Stacy Gehrig MS RD LDN Professor; Interim Associate Dean of Agriculture & Industrial Technologies

Transcription

1 Stacy Gehrig MS RD LDN Professor; Interim Associate Dean of Agriculture & Industrial Technologies Michael Sloan Dean of Agriculture & Industrial Technologies

2 Curriculum alignment of programs of study is achieved through a collaborative process in which stakeholders evaluate a specific program of study to ensure that the changing needs of students and the workforce are addressed. Secondary and postsecondary faculty, academic advisors, program coordinators, employers, and industry representatives collaborate to review the curriculum and confirm that the sequence of courses in the program of study includes the academic, technical and employability skills necessary for college and career readiness and success. Mordica, Carson, & Preece. Curriculum Alignment and Mapping (OCCRL)

3 Secondary and Postsecondary Components Vertical and Horizontal Career Academies Model Paired Course Model Dual and Articulated Courses Standards Common Core State Standards State Standards Industry and Occupational Standards Mordica, Carson, & Preece. Curriculum Alignment and Mapping (OCCRL)

4 Employer Needs/Labor Market Demand Skill sets Workforce demand Disciplines Within and across subject areas College and Career Readiness Student and faculty expectations Mordica, Carson, & Preece. Curriculum Alignment and Mapping (OCCRL)

5 A curriculum map is a two-dimensional data recording tool used to facilitate the examination of programs of study. The components of curricula are displayed in the matrix so that disconnects between courses, standards, and the skills sought by employers are visually apparent. Once disconnects are identified, modifications to the curriculum can be made. Mordica, Carson, & Preece. Curriculum Alignment and Mapping (OCCRL)

6 1. Identify points in the curriculum to introduce or reinforce knowledge, skills or core standards. 2. Identify resources necessary to integrate the knowledge, skills or core standards into the sequence of instruction. 3. Determine effective strategies to assess student acquisition of the knowledge, skills or core standards. 4. Review regularly for continuous improvement.

7 A general statement about the expected learning outcome of students completing a program. Course Level Goals (Student Learning Objectives) are a more specific statement of expected learning outcomes that are measurable. Each program should have well-defined goals and course level goals (student learning objectives) that make an effective assessment program possible.

8 Program goals should be relatively broad descriptions of long-range outcomes related to student learning. Well-written program goals will function as a driving force for decision making within the program.

9 Programs usually have three to five goals for student learning, but the actual number depends upon the nature of the program.

10 A healthy assessment program should lead to changes; therefore, goals and course level goals (student learning objectives) should be continually reviewed and revised. On going process for program improvement

11 Review college mission and goals. Review applicable professional standards for the program. What are the expectations for graduates in this field?

12 What are the expectations of accrediting bodies (e.g., Nursing, Physical Therapist Assistant)? Collect input from faculty members teaching in the program.

13 What should students know by the end of their program? {knowledge} What should students be able to do by the end of their program? {skills} What characteristics exemplify an ideal graduate of the program? {attitudes/values/behaviors}

14 What do advisory committees think about the goals? What do students think about the goals? What do employers or transfer institutions think about the goals?

15 Good course level goals stated on a course syllabus would have the following characteristics: Straightforward Specific Measurable Realistic

16 Course level goals will help to direct the actual assessment that takes place within a program. If course level goals are important enough to state, it should be important enough to assess. Should be a guide for faculty teaching and student learning.

17 Should be a guide for program assessment activities. Course level goals on the syllabi should be reviewed on a regular basis. What should students be able to do AFTER they have successfully completed a course, not the tasks they are to do while in a course.

18 Represents the relationship of courses to program goals and general education goals by charting courses, program outcomes, and linkages between and among curricular components.

19 1. List program goals. 2. List program core courses. 3. Analyze syllabus to determine alignment between courses and program goals. 4. Make a judgment regarding the level of content delivery. 5. Analyze course syllabus and indicate whether students have opportunities to: demonstrate what has been learned on each program goal receive feedback in a formal way.

20 A tool to show where students are introduced to college-level knowledge and skills, where student learning is reinforced, and finally where students demonstrate mastery of the knowledge and skills they have learned.

21 When new skills and knowledge are introduced, students learn and define relevant terminology and vocabulary by describing, classifying, listing, memorizing, recalling, and repeating. make first attempts at accomplishing tasks requiring a newly learned skill.

22 When new skills and knowledge are reinforced, students re-address terminology and vocabulary in new and varied contexts. expand and reconfigure prior knowledge or use the skill in new situations.

23 When new skills and knowledge are reinforced/demonstrated, students declare knowledge or perform skills appropriately with prompting and clear direction. initiate use of the knowledge or skill in an appropriate way. analyze new knowledge and skill for the purpose of further expanding or reconfiguring prior knowledge.

24 When new skills and knowledge are demonstrated, students exhibit mastery of the skill or knowledge without prompting or direction by synthesizing. exhibit behaviors which indicate that the knowledge or skill has been fully integrated, becoming a habit of mind. adapt, modify and change prior knowledge based on new understanding (synthesis). initiates behaviors which demonstrate mastery of the knowledge or skill sometimes in creative problem solving.

25 Program goals and curriculum mapping should be a continuous process to improve upon the program.

26 Questions?