IMPLEMENTING META-MAJORS AND CURRICULUM MAPS - INSIGHTS FROM COHORT I COLLEGES
PRESENTERS Dr. Andrea C. Wade, Provost & VP, Academic Services Monroe Community College _____________________________ Aaron Fried, Associate Professor and Curriculum Committee Chair, Mohawk Valley Community College _____________________________ Anastasia L. Urtz, J.D., Interim Provost and Senior Vice President, Onondaga Community College
DR. ANDREA C. WADE, PROVOST & VP, ACADEMIC SERVICES MONROE COMMUNITY COLLEGE
TOPICS: How might examining or creating meta-majors and curriculum maps be different based on college context? What are ways to engage the campus in examining or creating meta-majors and curriculum maps? How do we get started with meta-major and curriculum map creation or review?
CURRICULUM MAPPING
WHAT IS A CURRICULUM MAP? “A visual, graphical representation of curriculum data that foregrounds chosen elements or considerations in a way that facilities intended angles of analysis or synthesis.”
CURRICULUM MAPPING INFORMS MULTIPLE LEVELS Institutional Course Establishment of metamajors Course Learning Outcomes (CLO) Institutional Learning Outcomes (ILO) Course prerequisites General education, both external and Scheduling/mode of delivery internal standards Contextualization Program Program Learning Outcomes (PLO) Program prerequisites or admission requirements Transfer partner requirements Incorporating/embedding dev education
CENTRALITY OF CURRICULUM MAPPING TO GUIDED PATHWAYS “In the guided pathways model, colleges clearly map out every program, indicating which courses student should take in what sequence and highlights courses that are critical to success in the program, along with ‘co-curricular’ requirements and progress milestones.”
CURRICULUM MAP EX. 3 • Example of a curriculum flow chart • Increased graphical sophistication Retrieved from https://www.mjc.edu/instruction/alliedhealth/medap/images/map_curriculum_map.jpg
CURRICULUM MAP EX. 4 Retrieved from http://go.roguecc.edu/sites/go.roguecc.edu/files/users/LSours/CJ%20AS%20degree%20with%20ILO%20and%20GELO.pdf
CURRICULUM MAP EX. 1 MCC-BCW: Write effectively in Upon completion of the course, students will be MCC-BCW MCC-CT a discipline-specific context able to… 1. Identify and describe legal principles included in the Articles and Amendments of the M M (Basic Communication United States Constitution. 2. Discuss the purpose and methods of Writing) continuously updating knowledge of changes M M in constitutional law. 3. Compare and contrast New York State MCC-CT: Engage in discipline- specific constitutional rules and rights with M M federal rules. based inquiry or problem- 4. Apply core areas of the law to law enforcement applications critical to law M M solving (Critical Thinking) enforcement operations. 5. Illustrate and explain the appellate court m m process. M=Major content, m=minor 6. Utilize proper legal terminology. M M 7. Analyze cases using the case law method. M M content
CURRICULUM MAP EX. 2 Alignment of courses w/ program learning outcomes.
ESTABLISHMENT OF METAMAJORS Organizes all programs into broad areas Allows students who are not ready to choose a specific major to begin study in an area of interest Intentional career exploration Contextualizes learning and support School Specialist Faculty Liaison Provides a broader sense of identity for both students and faculty
Requires Extensive Faculty Involvement Raises questions about existing organizational and curricular structure Where to house programs How/whether to align administrative structure with curricular structure
ESTABLISHMENT OF METAMAJORS- MONROE’S EXPERIENCE
THE SCHOOLS AT MCC
All programs of study were grouped into Schools (metamajors) Schools overseen by Deans Faculty liaisons All students are part of a School that aligns with their completion goal Liberal Arts students Case managed by a School Specialist Students enrolled in developmental education courses Transitioning to admit to program 18
STUDENTS GET IT…
THE SCHOOLS AT MCC WEBSITE
SCHOOL OF ARTS AND HUMANITIES
CINEMA AND SCREEN STUDIES PROGRAM
CINEMA AND SCREEN STUDIES 4 SEMESTER SEQUENCE
INCORPORATING GENERAL EDUCATION AND INSTITUTIONAL LEARNING OUTCOMES MCC chose to revise our local General Education from course- based to infused at the same time as we reviewed our programs Need to toggle and mapped them back and forth according to Guided between levels, Pathways principles. especially between course and program.
CURRICULUM GEN ED FORM
MCC GEN ED COURSE CURRICULUM MAP
MCC GED ED PROGRAM CURRICULUM MAP
KEEPING GUIDED PATHWAYS PRINCIPLES IN MIND Complete College-level English and Math early Identify Math Pathways Place students in gateway math and English in their first semester, if possible Acceleration Co-requisites Extended Pathways Maps need to extend to incorporate Dual Enrollment, Developmental Courses, ESOL Courses Developmental Education is a time of great change Maps need to extend to transfer institutions
Maps need to include any stackable and micro-credentials to ensure that they fit together in a way that works for students Use of analytics Are there courses that are problematic when taken together? When taken early in the program? What do the data say? Are pre-requisites consistent with progression in content, or do they serve as barriers? What do the data say? What practices and policies do we have that could harm students? What do the data say? Where are there pockets of excellence or challenge in student course outcomes?
Strategic learning supports Targeted course-based learning support, such as supplemental instruction Special populations Fully online Adult learners Students who are parenting Using Technology Students need to know where they are on there pathway at all times Technology can help with this, but it needs to be simple and accessible
CONTEXTUALIZATION Contextualizing Elective Choice Most relevant Most transferrable Most accessible/available Contextualizing at the Course Level Without altering the course outline or CLO’s, use materials and examples specific to the students’ pathways – May be School level or program level Create a new with a course outline and CLO’s that align with the students’ pathways
Contextualizing within a Course Create a library or activities that students can select from that relate to their pathways Develop a branching course outline with alternative assignments
STRATEGIES AND CHALLENGES Faculty engagement Establish clear and transparent processes Make a provision for cross-departmental and divisional dialogue Provide alternative ways for faculty to view or work on mapping
Focus on how the curriculum design impacts student success Acknowledge loss Trust the processes and trust the faculty Keep moving forward, especially when it get tough
AARON FRIED, ASSOCIATE PROFESSOR AND CURRICULUM COMMITTEE CHAIR MOHAWK VALLEY COMMUNITY COLLEGE
PROGRAM MAPPING AT MVCC MVCC has had an all-campus Data Summit since our participation in ATD In January 2019, MVCC used the Data Summit to have a college-wide program mapping day Project was the culmination of 2 prior semesters of prep work by the Curriculum Committee Spring 2018 – Programs conducted a program audit Fall 2018 – Facilitators worked with program faculty on Process Guides and Math Pathways
PROGRAM MAPPING AT MVCC Program Audits Department Deans were asked to have a representative from each program fill out Audit PLOs, Articulation Agreements, Career Opportunity, List of Electives Low return rate – 43%
PROGRAM MAPPING AT MVCC Mapping Process Guides Each faculty member on CWCC acted as a facilitator for a Department Worked directly with program faculty to answer questions in Guide: Math Pathways, Exclusive Courses, Student Cost Analysis (Course), Rationale for Elective Choices, Analysis of IR Data, Career Preparation Analysis, Transfer Pathway Analysis 87% Completion
PROGRAM MAPPING AT MVCC
PROGRAM MAPPING AT MVCC CWCC Facilitators were trained in mapping We developed mapping workbook and implemented with whole department at once Made faculty map College Competencies to PLOs to Individual courses
U, D, S PLO = Program PLO Exclusive course code: 1a Learning PH261 U = Utica Only 2b Outcome 3Cr R = ROME ONLY 4a TP O = Off-Campus Site N = NIGHT ONLY D = DAY ONLY PRE MA151 F = FALL ONLY S = SPRING ONLY I = INTERNET ONLY
PLO 1a MA115 MA125 2b 3Cr 3Cr 4a TP PRE MA115 U, D, S U, D PL PLO PLO 1a 1a O MA151 PH261 MA150 2b 2b 1a 3Cr 3Cr 3Cr 4a 4a 2b TP TP TP 4a PRE MA150 PRE MA151 PRE MA125
MVCC Color Gen Ed Color Course Code EN101 CF100 Credits 3 Cr 1 Cr Cat AREA 5 10 SUNY MVCC Area or Category Pillar
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