Curriculum Inventory(without narration)

James K. Fowlkes

REMEMBER, the goal is integrating research and inquiry

into your curriculum in your discipline.

Undergraduate Research Definition

An inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline or practice.

- QEP Steering Committee

This definition supports expanding undergraduate research across all colleges and disciplines at FAU.

How does a Curriculum Inventory help planning?

1. The course pathway that students follow to complete a plan of study

2. The Distinction Through Discovery (DTD) Student Learning Outcomes (SLOs) that are addressed in each course in a plan of study

3. The cognitive level to which the identified outcomes are covered in each course

4. The identification of gaps and overlaps in the curriculum

5. The identification of course(s) that address any gaps and overlaps in the curriculum

Visit the FAU LibGuide on Curriculum Mapping

1. Knowledge – Students will demonstrate content knowledge, core principles and skills.2. Formulate Questions – Students will formulate research questions, scholarly of creative

problems with integration of fundamental principles and knowledge in a manner appropriate to their discipline.

3. Plan of Action – Students will develop and implement a plan of inquiry to address research and inquiry questions or scholarly problems.

4. Critical Thinking – Students will apply critical thinking skills to evaluate information, their own work and the work of others.

5. Ethical Conduct – Students will identify significant ethical issues in research and inquiry and/or address them in practice.

6. Communication – Students will convey all aspects of their research and inquiry (processes and products) in appropriate format, venues and delivery modes based on the conventions of their disciplines.

Distinction Through Discovery Student Learning Outcomes

Cognitive Levels

Outcomes can be covered in progressive cognitive levels. To indicate this progression, three cognitive levels have been defined:

1. Exposure – the cognitive skill needed to meet the outcome at the lower two levels of Bloom’s taxonomy—knowledge and comprehension

2. Skill building – the cognitive skill needed to meet the outcome at the middle two levels of Bloom’s taxonomy—application and analysis

3. Intensive – the cognitive skill needed to meet the outcome at the highest two levels of Bloom’s taxonomy—synthesis and evaluation

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Task-Oriented Question Construction Wheel Based on Bloom’s Taxonomy

Permission is granted for use of this material provided the following credit line appears on all copies:

Tasks Oriented Question Construction Wheel Based on Bloom’s Taxonomy, ©2004 St. Edward’s University Center for Teaching Excellence.

PUTTING TOGETHER

Whenever you see a “?” button, click for further information. ?

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As you develop your proposal, you will identify the cognitive level for each outcome for each course.

This chart illustrates the distribution of the cognitive levels. Starting at the center and working out, you have Bloom’s cognitive domain that defines our cognitive levels—Exposure (E) being knowledge and comprehension, Skill Building (S) being application and analysis, and Intensive (I) being synthesis and evaluation. Moving outward, the chart list the correlating action verbs, activities and assessments.

The chart will assist you when identifying the cognitive level in your courses for each outcome.

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Visit Bloom’s Polygon to download

DTD StudentLearning Outcome

Exposure(Knowledge & Comprehension)

Skill Building (Application & Analysis)

Intensive(Synthesis & Evaluation)

Knowledge • Summarize previous literature / prior work

• Demonstrate information (meta-) literacy

• Appraise appropriateness of theoretical framework(s)

• Assess social value• Create new knowledge

Formulate Questions • Identify questions• Give example(s) of research

questions

• Discover new questions• Breakdown question(s) into

manageable units

• Compose logical argument• Predict outcomes

Plan of Action • Define steps of inquiry • Employ appropriate methodologies

• Synthesize and evaluate plan(s) of inquiry

Critical Thinking • Recognize gaps• Describe differences, etc.

• Interpret information, results• Examine limits• Analyze feedback

• Justify conclusions• Prepare critical review• Evaluate feedback

Ethical Conduct • Explain academic integrity • Point out ethical issues• Outline potential ethical

concerns

• Design ethical research• Maintain ethical integrity

Communication • Communicate clearly• Reproduce proper format

• Apply appropriate mode(s) / venue(s) for communication

• Prepare / direct communication appropriately based on given audience(s)

Distinction Through Discovery Student Learning Outcomes & Cognitive Levels

• Employ appropriate methodologies

Visit Student Learning Outcomes & Cognitive Levels for download NEXT?

Within a course, students apply research methodologies to a project. What is the student learning outcome and cognitive level of this activity?

ANSWER

STUDENT LEARNING OUTCOME URI INDICATOR

PERFORMANCE CRITERIA

Developing Competent Exemplary

Knowledge

Vocabulary / basic skills

Theoretical frameworks or genres

Information literacy / sources

Formulate QuestionsRelevant issues / content

Rationale

Plan of Action

Methods of exploration

Design

Implementation

Observation / data collection

Technical skills

This slide and the next one combines to form a rubric that breaks down the outcomes into more descriptive indicators. It also shows the three performance criteria levels that you will use when you develop your assessment plan. As you consider if an outcome applies to your curriculum, you will find the indicators beneficial in your decision-making. Appendix L from the QEP document is the completed rubric that you can use as a guide. The link above will take you directly to the document.

View Achievement Rubric for download

STUDENT LEARNING OUTCOME URI INDICATOR

PERFORMANCE CRITERIA

Developing Competent Exemplary

Critical Thinking

Analysis

Interpretation

Source of error

Conclusions

Ethical Conduct

Academic integrity

Safety

Ethical treatment

Ethical issues

Communication

Clarity / organization

Quotation / attribution / Citation

Format / Level

This slide and the previous one combines to form a rubric that breaks down the outcomes into more descriptive indicators. It also shows the three performance criteria levels that you will use when you develop your assessment plan. As you consider if an outcome applies to your curriculum, you will find the indicators beneficial in your decision-making. Appendix L from the QEP document is the completed rubric that you can use as a guide. The link above will take you directly to the document.

View Achievement Rubric for download

NEXT

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Here is our first curriculum inventory example. Though this one does list the courses and the student learning outcomes, it does not indicate the cognitive level, so this curriculum inventory would not be sufficient for the Curriculum Grant Application.

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Adapted from University of West Florida Center for University Teaching, Learning, and Assessment http://uwf.edu/cutla/documents/Sample-Curriculum-Map-(Simple-Matrix).pdf

Gaps and Overlaps• In addition to the program courses, addressed DTD SLOs, and

obtained cognitive levels, a curriculum inventory can assist you in identifying gaps and overlaps in a curriculum.

• Gaps are when a cognitive level of a DTD SLO is missing in the curriculum.

• Overlaps are when a cognitive level of a DTD SLO is repeated.

DTD SLOIntro Course

Methods Course

Required Course 1

Required Course 2

Required Course 3

Required Course 4

Capstone Course

Knowledge Exposure Skill Building Exposure Skill

Building Intensive

Formulate Questions Exposure Exposure Skill

Building

Plan of Action Exposure Exposure Intensive

Critical Thinking Exposure Intensive

Ethical Conduct Exposure

Communi-cation Exposure Intensive

Adapted from University of West Florida Center for University Teaching, Learning, and Assessment http://uwf.edu/cutla/documents/Curriculum-Map-(Interpreting-Patterns-for-Coherence).pdf

OVERLAP – Knowledge has a “backtracking” overlap from Skill Building to Exposure.

DTD SLOIntro Course

Methods Course

Required Course 1

Required Course 2

Required Course 3

Required Course 4

Capstone Course

Knowledge Exposure Skill Building Exposure Skill

Building Intensive

Formulate Questions Exposure Exposure Skill

Building

Plan of Action Exposure Exposure Intensive

Critical Thinking Exposure Intensive

Ethical Conduct Exposure

Communi-cation Exposure Intensive

Adapted from University of West Florida Center for University Teaching, Learning, and Assessment http://uwf.edu/cutla/documents/Curriculum-Map-(Interpreting-Patterns-for-Coherence).pdf

OVERLAPS - Formulate Questions & Plan of Action have “duplicating” overlaps of Exposure.

DTD SLOIntro Course

Methods Course

Required Course 1

Required Course 2

Required Course 3

Required Course 4

Capstone Course

Knowledge Exposure Skill Building Exposure Skill

Building Intensive

Formulate Questions Exposure Exposure Skill

Building

Plan of Action Exposure Exposure Intensive

Critical Thinking Exposure Intensive

Ethical Conduct Exposure

Communi-cation Exposure Intensive

Adapted from University of West Florida Center for University Teaching, Learning, and Assessment http://uwf.edu/cutla/documents/Curriculum-Map-(Interpreting-Patterns-for-Coherence).pdf

GAPS – These three are “missing” gaps since neither outcome is covered at the Skill building cognitive level.

DTD SLOIntro Course

Methods Course

Required Course 1

Required Course 2

Required Course 3

Required Course 4

Capstone Course

Knowledge Exposure Skill Building Exposure Skill

Building Intensive

Formulate Questions Exposure Exposure Skill

Building

Plan of Action Exposure Exposure Intensive

Critical Thinking Exposure Intensive

Ethical Conduct Exposure

Communi-cation Exposure Intensive

Adapted from University of West Florida Center for University Teaching, Learning, and Assessment http://uwf.edu/cutla/documents/Curriculum-Map-(Interpreting-Patterns-for-Coherence).pdf

GAPS – These two are “incomplete” gaps since neither outcome reaches the Intensive cognitive level, and the one to the left does not reach Skill Building either.

Adapted from Lehman College http://www.lehman.edu/research/assessment/documents/Curriculum_Map_Example.pdf

DTD Student Learning Outcomes(E = exposure, S = skill building, & I = intensive)

E

E

E

E

E E

E

E

E

E

S

EE E

E

S

SSSSSS

S

S S

S

S

S

S

S

E

S

S

SBACKTRACK - outcomes at intensive, but then repeated at skill building

I

I I

I

I

I

II

I

I

IMISSING - outcomes never at intensive

This inventory, like the previous one has all the essential elements—the courses, the student learning outcomes, and the cognitive levels at which they are covered; are there any issues?

Either of these could be intentional. If so, there would be no issue; however, you need to confirm this. For example, the backtracking could be to cover an indicator within an outcome that had not yet reached intensive, and the lack of intensive coverage for the other two could be planned, since the developers did not consider them essential.

Principle Investigator: Jane Doe, PhD

Proposal Title: Research and Inquiry Enhanced Instructional Design

Program/Department: Curriculum, Culture, and Educational Inquiry

College: Education

This program currently exists: [ x ] Yes [ ] No Type of Program: [ x ] Conventional [ ] Honors

Course/course clusters (Course IDs)

CCI 2021 CCI 3022 CEI 3240 CEI 3450 CEI 4001CRI 4021CCI 4101

CEI 4351 CEI 4352 CCI 4501 CRI 4801 CRI 4802

1. Knowledge E E E E I I

2. Formulate Questions E S E E S S I I

3. Plan of Action E E E S S S I I I

4. Critical Thinking E E S S

5. Ethical Conduct

6: Communication E E E S S I I

CURRENT CURRICULUM

We will now work through an example. We will use this template for the exercise, but remember you are not bound to any specific format for your inventory, as long as it provides all the pertinent information—the progression of courses in the program, the outcomes addressed, their cognitive level of coverage, the gaps and overlaps, and the identification of courses in which you are proposing to change. First , we enter the general information at the top.

Principle Investigator: Jane Doe, PhD

Proposal Title: Research and Inquiry Enhanced Instructional Design

Program/Department: Curriculum, Culture, and Educational Inquiry

College: Education

This program currently exists: [ x ] Yes [ ] No Type of Program: [ x ] Conventional [ ] Honors

Course/course clusters (Course IDs)

CCI 2021 CCI 3022 CEI 3240 CEI 3450 CEI 4001CRI 4021CCI 4101

CEI 4351 CEI 4352 CCI 4501 CRI 4801 CRI 4802

1. Knowledge E E E E I I

2. Formulate Questions E S E E S S I I

3. Plan of Action E E E S S S I I I

4. Critical Thinking E E S S

5. Ethical Conduct

6: Communication E E E S S I I

CURRENT CURRICULUM

We will now enter the courses across the top of the inventory. We have included a 2000 level course, since it has some research and inquiry components that lead into the upper level courses. We also have included a course cluster to show how this would look in an inventory.

Principle Investigator: Jane Doe, PhD

Proposal Title: Research and Inquiry Enhanced Instructional Design

Program/Department: Curriculum, Culture, and Educational Inquiry

College: Education

This program currently exists: [ x ] Yes [ ] No Type of Program: [ x ] Conventional [ ] Honors

Course/course clusters (Course IDs)

CCI 2021 CCI 3022 CEI 3240 CEI 3450 CEI 4001CRI 4021CCI 4101

CEI 4351 CEI 4352 CCI 4501 CRI 4801 CRI 4802

1. Knowledge E E E E I I

2. Formulate Questions E S E E S S I I

3. Plan of Action E E E S S S I I I

4. Critical Thinking E E S S

5. Ethical Conduct

6: Communication E E E, S S S I I

CURRENT CURRICULUM

Next, we indicate the cognitive level for each applicable outcome in each course. Only document the cognitive level for outcomes that are relevant to undergraduate students and research. Any outcome could have implications to your discipline, like critical thinking in musical interpretation or research that you are completing, but for here, we are only interested if it relates to undergraduate student research engagement. Also, notice that you may have an SLO covered at two cognitive levels within the same course, like CEI 4351 for Communication in this example. The different cognitive levels could refer to two difference indicators within the same SLO.

Principle Investigator: Jane Doe, PhD

Proposal Title: Research and Inquiry Enhanced Instructional Design

Program/Department: Curriculum, Culture, and Educational Inquiry

College: Education

This program currently exists: [ x ] Yes [ ] No Type of Program: [ x ] Conventional [ ] Honors

Course/course clusters (Course IDs)

CCI 2021 CCI 3022 CEI 3240 CEI 3450 CEI 4001CRI 4021CCI 4101

CEI 4351 CEI 4352 CCI 4501 CRI 4801 CRI 4802

1. Knowledge E E E E I I

2. Formulate Questions E S E E S S I I

3. Plan of Action E E E S S S I I I

4. Critical Thinking E E S S

5. Ethical Conduct

6: Communication E E E S S I I

CURRENT CURRICULUM

Now it is time to analyze for any gaps and overlaps. There is a gap in Knowledge since the skill building cognitive level is never introduced.

Principle Investigator: Jane Doe, PhD

Proposal Title: Research and Inquiry Enhanced Instructional Design

Program/Department: Curriculum, Culture, and Educational Inquiry

College: Education

This program currently exists: [ x ] Yes [ ] No Type of Program: [ x ] Conventional [ ] Honors

Course/course clusters (Course IDs)

CCI 2021 CCI 3022 CEI 3240 CEI 3450 CEI 4001CRI 4021CCI 4101

CEI 4351 CEI 4352 CCI 4501 CRI 4801 CRI 4802

1. Knowledge E E E E I I

2. Formulate Questions E S E E S S I I

3. Plan of Action E E E S S S I I I

4. Critical Thinking E E S S

5. Ethical Conduct

6: Communication E E E S S I I

CURRENT CURRICULUM

Here is an overlap in Formulate Questions due to backtracking.

Principle Investigator: Jane Doe, PhD

Proposal Title: Research and Inquiry Enhanced Instructional Design

Program/Department: Curriculum, Culture, and Educational Inquiry

College: Education

This program currently exists: [ x ] Yes [ ] No Type of Program: [ x ] Conventional [ ] Honors

Course/course clusters (Course IDs)

CCI 2021 CCI 3022 CEI 3240 CEI 3450 CEI 4001CRI 4021CCI 4101

CEI 4351 CEI 4352 CCI 4501 CRI 4801 CRI 4802

1. Knowledge E E E E I I

2. Formulate Questions E S E E S S I I

3. Plan of Action E E E S S S I I I

4. Critical Thinking E E S S

5. Ethical Conduct

6: Communication E E E S S I I

CURRENT CURRICULUM

Next, we see that intensive is never reached for Critical Thinking.

Principle Investigator: Jane Doe, PhD

Proposal Title: Research and Inquiry Enhanced Instructional Design

Program/Department: Curriculum, Culture, and Educational Inquiry

College: Education

This program currently exists: [ x ] Yes [ ] No Type of Program: [ x ] Conventional [ ] Honors

Course/course clusters (Course IDs)

CCI 2021 CCI 3022 CEI 3240 CEI 3450 CEI 4001CRI 4021CCI 4101

CEI 4351 CEI 4352 CCI 4501 CRI 4801 CRI 4802

1. Knowledge E E E E I I

2. Formulate Questions E S E E S S I I

3. Plan of Action E E E S S S I I I

4. Critical Thinking E E S S

5. Ethical Conduct

6: Communication E E E S S I I

CURRENT CURRICULUM

Finally, we see that Ethical Conduct is never addressed at any cognitive level.

Principle Investigator: Jane Doe, PhD

Proposal Title: Research and Inquiry Enhanced Instructional Design

Program/Department: Curriculum, Culture, and Educational Inquiry

College: Education

This program currently exists: [ x ] Yes [ ] No Type of Program: [ x ] Conventional [ ] Honors

Course/course clusters (Course IDs)

CCI 2021 CCI 3022 CEI 3240 CEI 3450 CEI 4001CRI 4021CCI 4101

CEI 4351 CEI 4352 CCI 4501 CRI 4801 CRI 4802

1. Knowledge E E E E I I

2. Formulate Questions E S E E S S I I

3. Plan of Action E E E S S S I I I

4. Critical Thinking E E S S

5. Ethical Conduct

6: Communication E E E S S I I

CURRENT CURRICULUM

Now, it is a matter of deciding how we will address these issues.

Curriculum PlanningWhen planning proposed changes in the curriculum you have three primary options:

1. Implement the changes in a course that all students are required to take

2. Select a course cluster with few options. • Commitment from all faculty, chairs, directors, and deans involved in the

proposed changes• Create a “research” learning module that addressed the desired experiences

and add it to each course in the cluster

3. Create a new course to meet your needs

Principle Investigator: Jane Doe, PhD

Proposal Title: Research and Inquiry Enhanced Instructional Design

Program/Department: Curriculum, Culture, and Educational Inquiry

College: Education

This program currently exists: [ x ] Yes [ ] No Type of Program: [ x ] Conventional [ ] Honors

Course/course clusters (Course IDs)

CCI 2021 CCI 3022 CEI 3240 CEI 3450 CEI 4001CRI 4021CCI 4101

CEI 4351 CEI 4352 CCI 4501 CRI 4801 CRI 4802

1. Knowledge E E E E I I

2. Formulate Questions E S E E S S I I

3. Plan of Action E E E S S S I I I

4. Critical Thinking E E S S

5. Ethical Conduct

6: Communication E E E S S I I

Decrease SLO 2 to exposure, and add SLO 5 at exposure.

Increase SLO 2 to skill building, and add SLO 5 at skill building in ALL COURSES

Add CEI 4401 with SLO 1, 5, & 6 at skill building

Replace with CCI 4601 with SLO 1 at skill building & SLO 5 at intensive

Add SLO 4 & 5 at intensive

Proposed plan: CCI 4601 replaces CCI 4501, add CEI 4401.

CURRENT CURRICULUM

Principle Investigator: Jane Doe, PhD

Proposal Title: Research and Inquiry Enhanced Instructional Design

Program/Department: Curriculum, Culture, and Educational Inquiry

College: Education

This program currently exists: [ x ] Yes [ ] No Type of Program: [ x ] Conventional [ ] Honors

Course/course clusters (Course IDs)

CCI 2021 CCI 3022 CEI 3240 CEI 3450 CEI 4001CRI 4021CCI 4101

CEI 4351 CEI 4352 CEI 4401

CCI 4601

CRI 4801 CRI 4802

1. Knowledge E E E E S S I I

2. Formulate Questions E E E S S S I I

3. Plan of Action E E E S S S I I I

4. Critical Thinking E E S S I

5. Ethical Conduct E S S I I

6: Communication E E E S S I I

Decrease SLO 2 to exposure, and add SLO 5 at exposure.

Increase SLO 2 to skill building, and add SLO 5 at skill building in ALL COURSES

Add CEI 4401 with SLO 1, 5, & 6 at skill building

Replace with CCI 4601 with SLO 1 at skill building & SLO 5 at intensive

Add SLO 4 & 5 at intensive

PROPOSED CURRICULUM

Now, the revised curriculum shows how all the gaps and overlaps will be addressed with our proposed course changes.

Questions

For questions, email ouri@fau.edu.

We look forward to seeing your completed Curriculum Inventories in your Curriculum Grant Proposals.