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dc.contributor.authorDyjur, Patti
dc.contributor.authorKenny, Natasha
dc.date.accessioned2015-07-09T21:41:56Z
dc.date.available2015-07-09T21:41:56Z
dc.date.issued2015-05-12
dc.identifier.urihttp://hdl.handle.net/1880/50575
dc.description.abstractCurriculum mapping (CM) is “a process in which the learning outcomes, teaching and learning strategies, and assessment processes for each course in a program can be represented to create a summary of the learning plan for an entire program of study so that the relationships between the components of the program can be observed” (University of Calgary, 2013, p. 3). Rather than seeing individual courses in isolation, curriculum mapping provides an opportunity to visualize the curriculum as an integrated whole (Spencer et al., 2012). Analyzing the resulting data can lead to meaningful discussions about the curriculum, what is working well, and what changes might be implemented in a curriculum redesign to enhance student learning experiences (Sumsion & Goodfellow, 2004; Uchiyama & Radin, 2009). In this hands-on workshop participants will examine and analyze curriculum mapping data outputs in large and small groups. We will collaboratively interpret curriculum mapping data, identifying program strengths and opportunities for improvement, and explore various ways in which CM data can be presented. By the end of the session, participants should be able to: • Interpret data from three different curriculum maps used as examples in the session • Identify strengths and opportunities for improvement in a curriculum redesign of the example program • State the benefits and drawbacks of three different data representations of curriculum mapping data, given their particular context The session will be of interest to people who are involved in program-level curriculum review, redesign and/or renewal.en_US
dc.language.isoenen_US
dc.titleAnalyzing Curriculum Mapping Data: Enhancing Student Learning through Curriculum Redesignen_US
dc.typePresentationen_US
dc.description.refereedNoen_US
dc.publisher.facultyTaylor Institute for Teaching and Learningen_US
dc.publisher.departmentEducational Development Uniten_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/10279


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