Curriculum Mapping I: Core Principles
Wendy D. King, PT, M.Ed.
Meeting Dates and Times:
Spring 2014. We will begin by meeting face-to-face (f2f) at Northwest Technical Center on Tuesday, January 14
to orient everyone to the online classroom we will be using for the duration of the course. The course itself will take place online through Moodle from Jan 14
through April 21
(13 weekly sessions total). Participants should expect each weekly session to take between 6 and 8 hours to complete.
Online through Moodle (asynchronous format).
This course is the first in a two-part series designed for instructors in technical education to examine the principles behind the development of a competency-based curriculum. Emphasis will be placed on developing a framework that will allow instructors to map out the scope and sequence of their program for alignment with an industry recognized credential and/or to allow the student a smooth transition into post-secondary education. Included in the course is an examination of standards and benchmarks as well as state and national influence on programmatic design. The following areas will be studied as potential components of the curricular map: Essential Questions, Content, Skills, Activities, Resources, Assessments, Competencies & Standards and Timeline.
Participants in the course will ultimately decide which categories to include in the center’s “
Curricular Map Template
and will work together using this template to create a Curriculum Map for a unit of study in common. Participants will also
evaluate curriculum mapping software products based on the product’s ability to
streamline the planning and mapping process, effectively measure student performance and facilitate improvements in the program of study. Participants will be asked to come to a consensus on which software product to purchase based on these criteria.
The goals of this course are to: 1) Understand how curriculum mapping can influence teaching and learning.
2) Understand how curriculum mapping meets the “scope and sequence” criteria for accreditation and funding.
3) Explore how technology can be integrated and utilized to improve efficiency in program design and program improvement.
Course participants will understand the history of curriculum mapping.
Course participants will understand the benefits of curriculum mapping, particularly in the area of student learning.
Course participants will examine current trends in curriculum mapping.
Course participants will understand how a properly documented program of study relates to compliance with the Federal Carl Perkins Act, as well as meeting NEASC accreditation standards.
Course participants will critique the design of several curriculum maps.
Course participants will work collaboratively to determine the key components of a curriculum map to be used across the entire center.
Course participants will work collaboratively to develop a single unit of study using the agreed upon key components.
Course participants will examine the role of the standards movement on local, state and national issues.
Course participants will examine the role of technology in curriculum mapping and provide input on the purchase of an appropriate curriculum mapping software product.