Curriculum mapping: a strategy for effective participation of faculty members in curriculum development

Rahimi, Ali; Borujeni, Sayed Ahmad Madani; Esfahani, Ahmad Reza Nasr; Liaghatdar, Mohammad Javad

doi:10.1016/j.sbspro.2010.12.448

Cited by 7 publications

(10 citation statements)

References 3 publications

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“…Curriculum mapping and curriculum assessment are fairly common in the medical disciplines (Harden ; Plaza and others ; Willett ) and are now an integral part of evaluation of pharmacy programs (Britton and others ). More recently, curriculum mapping and overall curriculum assessment has been gaining interest and attention in other disciplines and in the university as a whole (Palomba and Banta ; Liu and others ; Oliver and others ; Rahimi and others ; Astin and Antonio ; Wang ). As universities are increasingly seeking quantitative data to monitor college and departmental performance, curriculum mapping and assessment will increasingly be required from each department to generate quantitative assessments of student learning as students progress through the curriculum, as well as to measure program success (for example, number of students enrolled, student retention and graduation rates, student learning gains).…”

Section: Introductionmentioning

confidence: 99%

Curriculum Mapping: A Method to Assess and Refine Undergraduate Degree Programs

Joyner

2016

J of Food Science Edu

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Over the past several decades, there has been increasing interest in program-and university-level assessment and aligning learning outcomes to program content. Curriculum mapping is a tool that creates a visual map of all courses in the curriculum and how they relate to curriculum learning outcomes. Assessment tools/activities are often included in the curriculum map. The School of Food Science, a joint program between the Washington State Univ. and the Univ. of Idaho, recently completed a curriculum mapping and assessment exercise. The goal of this exercise was to determine the alignment of the undergraduate curriculum with program learning outcomes and the degree of student mastery of these outcomes. Curriculum learning outcomes were revised from existing learning outcomes to better align with university learning outcomes and the IFT Core Competencies. All undergraduate courses were mapped to the IFT Core Competencies, and several competencies were assessed to determine student mastery. The mapping and assessment activities revealed potential gaps and redundancies in course content, as well as student ability to meet standards for competency. The results of the mapping and assessment exercises will be used to refine the content delivered to undergraduate students in the School of Food Science, with the overall goal of increasing the quality of the education provided to these students and helping them to be more prepared for a successful career in food science.

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Section: Introductionmentioning

confidence: 99%

Curriculum Mapping: A Method to Assess and Refine Undergraduate Degree Programs

Joyner

2016

J of Food Science Edu

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“…Faculty attitudes toward these assessment activities can vary widely, from enthusiastic participation to indifference to active resistance. Often, resistance occurs when faculty do not view the activities as being important or view assessment as a threat to their autonomy over course content (Britton and others ; Uchiyama and Radin ; Oliver and others ; Rahimi and others ; Swanson ). Faculty may also resist assessment activities if these activities are viewed as assessing faculty performance rather than the curriculum as a whole (Rahimi and others ).…”

Section: Introductionmentioning

confidence: 99%

“…Often, resistance occurs when faculty do not view the activities as being important or view assessment as a threat to their autonomy over course content (Britton and others ; Uchiyama and Radin ; Oliver and others ; Rahimi and others ; Swanson ). Faculty may also resist assessment activities if these activities are viewed as assessing faculty performance rather than the curriculum as a whole (Rahimi and others ). Both passive and active resistance can hinder assessment procedures, as participation (even if grudgingly given) is needed by all faculty members for effective curriculum assessment (Rahimi and others ; DeBoy and others ; Zelenitsky and others ).…”

Section: Introductionmentioning

confidence: 99%

“…Faculty may also resist assessment activities if these activities are viewed as assessing faculty performance rather than the curriculum as a whole (Rahimi and others ). Both passive and active resistance can hinder assessment procedures, as participation (even if grudgingly given) is needed by all faculty members for effective curriculum assessment (Rahimi and others ; DeBoy and others ; Zelenitsky and others ).…”

Section: Introductionmentioning

confidence: 99%

“…Faculty buy‐in to mapping and assessment processes can have the additional benefit of promoting faculty collegiality and collaboration (Uchiyama and Radin ; Rahimi and others ). The traditional culture of university faculty as autonomous and independent is shifting toward a culture that encourages intra‐ and interdepartmental collaboration (Uchiyama and Radin ).…”

Section: Introductionmentioning

confidence: 99%

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Curriculum Mapping: A Before‐and‐After Look at Faculty Perceptions of Their Courses and the Mapping Process

Joyner

2016

J of Food Science Edu

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Abstract:The increased interest in program-and university-level assessment over the past few decades has led to increased faculty involvement in developing program learning outcomes and performing program assessment activities. Depending on the level of support and encouragement faculty receive from administration and other entities, they may support or resist these activities. Faculty resistance may stem from fear of losing control of their course content, discouragement over previous failed assessment attempts, or confusion from inconsistent leadership. The School of Food Science, a joint program between the Washington State University and the University of Idaho, recently completed a curriculum mapping and assessment exercise that was conducted entirely by faculty. Faculty members teaching undergraduate courses were surveyed about their opinions of the mapping and assessment process both before and after the process was conducted. The goal of the surveys was to evaluate faculty opinion of these processes and how that opinion changed after completing the processes. Faculty members were generally supportive of the mapping and assessment processes, and willing to participate, and this opinion did not change after the processes were complete. The results of the mapping and assessment activities surprised most of the faculty, and they stated that they had ideas to address the issues found during the exercises. Overall, these results are encouraging in terms of faculty support of the mapping and assessment processes. Provided that administrative support of these processes continues and there is consistent leadership, faculty should continue to be supportive of program level assessment.

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Curriculum Development

Enstroem

2024

Reference Module in Social Sciences

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Curriculum mapping: a strategy for effective participation of faculty members in curriculum development

Cited by 7 publications

References 3 publications

Curriculum Mapping: A Method to Assess and Refine Undergraduate Degree Programs

Curriculum Mapping: A Method to Assess and Refine Undergraduate Degree Programs

Curriculum Mapping: A Before‐and‐After Look at Faculty Perceptions of Their Courses and the Mapping Process

Curriculum Development

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