{"id":28,"date":"2011-06-06T15:42:49","date_gmt":"2011-06-06T15:42:49","guid":{"rendered":"http:\/\/egad.engineering.queensu.ca\/?page_id=28"},"modified":"2013-03-25T14:09:09","modified_gmt":"2013-03-25T19:09:09","slug":"mapping-the-curriculum","status":"publish","type":"page","link":"https:\/\/egad.engineering.queensu.ca\/?page_id=28","title":{"rendered":"2. Mapping the Curriculum"},"content":{"rendered":"<h3>Module 2 -\u00c2\u00a0Mapping the Curriculum<\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><br \/>\nThis module provides an overview of processes for gaining insight into programming through mapping. Explanations and examples of attribute maps, assessment maps, ITU (<strong>I<\/strong>ntroduced, <strong>T<\/strong>aught, <strong>U<\/strong>tilized) surveys, and mapping of full curricula are included.<\/p>\n<p>In this module you will:<\/p>\n<ul style=\"padding-left: 30px;\">\n<li>Identify pertinent elements to include in a curriculum map of your program(s).<\/li>\n<li>Select a mapping method that will enable you to identify and highlight program strengths, gaps, overlaps and redundancies<\/li>\n<\/ul>\n<h4>What is Mapping?<\/h4>\n<p><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><br \/>\nCurriculum mapping is a way to document and share curricula across programs and examine the whole for gaps, overlaps and redundancies. It\u00e2\u20ac\u2122s a way of finding out where and how knowledge and skills are developed and enables programs to assess how well programming and processes are aligned to intended outcomes.<\/p>\n<p>Mapping is a process that enables each faculty member to record the content and skills taught and how those skills and knowledge are assessed and aligned to the achievement of identified graduate attributes. The data generated through mapping enables informed program improvement.<\/p>\n<p>Curriculum mapping can create an atmosphere of joint responsibility for student success. The process provides a forum for discussion and planning for improvement of the ways content, skills and standards are supported within a larger system.<\/p>\n<p>The process invites a shift in thinking about curriculum as static to one that recognizes curriculum as dynamic, adaptive and evolving.<\/p>\n<h5><span style=\"text-decoration: underline;\"><strong>View the Live Workshop on Program Mapping:<\/strong><\/span><\/h5>\n<div class=\"x-video player\" data-x-element-mejs><div class=\"x-video-inner\"><video class=\"x-mejs x-wp-video-shortcode advanced-controls\" id=\"video-28-1\" width=\"640\" height=\"360\" poster=\"http:\/\/.\/wp-content\/themes\/platformpro\/images\/program_mapping.jpg\" controls=\"controls\"><source type=\"video\/mp4\" src=\"http:\/\/.\/wp-content\/Videos\/EGAD_3.mp4?_=1\" \/><source type=\"\" src=\"http:\/\/video-js.zencoder.com\/oceans-clip.webmm?_=1\" \/><\/video><\/div><\/div>\n<p><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><\/p>\n<h4>Steps in a Collaborative Mapping Process:<\/h4>\n<ol>\n<li>Individual instructors complete course maps<\/li>\n<li>Colleagues review one another\u00e2\u20ac\u2122s maps\n<ol>\n<li>This is especially useful for those whose courses serve as co-or pre-requisites.<\/li>\n<\/ol>\n<\/li>\n<li>Maps from all courses within a program are reviewed and patterns, gaps, overlaps and redundancies are noted<\/li>\n<li>An action plan, based on an interpretation of the findings, is developed. This plan will\n<ol>\n<li>help to categorize the issues arising from the maps i.e. issues of course content, skill\/knowledge progression; instructional and assessment strengths\/misalignments; skill integration etc.<\/li>\n<li>outline a timetable for implementing change and establish a committee and roles to implement the plan<\/li>\n<\/ol>\n<\/li>\n<li>The plan is implemented. Strategies may include\n<ol>\n<li>Aligning the curriculum so that materials, instruction and assessment all support the intended learning<\/li>\n<li>Looking for opportunities for integration and clustering of content and skill development<\/li>\n<li>Adding resources, learning activities and assessment opportunities as require<\/li>\n<\/ol>\n<\/li>\n<li>The results are evaluated.<\/li>\n<\/ol>\n<p><!--nextpage--><\/p>\n<h4>Types of mapping:<\/h4>\n<p><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><br \/>\nThere are a variety of approaches to mapping, each with a different emphasis depending on what programs choose to highlight. Before mapping can begin, preliminary data needs to be gathered. An example of this is:<\/p>\n<p><strong>Introduce, Taught, Utilized (ITU) Surveys<\/strong><br \/>\n<img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><br \/>\nITU surveys are conducted to find out where CEAB graduate attributes are introduced, taught, and utilized (ITU) in courses. This process is well established, and there are multiple papers available on the subject using a web search engine of your choice, including:<\/p>\n<ul>\n<li><a href=\"http:\/\/www.cdio.org\/files\/document\/file\/W1A1Oosthuizenpdf.pdf\" target=\"_blank\">Benchmarking The Queen\u00e2\u20ac\u2122s University \u00c2\u00a0Mechanical And Materials Engineering Curriculum \u00c2\u00a0With The CDIO Syllabus<\/a><\/li>\n<\/ul>\n<p>The following are graphic results of one program&#8217;s ITU surveys for all 12 graduate attributes across all four years of the department&#8217;s undergraduate program (Click on title to expand; Click on image to enlarge):<\/p>\n<p style=\"padding-left: 30px;\"><strong>[expand title=&#8221;CEAB Graduate Attributes Introduced&#8221;][singlepic id=48 w=600 h=411 mode=watermark float=][\/expand]<\/strong><\/p>\n<p style=\"padding-left: 30px;\"><strong>[expand title=&#8221;CEAB Graduate Attributes Taught&#8221; ][singlepic id=49 w=600 h=411 mode=watermark float=][\/expand]<\/strong><\/p>\n<p style=\"padding-left: 30px;\"><strong>[expand title=&#8221;CEAB Graduate Attributes Utilized&#8221; ][singlepic id=50 w=600 h=411 mode=watermark float=][\/expand]<\/strong><\/p>\n<p>ITU survey results may help identify gaps in the ways graduate attribute development is supported. One gap evident in the presented data above is that attribute 3.1.10 (Ethics &amp; Equity) is not introduced, taught or utilized at all in the second year of this engineering program.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><\/p>\n<p><!--nextpage--><\/p>\n<h4>Attribute Maps<\/h4>\n<p><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><br \/>\n<em>There are a number of ways of creating visual representations of programming. Below, two distinct approaches are contrasted:<\/em><\/p>\n<p><strong>Mapping Attributes and Indicators to Courses:<\/strong><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><br \/>\nSome schools have approached the mapping process by first articulating  indicators for each graduate outcome then identifying the courses in the  program where those indicators are supported. This method is  particularly useful if you know what you intend your program to look  like and the learning you want it to support.<\/p>\n<table id=\"playlist\" cellspacing=\"0\" cellpadding=\"0\" width=\"600\">\n<tbody>\n<tr class=\"even\">\n<td width=\"149\" valign=\"top\"><strong>Graduate Attribute<\/strong><\/td>\n<td width=\"180\" valign=\"top\"><strong>Indicators<\/strong><\/td>\n<td width=\"113\" valign=\"top\"><strong>Developed in<\/strong><\/td>\n<td width=\"94\" valign=\"top\"><strong>Assessed in<\/strong><\/td>\n<td width=\"142\" valign=\"top\"><strong>Assessment Tool used<\/strong><\/td>\n<\/tr>\n<tr class=\"odd\">\n<td rowspan=\"2\" width=\"149\" valign=\"top\">Lifelong Learning<\/td>\n<td rowspan=\"2\" width=\"180\" align=\"left\" valign=\"top\">Critically evaluates procured information for authority, currency and objectivity<\/td>\n<td rowspan=\"2\" width=\"113\" align=\"left\" valign=\"top\">APSC-100<br \/>\nMECH-212<br \/>\nMECH-460<\/td>\n<td width=\"94\" valign=\"top\">MECH-460<\/td>\n<td width=\"142\" align=\"left\" valign=\"top\">Project proposal report<\/td>\n<\/tr>\n<tr class=\"odd\">\n<td width=\"94\" valign=\"top\">MECH-490<\/td>\n<td width=\"142\" align=\"left\" valign=\"top\">Oral exam<\/td>\n<\/tr>\n<tr class=\"even\">\n<td><\/td>\n<td width=\"180\" align=\"left\" valign=\"top\">Describes professional and academic societies in the discipline and how new knowledge enters the discipline<\/td>\n<td width=\"113\" align=\"left\" valign=\"top\">APSC-100<br \/>\nMECH-20<br \/>\nMECH-333<br \/>\nMECH-490<\/td>\n<td width=\"94\" valign=\"top\">MECH-490<\/td>\n<td width=\"142\" align=\"left\" valign=\"top\">Undergraduate thesis<\/td>\n<\/tr>\n<tr class=\"odd\">\n<td rowspan=\"2\"><\/td>\n<td rowspan=\"2\" width=\"180\" align=\"left\" valign=\"top\">Identifies resources and professional associations that address own ongoing professional development<\/td>\n<td rowspan=\"2\" width=\"113\" align=\"left\" valign=\"top\">MECH-20<br \/>\nMECH-490<br \/>\nCo-op<\/td>\n<td width=\"94\" valign=\"top\">MECH-490<\/td>\n<td width=\"142\" align=\"left\" valign=\"top\">Pre-graduation interview<\/td>\n<\/tr>\n<tr class=\"odd\">\n<td width=\"94\" valign=\"top\">Co-op<\/td>\n<td width=\"142\" align=\"left\" valign=\"top\">Post co-op report<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Mapping Courses to Attributes:<\/strong><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><br \/>\nThere is an alternative mapping method that is particularly useful in cases where indicators have yet to be articulated. Start with listing courses in the program down one side of the mapping grid and list the graduate attributes that are supported in each course. Including additional information such as instructional methods and assessment tools will give insight into the types of activities and components that instructors deem relevant to each attribute. Those components will serve as the foundation for articulating indicators for each attribute.<\/p>\n<table id=\"playlist\" border=\"0\" width=\"600\">\n<tbody>\n<tr class=\"even\">\n<td><strong>Course<\/strong><\/td>\n<td><strong>Grad Attributes Supported<\/strong><\/td>\n<td><strong>Instructional Methods<\/strong><\/td>\n<td><strong>Assessment tool(s)<\/strong><\/td>\n<\/tr>\n<tr class=\"odd\">\n<td>APSC-100 (Engineering practice)<\/td>\n<td align=\"left\">&#8211; Communication<br \/>\n&#8211; Individual &amp; Team Work<br \/>\n&#8211; Professionalism<br \/>\n&#8211; Lifelong Learning<br \/>\n-Problem analysis (open-ended)<br \/>\n&#8211; Investigation<br \/>\n&#8211; Ethics and equity<\/td>\n<td align=\"left\">Design project<br \/>\nExperimental project<br \/>\nModel eliciting activity<\/td>\n<td align=\"left\">Project reports<br \/>\nOral presentations<br \/>\nPeer evaluations<br \/>\nSupervisor evaluation<br \/>\nAll rubic-based<\/td>\n<\/tr>\n<tr class=\"even\">\n<td>APSC-171 (Calculus I)<\/td>\n<td align=\"left\">&#8211; Knowledge<br \/>\n&#8211; Problem analysis (closed-ended)<\/td>\n<td align=\"left\">Lecture independent work<\/td>\n<td align=\"left\">Targeted question on final exam<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h4>Course Progression Maps<\/h4>\n<p><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><br \/>\nThe purpose of course progression maps is to provide a visual representation of the relationship among courses in a program and to illustrate the curricular supports in place for students\u00e2\u20ac\u2122 skill and knowledge development. Mapping the progression of courses through a program invites opportunities to assess curriculum flow, coherence and balance of required and elective course.<br \/>\n[singlepic id=55 w=600 h=411 mode=watermark float=]\n<p><!--nextpage--><\/p>\n<h4>Assessment Mapping<\/h4>\n<p><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><br \/>\nAssessment mapping is a process that focuses attention on where students have the opportunity to demonstrate, through the assessment opportunities provided, the knowledge and skills they\u00e2\u20ac\u2122ve been developing. The process provides an opportunity to see the variety of ways that students are being asked to demonstrate the engineering graduate attributes and if the full breadth of indicators are being touched upon.<\/p>\n[singlepic id=51 w=500 h=342 mode=watermark float=]\n<h4>Curriculum Alignment Maps<\/h4>\n<p><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><br \/>\nAlignment maps are opportunities to plot instructional and assessment methods against the graduate attributes or indictors and course learning outcomes to ensure that each element of each course contributes to and supports the specified intentions for learning. This is the most comprehensive of the mapping processes and can be well-supported through a variety of commercially available programs such as CurriKit\u00e2\u201e\u00a2.<\/p>\n<p>For each course in a given program, identify:<\/p>\n<ul>\n<li> the grad attributes that are supported<\/li>\n<li> indicate whether attributes are:\n<ul style=\"padding-left: 30px;\">\n<li>taught and assessed<\/li>\n<li>taught but not assessed<\/li>\n<li> not taught and not assessed<\/li>\n<li> not taught but assessed\n<ul style=\"padding-left: 30px;\">\n<li>(this happens more often than one might think \u00e2\u20ac\u201c one prime example is communication. Communication is often an implicit expectation in a course and students\u00e2\u20ac\u2122 reports, presentations etc are assessed though no instruction in communication is included as part of the course curriculum)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>the instructional methods that are used<\/li>\n<li>the assessment tools used to assess each attribute<\/li>\n<li>the level of complexity expected (refer to Bloom\u00e2\u20ac\u2122s, ICE, and novice\/expert literature)<\/li>\n<li>total grades available\/week<\/li>\n<\/ul>\n<blockquote>[expand title=&#8221;<strong>Learning Activity<\/strong>:&#8221;]\n<p>Using what you\u00e2\u20ac\u2122ve learned about the various types of mapping possibilities, create a list of items you might choose to include to collect data on as you prepare to map your program(s) curriculum. \u00c2\u00a0Consider a rationale for including each piece of data in terms of its potential to inform curriculum improvement.<\/p>\n[\/expand]<\/blockquote>\n<p>Suggestions are offered on what to include as you <a href=\"\/wp-content\/documents\/CurriculumMapping.pdf\" target=\"_blank\">map <\/a>your program and is supplemented by a detailed <a href=\"\/wp-content\/documents\/Curriculum_Mapping_-_Engineering-2.pdf\" target=\"_blank\">PowerPoint presentation<\/a>, created by Peter Wolf at the University of Guelph.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><\/p>\n<p><strong>Something to consider <\/strong><em>Consider<strong> <\/strong>inviting student leaders from each program year to complete the ITU survey and contrast the results with those that were faculty-generated.<\/em><\/p>\n<p><!--nextpage--><\/p>\n<h4>Module 2 Summary<\/h4>\n<p><img loading=\"lazy\" decoding=\"async\" src=\".\/wp-content\/themes\/platformpro\/images\/line_separator.jpg\" alt=\"\" width=\"605\" height=\"2\" \/><br \/>\nMapping, whether of attributes, assessment or program progression, provides a big-picture overview of processes in your program and the courses in it. The next level of granularity in the program evaluation process involves collecting evidence of the effectiveness of the program you\u00e2\u20ac\u2122ve mapped. There is no greater evidence of a program\u00e2\u20ac\u2122s success than its students\u00e2\u20ac\u2122 success. The next module outlines ways to collect evidence on student learning to supplement the data gained through mapping.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Module 2 -\u00c2\u00a0Mapping the Curriculum This module provides an overview of processes for gaining insight into programming through mapping. Explanations and examples of attribute maps, assessment maps, ITU (Introduced, Taught, Utilized) surveys, and mapping of full curricula are included. In this module you will: Identify pertinent elements to include in a curriculum map of your program(s). Select a mapping method &#8230;<\/p>\n","protected":false},"author":19,"featured_media":0,"parent":857,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-28","page","type-page","status-publish","hentry","no-post-thumbnail"],"_links":{"self":[{"href":"https:\/\/egad.engineering.queensu.ca\/index.php?rest_route=\/wp\/v2\/pages\/28","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/egad.engineering.queensu.ca\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/egad.engineering.queensu.ca\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/egad.engineering.queensu.ca\/index.php?rest_route=\/wp\/v2\/users\/19"}],"replies":[{"embeddable":true,"href":"https:\/\/egad.engineering.queensu.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=28"}],"version-history":[{"count":139,"href":"https:\/\/egad.engineering.queensu.ca\/index.php?rest_route=\/wp\/v2\/pages\/28\/revisions"}],"predecessor-version":[{"id":226,"href":"https:\/\/egad.engineering.queensu.ca\/index.php?rest_route=\/wp\/v2\/pages\/28\/revisions\/226"}],"up":[{"embeddable":true,"href":"https:\/\/egad.engineering.queensu.ca\/index.php?rest_route=\/wp\/v2\/pages\/857"}],"wp:attachment":[{"href":"https:\/\/egad.engineering.queensu.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=28"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}