visual program mapping: a tool for getting started …...“if a picture is worth a thousand words,...
TRANSCRIPT
Visual Program Mapping: A Tool for Getting Started in Guided Pathways
Presentation to Student Success and Retention ConferenceFebruary 2, 2018
Lori Taft Sours, Ph.D.Outcomes and Assessment Strategist
Rogue Community College
Guided Pathways
•institution-wide approach to student success
•based on clear, coherent, and structured educational experiences
•guide each student from the point of entry through to graduation, transfer, and career
Guided Pathways Essential Practices
1)Mapping Pathways to Student End Goals
2)Helping Students Choose and Enter a Pathway
3)Keeping Students on the Path
4)Ensuring that Students are Learning
Guided Pathways implementation is the top challenge at community colleges, according to the results of an Education Advisory Board (EAB) poll released on October 30, 2017.
“One of the hardest, but most critical, parts of developing pathways is constructing
the program maps…..”
Best Practices
Student-centered program map design principles
Jargon-free map design
Cross-institutional teams to source and sequence program requirements
WE BELIEVE…..
“If a picture is worth a thousand words, a map is worth a thousand pictures.”
Ruth Stiehl and Kathy Telban, The MAPPING Primer: Mapping the Way to Learning Outcomes, 2017, p. 3.
WHERE TO START?
Definition of a Program
•highly organized set of learning experiences
•students navigate through
•result in intended learning outcomes
•end goal is a certificate or degree
The MAPPING Primer: Mapping the Way to Learning Outcomes, R. Stiehl and K. Telban, 2017, The Learning Organization.
What kinds of program maps provide the greatest clarity for:
• students• faculty • advisors • other staff supporting faculty• college leadership • external stakeholders
The MAPPING Primer: Mapping the Way to Learning Outcomes, R. Stiehl and K. Telban, 2017, The Learning Organization.
Our Response: Visual Curriculum Map
Our curriculum map is a visual depiction of the student’s journey through learning experiences and assessments aligned to achieve intended learning outcomes.
The MAPPING Primer: Mapping the Way to Learning Outcomes, R. Stiehl and K. Telban, 2017, The Learning Organization.
….these maps are used to make relationships visible
……something dense text and narrative struggle to do.
TYPICAL REPRESENTATION OF AN ACADEMIC
PROGRAM
Entry
Requirements:
Program Learning Outcomes (PLOs)
1.
Program:
Date:
Term 1 Term 2 Term 3
Term 4
Institutional Learning Outcomes (ILOs)
Intended Roles
Left-to-right flow into and through program
“The Learner’s Journey”
Learning Experiences
Core Course
Elective
Prere-quisite
Co-Curric-
ularExper-ience
PLO Assessment
Points
Relationships between learning experiences
WHAT does a map look like at the end of a mapping session ?
THE PROCESS
Faculty and staff create the maps through a process that generates engagement and
energy.
Medical Assistant Certificate
Early Childhood Education AAS
Context and Flow
Dental Assistant Certificate
Curriculum Gaps and Redundancies
Business Technology AAS
Responding to the Challenge of Developing Multi-Disciplinary Programs
Mechatronics:
• Electronics• Manufacturing • Welding
DO THESE MAPS TELL US ANYTHING ABOUT ASSESSING LEARNING?
YES!
Where do we assess student achievement of Program Learning Outcomes?
PLO Assessment
Points HERE?
OR ALL HERE (as late in
program as possible)?
Medical Assistant CertificateSecond Generation Map 1/15/16
Medical Assistant CertificateSecond Generation Map 1/15/16
AH102MedAsstClinical
AH101MedAsst
Administrative
Entry
Requirements:
1. PlacementTest2. Applicationto
program3. Interviewwith
staff
4. Appearancecheckand
fitness5. Classesthat
increase
employability6. WR30(or
WR90or91),andMTH20
met.
ProgramLearningOutcomes
(PLOs)
1. Skillfullyperformanddocumentroutine
clinicalproceduresaccordingtocurrentofficeprotocol.
2. Performanddocumentroutineadministrativeproceduresaccordingtocurrentoffice
protocol.3. Collect,process,and
testdiagnosticspecimens.
4. Maintainindustrystandardsofqualitycontrolandsafetyprinciplesinthe
workplace.5. Upholdlegaland
ethicalstandardsandadheretoprinciplesofpatientconfidentialitywithinthehealthcareandcommunity
environmentasdefinedbyHIPAA.
6. Effectivelyapplyverbal,nonverbal,andwrittencommunicationprinciplesandskillsintheworkplace.
7. Demonstrateprofessionalismthroughacceptableattitude,organizationandtimemanagementskills,andattire.
MEDICALASSISTING
PROGRAMMAP
THIRDGENERATIONMAP
Updated7-10-17LSours
CS120
Conceptsin
ComputingI
AH100
Medical
Terminology
EMS165Introto
Pharmacologyfor
HealthOccupations
1-
7
Term1 Term2Term3
AH123Legal&EthicalIssuesforMedical
Personnel
AH103MedAsstSpecialty
AH104
Phlebotomy
BI100SBBiologyof
HumanBody
Systems
Above:Prerequisites
toCohortAcceptance
BT111
Conflict
Management HCI120Introto
theHealthcare
Industry
CG144
Introto
Assertiveness
CG155
ExploringCareers
inHealthCare
MTH64
Pharmacy
Calculations
SP100
Basic
Communication
SRV101
ServiceLearning
AH110
Medical
Terminology
Clinical
AH105
Communication
&Professional
Behavior
AH170Medical
AsstPracticum
andSeminar
AH171Medical
AssistantPracticum
andSeminar
EMS160
Electrocardiogr
am(ECG)
Interpretation
BT113Business
EnglishIorWR115
IntrotoExpository
Writing
MTH63Applied
AlgebraIorMTH60
Fundamentalsof
Algebra
RD90College
Reading
HE252FirstAid/CPR
IntendedRoles§ MedicalAssistant
§ Phlebotomist
§ Citizen§ Familymember
Medical Assistant CertificateThird Generation Map7-10-17 L Sours
How does this relate to the Guided Pathways Essential Practices?
Reminder:
1)Mapping Pathways to Student End Goals
2)Helping Students Choose and Enter a Pathway
3)Keeping Students on the Path
4)Ensuring that Students are Learning
GP Essential Practice 1.a:Every program is well designed to guide and prepare students to enter employment and further education in fields of importance to the college’s service area.
GP Essential Practice 1.c: Programs are clearly mapped
out for students. Students know which courses they should take and in what
sequence.
GP Essential Practice 4.c: Faculty assess whether students are mastering learning outcomes and building skills across each program, in both arts and sciences and career technical programs.
GP Essential Practice 4.a:Program Learning Outcomes are aligned with the requirements for success in further education and employment outcomes targeted by each program.
Next for RCC
Mapping Transfer Degrees
Including Cross-Divisional Teams in the Mapping Process
Integrating Additional Guided Pathways Features into Maps (e.g., Critical Courses, Milestones)
Percentage of Percentage of
PATHWAYS IMPLEMENTATION
Our program mapping approachprovides a jump start for implementing the Guided
Pathways work and reflect best practices in that work.
Framework of curriculum mapping:
The MAPPING Primer: Mapping the Way to Learning Outcomes, R. Stiehl and K. Telban, 2017
The OUTCOME Primers Series 2.0www.outcomeprimers.com
Dr. Lori SoursOutcomes and Assessment Strategist
Rogue Community [email protected]/oa
Author and Outcome StrategistThe OUTCOME Primers Series 2.0
The Learning Organization