreditation standards,
and can also incorporate aspects of Bloom’s Taxonomy.
1.
2.
3.
4.
5.
Create the Map (In Table Form as prescribed above)
Enter an “I” to indicate students are introduced to
the outcome
Enter an “D” to indicate the outcome is
developed/reinforced and students have been
afforded opportunities to practice
Enter an “M” to indicate that students have had
sufficient practice and can now demonstrate
mastery
Enter an “A” to indicate where evidence might be
collected and evaluated for program-level
assessment
What other documents or resources would you
use to start your department’s curriculum
map?
From your department, which faculty would be
involved in developing the curriculum map (a
sub-group? the entire department?)
Practice, Practice, Practice
Build in multiple learning trials that will offer:
a. Introduction
b. Development/Reinforcement
c. Mastery




Involve as many faculty as possible in the
development and analysis of the curriculum map
Identify learning opportunities within courses that
will produce your program’s outcomes
Connect the dots: communicate expectations
from course to course.
Allow each member of your faculty to teach
to their strengths




Eliminate outcomes that are not highly
valued, or add those that are missing
Focus on highly valued outcomes by including
them in multiple courses – for some there will be
room for overlap
Set priorities as a department/program
Communicate: Publish the curriculum map online
and distribute to students and faculty (in
conjunction with major maps and student
learning outcomes)
Which of your learning outcomes do you wish
your students acquired more effectively in
your curriculum?
What are some best practices from above that
your department could adopt in develop a
strong curriculum map?
Other questions?
And yes, it is possible to hit the
jackpot in assessment!!! (Well, at
least once a year anyway.)
The Curriculum Mapping Outline was modified
from a template at the University of HawaiiManoa:
http://manoa.hawaii.edu/assessment/howto/
mapping.htm