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Preparing a Graduate Program
Assessment Plan
Workshop II: Building a Curriculum
Map
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Agenda
• Reviewing the Program Assessment Cycle
–
Big picture –
Assessment Plan
•
Reviewing Program Goals and Outcomes
–
Starting the Curriculum Map
• Summarizing program requirements
–
Continuing the Curriculum Map
•
Linking requirements to outcomes –
Finishing the Curriculum Map
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Today’s Take-Aways
• Template for curriculum map
• Developmental list of program requirements
•
First draft program curriculum map
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Big Picture
• Overarching goal: Learning at multiple levels
- Promotion of faculty study, reflection, and
conversation!that also includes students.
- Meaningful program improvement.
- Manageable integration into routine practices.
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Assessment Cycle
Plan for
assessment
Refineassessment
tools andprocedures
Collect data
Analyze data
Reflect onresults and
proposechanges
Make thechanges
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Building an Assessment Plan
Research and reflect:Establish goals and
outcomes
Ratify with faculty
input
List programrequirements in
developmentalsequence
Link outcomes to
requirements, codingfor Introduce,Reinforce, Emphasize
Ratify Curriculum Mapwith faculty input
Look for opportunistic
assessment methodsfor each outcome
Prioritize assessmentactivities in a timeline
Submit AssessmentPlan for review
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Getting There from Here
Today’s Workshop:
Workshop II: Curriculum Mapping
Next Workshop:
Workshop III: Evidence and Timeline
***Ongoing individual consultation provided***
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Goals and Outcomes
•
The first step in a Curriculum Map
• Who has some goals & outcomes to
share?
•
Share yours:
1. Form a pair with a neighbor
2.
Compare
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Starting the Curriculum Map
• Review the template we have prepared
– Your outcomes have been inserted
•
Revise or add as necessary
•
On to the next step!
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Building an Assessment Plan
Research and reflect:Establish goals and
outcomes
Ratify with faculty
input
List programrequirements in
developmentalsequence
Link outcomes to
requirements, codingfor Introduce,Reinforce, Emphasize
Ratify Curriculum Mapwith faculty input
Look for opportunistic
assessment methodsfor each outcome
Prioritize assessmentactivities in a timeline
Submit AssessmentPlan for review
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Listing Program Requirements
• Graduate programs are special
• Some typical program requirements: –
Core courses, seminars
–
Practica or labs
–
Comprehensive examination –
Portfolio
–
Thesis proposal & defense
• Developmental progression?
•
Where are you now?
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Listing Program Requirements: CFT
Example
•
Core Theory•
HDF563
•
HDF570
•
HDF578
•
HDF564
•
HDF501
• Specialty Theory•
HDF505
•
HDF536
•
HDF559
•
HDF566
•
HDF569
•
Clinical PracticumSequence•
HDF565 (a-e)
• Internship
•
HDF583•
HDF584
• Research (HDF581)
• Comp. Exams
•
Self-Assessment
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Listing Program Requirements: WRT
Example
• Courses
•
WRT512
•
WRT524
•
WRT645
•
WRT647
•
WRT999
• Experiences•
Brownbags
•
Teaching
•
Committees and
administration
• Comprehensive
Exams•
Written sit-down comp.
exams
•
Submittable article comp.
exams•
Oral defense of comp.
exams
•
Dissertation
•
Proposal•
Written Dissertation
•
Oral defense
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Listing Program Requirements: CFT
Example
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/+3.&/+4+"') "(' $))(,&$'+% 5&'1 $ ,(./)+ ".46+/0 ).,1 $) '1+)&)7%&))+/'$'&("
*/(*()$2)0 '1+)&)7%&))+/'$'&(" %+-+")+)0 $"% ,(4*/+1+")&8+ +9$4&"$'&("):
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A B C D G H
A B C D G I
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A B C D H K
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A B C D F E
A B C D D L
A B C D E E
A B C D E L
$
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Listing Program Requirements: WRT
Example
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$))(,&$'+% 5&'1 $ ,(./)+ #.46+/0 ).,1 $) '1+)&)7%&))+/'$'&(# */(*()$2)0 '1+)&)7%&))+/'$'&(#
%+-+#)+)0 ,(4*/+1+#)&8+ +9$4):
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E F G > ? A
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/ ' $ ' & ( #
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( - N & ) ) + / ' $ ' & ( #
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Listing Requirements on the Map
• List on paper first
–
Think about the order
– Use condensed versions
•
Put on your map, developmentally sequencing
from left to right
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Putting the Map Together
• Linking the requirements to the Outcomes
•
Let’s look at the models again
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Listing Program Requirements: CFT
Example
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*/(*()$2)0 '1+)&)7%&))+/'$'&(" %+-+")+)0 $"% ,(4*/+1+")&8+ +9$4&"$'&("):
;(/+ <1+(/= >*+,&$2'= <1+(/= ;2&"&,$2 ?/$,'&,.4
>+3.+",+
!"'+/"@
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A B C D G H
A B C D G I
A B C D E J
A B C D H K
A B C D H D
A B C D F E
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A B C D E E
A B C D E L
$
A B C D E D
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A B C D I J
A B C D I K
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,2&"&,$2 */$,'&,+
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4$U+ $**/(*/&$'+ '1+/$*+.'&, $%X.)'4+"')
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Li ti P R i t WRT
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Listing Program Requirements: WRT
Example
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%+-+#)+)0 ,(4*/+1+#)&8+ +9$4):
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Filling in the Cells
•
For each of your outcomes, there should be
some requirements that address it
•
First, just shade cells where outcomes
intersect with requirements
•
Let’s look at a model
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Filling in the Cells: CFT Example
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A B C D H D
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A B C D E E
A B C D E L
$
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Filling in the Cells: WRT Example
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E F G > ? A
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M / $ 2 % + - + # ) + ( - N & ) ) + / '
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G($2 O@ BA@ G/$%.$'+) $/+ $62+ '( +#I$I+ 5&'1 $ /$#I+ (- /+)+$/,1
4+'1(%) $#% 4(%$2&'&+) ,(44(# '( <1+'(/&, T
J(4*()&'&(#0 &#,2.%&#I +4*&/&,$20 '+9'.$20 $#% '1+(/P
5(/S:
BAB G/$%.$'+) ,$# %+4(#)'/$'+ $# $%8$#,+% */(-&,&+#,P5&'10 $#% .#%+/)'$#%&#I (-0 $' 2+$)' (#+ 4$Q(/ /+)+$/,1
4+'1(% ,(44(# '( '1+ -&+2%:
BAC G/$%.$'+) $/+ $62+ '( ,(#)'/.,' $# &#%&8&%.$2 /+)+$/,1
*/(Q+,' $#% 6+I&# %+8+2(*&#I $ /+)+$/,1 $I+#%$ 51&,1
$%%/+))+) $#% &#,(/*(/$'+) &4*(/'$#' $#% '&4+2P
3.+)'&(#) /+2+8$#' '( '1+ -&+2%:
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Defining I-R-E
•
Outcome Introduced –
Course introduces the concept for a program outcome
•
Outcome Reinforced
–
Course reinforces or contributes to opportunities for achieving aprogram outcome
•
Outcome Emphasized –
Course emphasizes a program outcome and promotes a level ofmastery
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Indicating I-R-E on a Curriculum Map:
CFT Example
"#$%&'# (&)*'+', -$#./0&1 23/04&#&'.+&156
3/$*1& 7$08&*19:*/,*)0 ;&<$+*&0&'#16
"# $%%&'&(# '( )*+,&-&, ,(./)+)0 '1&) ,$# &#,2.%+ &#'+/#)1&*)0 *(/'-(2&()0 $#% ('1+//+3.&/+4+#') #(' $))(,&$'+% 5&'1 $ ,(./)+ #.46+/0 ).,1 $) '1+)&)7%&))+/'$'&(#
*/(*()$2)0 '1+)&)7%&))+/'$'&(# %+-+#)+)0 $#% ,(4*/+1+#)&8+ +9$4&#$'&(#):
;(/+ <1+(/= >*+,&$2'= <1+(/= ;2&#&,$2 ?/$,'&,.4
>+3.+#,+
"#'+/#@
>1&*
A B C D E F
A B C D G H
A B C D G I
A B C D E J
A B C D H K
A B C D H D
A B C D F E
A B C D D L
A B C D E E
A B C D E L
$ A
B C D E D
6 , % + A B C D I F
A B C D I J
A B C D I K
; & 1 & ) * . =
; ( 4
* :
M 9 $ 4 )
> + 2 - N ) ) + ) ) 4 ' :
O($2 PK
QR#(52+%S+T
>?> @=&/*A6 M8$2.$'+ ;C< '1+(/&+) " " " " U U U M M
>?B ;&1&)*.=6 N**2= ,.//+#' /+)+$/,1 /+2$'+% '(
,2&#&,$2 */$,'&,+" " " U U U " " U U U U U U M M
>?C Q<1+(/=T N/'&,.2$'+ '1+&/ (5# 5(/V&#S '1+(/= (-
,2&#&,$2 */$,'&,+" U U " U U U M M
O($2 PW
Q;2&#&,$2
>V&22)T
B?> D%&'#+E+&19&F4G/*&1 +'#&*H&'#+/'16 X(#&'(/
,2&#&,$2 (.',(4+) .)&#S +4*&/&,$22= %+/&8+% %$'$ '(
4$V+ $**/(*/&$'+ '1+/$*+.'&, $%Y.)'4+#')
" " U U U U M U
B?B D'#&,*)#&19&H)G$)#&1 +'#&*H&'#+/'16 "4*2+4+#'
$ *+/)(#$2 */(S/$4 '( %+8+2(* $#% 4$&#'$&#
*/(-+))&(#$2 ,(4*+'+#,+ $#% +--+,'&8+ */$,'&,+
U " " U U U U M U
I)4 J&A
" Z [.',(4+ "#'/(%.,+%
U Z [.',(4+ U+&#-(/,+%
M Z [.',(4+ M4*1$)&\+%
Indicating I R E on a Curriculum Map:
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Indicating I-R-E on a Curriculum Map:WRT Example
"#$%&'# (&)*'+', -$#./0&1 23/04&#&'.+&15 67 8/)9:
3/$*1& ;$06&*1<=*/,*)0 >&?$+*&0&'#1:
"# $%%&'&(# '( )*+,&-&, ,(./)+)0 '1&) ,$# &#,2.%+ &#'+/#)1&*)0 *(/'-(2&()0 $#% ('1+/ /+3.&/+4+#') #('
$))(,&$'+% 5&'1 $ ,(./)+ #.46+/0 ).,1 $) '1+)&)7%&))+/'$'&(# */(*()$2)0 '1+)&)7%&))+/'$'&(#
%+-+#)+)0 ,(4*/+1+#)&8+ +9$4):
; < = > ? @
; < = > @ A
; < = B A >
; < = B A C
; < = D D D
E F G > ? A
H / ( 5 # 6 $ I )
= + $ , 1 & # I
J ( 4 4 & ' ' + + ) $ # %
$ % 4 & # & ) ' / $ ' & ( #
; / & ' ' + # ) & ' K % ( 5 # , ( 4 * )
L . 6 4 & ' ' $ 6 2 + $ / ' & , 2 + , ( 4 * )
M / $ 2 % + - + # ) + ( - , ( 4 * )
N & ) ) + / ' $ ' & ( # * / ( * ( ) $ 2
; / & ' ' + # % & ) ) + / ' $ ' & ( #
M / $ 2 % + - + # ) + ( -
G($2 O? @A@ G/$%.$'+) ,$# %+4(#)'/$'+ $#% $/'&,.2$'+ -$4&2&$/&'P
5&'1 /1+'(/&,$2 '1+(/&+) $#% 1&)'(/&+) -/(4 '1+ ,2$))&,$2
*+/&(% '( '1+ */+)+#':
" " < E
@AB G/$%.$'+) ,$# %+4(#)'/$'+ $#% $/'&,.2$'+ -$4&2&$/&'P
5&'1 '1+ 1&)'(/&+) $#% 4$Q(/ '1+(/&+) (- ,(4*()&'&(#
)'.%&+) -/(4 '1+ @R'1
,+#'./P '( '1+ */+)+#':
" < E
@AC G/$%.$'+) $/+ $62+ '( ).)'$&# $ ),1(2$/2P %&),.))&(# &#
$' 2+$)' (#+ )+,(#%$/P $/+$ 6+P(#% '1+ */&4$/P $/+$ (-
'1+ %&))+/'$'&(#:
" <
@AD G/$%.$'+) ,$# %+-&#+ S+P '+/4) &# '1+ -&+2% .)&#I
+9&)'&#I ),1(2$/)1&*:" < < < E E
G($2 O@ BA@ G/$%.$'+) $/+ $62+ '( +#I$I+ 5&'1 $ /$#I+ (- /+)+$/,1
4+'1(%) $#% 4(%$2&'&+) ,(44(# '( <1+'(/&, T
J(4*()&'&(#0 &#,2.%&#I +4*&/&,$20 '+9'.$20 $#% '1+(/P
5(/S:
" " " < E
BAB G/$%.$'+) ,$# %+4(#)'/$'+ $# $%8$#,+% */(-&,&+#,P5&'10 $#% .#%+/)'$#%&#I (-0 $' 2+$)' (#+ 4$Q(/ /+)+$/,1
4+'1(% ,(44(# '( '1+ -&+2%:
" < < < E E
BAC G/$%.$'+) $/+ $62+ '( ,(#)'/.,' $# &#%&8&%.$2 /+)+$/,1
*/(Q+,' $#% 6+I&# %+8+2(*&#I $ /+)+$/,1 $I+#%$ 51&,1
$%%/+))+) $#% &#,(/*(/$'+) &4*(/'$#' $#% '&4+2P
3.+)'&(#) /+2+8$#' '( '1+ -&+2%:
" < < < E E
E)4 F&7
" U M.',(4+ "#'/(%.,+%
< U M.',(4+ <+&#-(/,+%
E U M.',(4+ E4*1$)&V+%
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Indicating I-R-E on a Curriculum Map
• Now you give it a try
•
Report out – Easy? Challenging? Barriers?
•
Other ideas? Thoughts?
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Building an Assessment Plan
Research and reflect:Establish goals and
outcomes
Ratify with faculty
input
List programrequirements in
developmentalsequence
Link outcomes torequirements, coding
for Introduce,Reinforce,
Emphasize
Ratify Curriculum Mapwith faculty input
Look for opportunistic
assessment methodsfor each outcome
Prioritize assessmentactivities in a timeline
Submit AssessmentPlan for review
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Conclusions
•
Additional resources available on assessmentwebsite
– http://www.uri.edu/assessment/curriculum_map.html
•
Workshop III: Evidence and Timeline
• Please be thinking about:
–
Types of evidence already in your graduate program – Places to look for levels of achievement of outcomes
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Thank You!