Thinking through the mapping process
Here is an illustration to help you think about the elements of a program map. Remember, this is program-level learning outcomes, not the granular outcomes addressed in courses leading to professional competence. Think of it as summarizing those lessons.
To create a map for your program, select one of the map spreadsheets from the attached samples, save it under a new name, delete the courses and Key Themes & Learning outcomes listed across the top and left, and enter your own. (also highlight all the intersecting cells and press delete. This gives you a clear field to enter the codes showing the levels addressed for each objective in the program courses)
Please call me if you need assistance in sorting and summarizing. -- Jane Z / x 1182
Sample1 program map
Sample2 program map
Sample3 program map
Sample4 program maps
Sample5 program map
Sample6 combined program map
CTC instructional departments are engaged in examining several aspects of degree and certificate program curricula. These include program mapping and program review.
The first step is to develop a program map. This map starts with a program mission statement that speaks to students, and provides a visual frame of reference for where concepts and details are taught, practiced, and mastered throughout the program. If your IE (Institutional Effectiveness) plan for the year includes course review or revisions, the program map will assist by tracking the threads through the program. This frame of reference helps plot course modifications as they are undertaken.
The (invented) SAMPLE should help you visualize the scope of the project. The sample was constructed using master syllabi to develop a mission, themes, and sample outcomes. It provides a working idea of the level and scope of the program maps: more information than the program brochure, but less detail than course syllabi.
The program maps form a basis for program-level assessment, enabling you to select and sample from the program competencies and learning outcomes. It is likely that your programs already have projects, a capstone experience, or certification exams that can be used to document attainment of the program outcomes. Look for ways to sample student work at milestones and near completion of programs, wherever the program courses are offered throughout CTC's campuses. These assessments will help clarify the value added to students by their college education.
Keep in mind that indirect assessments of student learning outcomes are also valuable in completing a profile of program quality. Student evaluation of instruction can be one element, when data are aggregated and used for improvement. Student and employer surveys about their goals, confidence, and success also support the profile of program quality. Please use my office as a resource for developing surveys of entering students as well as formative and summative instruments. I look forward to working with you.
• Jane Zimmerman, Director, Learning Outcomes Assessment
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