curriculum mapping and assignment design: applying the … · 2018-03-20 · curriculum mapping and...

CurriculumMappingandAssignmentDesign:ApplyingtheLearningSystemsParadigmDAVIDMARSHALL, PHD

NILOASENIORSCHOLAR&DIRECTOROFTHEUNIVERSITYHONORSPROGRAM,CALSTATESANBERNARDINO

StartingInstitution

TransferInstitution

Courses

Employment

Co-Curriculum

CURRENTSTUDENTEXPERIENCEOFHIGHEREDUCATION

Assignments

DisciplinaryPrograms

GeneralEducation

TheLearningSystemsParadigm

thiswebinarishostedby

Consensus-based

Throughfaculty-ledconversations,reflections,andexplorationswithemployers,alumni,andothers,asharedunderstandingandconsensusisreachedonlearningoutcomes.Thissharedunderstandingservesasthefoundationforrevisingoutcomesforenhancedclarityanddesigningeducationalexperiences.

Alignment

Usingtheagreeduponlearningoutcomes,facultyandstaffaligneducationalexperiencesthroughouttheinstitutionforintentionalintegration,coherence,andfosteringofmultiplepathways.Alignmentinvolvescurriculummapping,scaffolding,assignmentdesign,mappingofcareerpathways,andco-curricularengagement.

Learner-Centered

Theeducationalsystemreorganizeseducationalexperiencesaround allstudentsandtheirlearning.Takingastudentviewincludesconsiderationofissuesofequity,learning-focusedtransfer,alternativedeliverymodels,flexibilityinofferings,integrationofprior-learningassessment,ensuringstackablecredentials,andbuildingmultiplepathways.

Communication

Communicationandcollaborationwithstudentsandotheraudiencesthroughtransparentdiscussionsaroundtheoutcomesandeducationalsystemworkstomaketheimplicitexplicit.Communicationinvolvesexplorationandintegrationwithadvising,alternativetranscripts,admissions,andemployers.

ApplyingtheSystemtoMapping

MappingforAlignment

FourLensesofAlignment

1.Scaffolding

2.Reinforcing

3.Integrating

4.Embedding

RelatingOutcomes

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CCPplan

Bepreparedtotransferacorecurriculum

to

anaccredited,fo

ur-yearcollegeor

universitywith

juniorclassstandingin

CulinaryArtsora

relatedmajor

CLASSESCULART010x4CULART101CULART160CULART161CULART201CULART225CULART235CULART240CULART250CULART275

AProcessofReflection

Whatisuniversity-levelstudyfor?

HowdoesGEcontributetothat?

Howdowegetstudentsthere?

Howdoesthemajorsupportthat?

Howdowedeterminehowwe’redoing??

AnExample:CSUSB

GENERALEDUCATION

1. LearningHowtoLearn/Metacognition

2. ThinkingCritically

3. CriticalLiteracies

4. GlobalPerspective

5. IntegrativeLearning

6. EthicalResponsibility

7. Collaboration

GettingThere S1

S2

S3

CampusConversationsaboutValues

SixFacultyInterestGroups

3StructureTeams

3AssessmentTeams

IndependentlyDevelopedModels

CampusConversationsaboutModels

Feedback-DrivenSynthesis

A1

A2

A3

AnExample:CSUSB

GENERALEDUCATION

1. LearningHowtoLearn/Metacognition

2. ThinkingCritically

3. CriticalLiteracies

4. GlobalPerspective

5. IntegrativeLearning

6. EthicalResponsibility

7. Collaboration

DEPARTMENTOFENGLISH:OLDOUTCOMES

1. Familiaritywithwritersandperiods

2. Understandingofaestheticforms

3. Understandingofmultipleapproaches

4. Knowledgeofliterarydiversity

5. Understandingofgenre

6. Understandingoflinguisticanalysis

AnExample:CSUSB

GENERALEDUCATION

1. LearningHowtoLearn/Metacognition

2. ThinkingCritically

3. CriticalLiteracies

4. GlobalPerspective

5. IntegrativeLearning

6. EthicalResponsibility

7. Collaboration

DEPARTMENTOFENGLISH:OLDOUTCOMES

1. Familiaritywithwritersandperiods

2. Understandingofaestheticforms

3. Understandingofmultipleapproaches

4. Knowledgeofliterarydiversity

5. Understandingofgenre

6. Understandingoflinguisticanalysis

ThresholdConcepts

Transformative:shapehowweseetheworldaroundus

Irreversible:onceweseethatway,itispartofourperceptivelens

Integrative:Revealstheconnectionsofcomplexphenomena

Bounded:Canbeparticulartoadisciplinaryapproachtoknowledgeconstruction

Troublesome:Canbecounterintuitivetowhatweassumetobetrue

Glyns Cousin(2006).“AnIntroductiontoThresholdConcepts.”Planet no.17(December2006).

AnExample:CSUSB

GENERALEDUCATION

1. LearningHowtoLearn/Metacognition

2. ThinkingCritically

3. CriticalLiteracies

4. GlobalPerspective

5. IntegrativeLearning

6. EthicalResponsibility

7. Collaboration

DEPARTMENTOFENGLISH:NEWOUTCOMES

1. Intertextuality

2. Writing

3. Diversity

4. Theory

5. SemanticMultiplicity

6. TextualHistoricity

7. SocialConstruction

8. Research

AnExample:CSUSB

GENERALEDUCATION

1. LearningHowtoLearn/Metacognition

2. ThinkingCritically

3. CriticalLiteracies

4. GlobalPerspective

5. IntegrativeLearning

6. EthicalResponsibility

7. Collaboration

DEPARTMENTOFENGLISH1. Intertextuality

2. Writing

3. Diversity

4. Theory

5. SemanticMultiplicity

6. TextualHistoricity

7. SocialConstruction

8. Research

AnExample:CSUSB

GENERALEDUCATION

1. LearningHowtoLearn/Metacognition

2. ThinkingCritically

3. CriticalLiteracies

4. GlobalPerspective

5. IntegrativeLearning

6. EthicalResponsibility

7. Collaboration

DEPARTMENTOFENGLISH1. Intertextuality

2. Writing

3. Diversity

4. Theory

5. SemanticMultiplicity

6. TextualHistoricity

7. SocialConstruction

8. Research

BacktoMapping

Culin

aryArtsAADe

gree

Demon

strateto

theinstructorduringthe

finalexamhow

touseaknifeand

thebasic

knife

cuts

Demon

stratehow

tocalculatefo

odcostsas

itappliestomen

usbypricingamen

uas

partofthe

finalinthiscourse

Demon

strateth

atth

eyund

erstandop

timal

quantity,priceandstandardsp

ecificatio

ns

oforderingbycom

pletingaclassp

roject

thatsh

owcasese

achcompo

nentof

purchasin

g

Demon

strateto

theinstructorbyrecalling

thetopfiveprob

lemsthatthe

restaurant

indu

stryencou

nterso

nafin

alexam

Recallon

awrittenexam

how

toderivethe

“Break-evenPo

int”ofare

staurant

Defin

eandrecallon

awrittenexam

the

purchasin

gfunctio

n

Recallthesevenareaso

fanHA

CCPplan

Bepreparedtotransferacorecurriculum

to

anaccredited,fo

ur-yearcollegeor

universitywith

juniorclassstandingin

CulinaryArtsora

relatedmajor

CLASSESCULART010x4CULART101CULART160CULART161CULART201CULART225CULART235CULART240CULART250CULART275

FourLensesofAlignment

1.Scaffolding

2.Reinforcing

3.Integrating

4.Embedding

ApplyingtheSystemtoAssignmentDesign

ConstructiveAlignment:Barr

ConstructiveAlignment:TheReality

ConstructiveAlignment:TheReality

ConstructiveAlignment:TheReality

ConstructiveAlignment:TheReality

TheNILOAInitiativeAnonlinelibraryofhigh-qualitypeer-endorsedassignmentslinkedtoDQPoutcomes.Designedbyfaculty,partoftheintellectualworktheyalreadydo,courseembedded.BuildingoncampuseffortsalreadyunderwayReflectingaconceptionofassessmentasintegraltoteachingandlearningvs “exoskeleton”(Ewell 2013).

What’sa“charrette”?"Charrette"(Fr.)meansasmallcart.Becausearchitecturestudentsoncedepositedtheirassignmentsinitasthecartwasrolledthroughthestudio,architectsnowusethewordtorefertoanintensecreativeeffortinalimitedtimeperiod.

Aussi ...

(a) Inthetraditionofthe“atelier,”architecturestudentsprogressthroughthecurriculuminthecompanyoftheirmentorsandpeers.Thisapproachoffersaninterestingmodelforanintegratededucation.

(b) Thetraditionrestsontheassumptionthatmuchofyourlearningwillcomefromoneanother.

25-30minutesegmentsperperson/assignment

ØPresentassignmentbriefly—whichoutcomes,whatcourse,whichstudents,howdoesitwork….

ØDiscussionwithgroup(focusonquestionsonfeedbackform)

ØSave5minutesforwrittenfeedback

ØBreath

ØStartagain…

ØDebriefatend

SmallGroupProcess

76%ofparticipantssaid“ithelpedmemoreclearlyseemyassignmentthroughmystudents’eyes.59%:I’mmoreawareofaligningmyassignmentswithdesiredinstitutionaloutcomes.38%:helpedtoleadorfacilitateaneventaboutassignmentdesignontheircampus

AdditionalResources

Alignmentwithincourses

Assignment

ScaffoldingLearning

EvaluativeCriteria

LearningOutcomes

FourLensesofAlignment

1.Scaffolding

2.Reinforcing

3.Integrating

4.Embedding

Assignment

ScaffoldingLearning

EvaluativeCriteria

LearningOutcomes

Assignment

ScaffoldingLearning

EvaluativeCriteria

LearningOutcomes

Assignment

ScaffoldingLearning

EvaluativeCriteria

LearningOutcomes

Howassignmentsconnect

Assignment

ScaffoldingLearning

EvaluativeCriteria

LearningOutcomes

Assignment

ScaffoldingLearning

EvaluativeCriteria

LearningOutcomes

Assignment

ScaffoldingLearning

EvaluativeCriteria

LearningOutcomes

Howclassescanconnect

ThisReallyIsADifferentSlide,See?

RubricsDoweshareourrubricsorcriteriawithstudentsandactivelyengagetheminthereviewprocess?Rubric Criteria StudentEvaluation FacultyFeedback

RubricContent Stipulate whygavescoredid

Facultystipulatewhygave scoredid

Stipulate whattheyneedtodotoadvance

Targetedfeedbacktoimprove

Developedmorefullyin...

Thankyou!niloa@education.illinois.edu

www.degreeprofile.orgwww.learningoutcomesassessment.org

Discussion