The MAPPING Primer: Mapping the Way to Learning Outcomes
By: Ruth Stiehl and Kathy Telban
| The MAPPING Primer: Mapping the Way to Learning Outcomes | |||||||||||
| PREFACE: The OUTCOME Primers Series 2.0 | |||||||||||
| Once a Fad — Now a Fact! | xiii | ||||||||||
| Distinguishing Our Work | xiv | ||||||||||
| PART ONE: The Power of Visualizing the Way to Learning Outcomes |
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| Being able to think in visual images reveals connections and relationships that are difficult to communicate through text. | |||||||||||
| Introduction | 3 | ||||||||||
| If a picture is worth a thousand words, a map is worth a thousand pictures. | |||||||||||
| Sample Program Maps | 34 | ||||||||||
| -Construction and Forestry Equipment Technology | 34 | ||||||||||
| -Executive Leadership . | 36 | ||||||||||
| -Real Estate Sales/Brokers License | 38 | ||||||||||
| -Alternative Energy and Fuel Cells | 40 | ||||||||||
| The Power of Visual Maps | 42 | ||||||||||
| Using Maps in Curriculum Planning | 43 | ||||||||||
| The Power of the Program Mapping Process | 44 | ||||||||||
| The Power of Metaphor and Story | 46 | ||||||||||
| PART TWO: Using Organic Patterns for Curricular Mapping | |||||||||||
| As people pursue any shared enterprise over time, they develop a common practice, that is, shared ways of doing things and relating to one another that allow them to achieve their joint purpose—Fritjof Capra in The Hidden Connections | |||||||||||
| Using the Learner’s Journey as a Visual Organizer | 55 | ||||||||||
| Visual Patterns, Old and New | 58 | ||||||||||
| Old School Charts and Hierarchies | 59 | ||||||||||
| Patterns in Living Systems | 60 | ||||||||||
| Moving from Euclidian to Organic Shapes | 61 | ||||||||||
| Pattern Conventions for Curricular Maps | 62 | ||||||||||
| PART THREE: Preparing Yourself to Create Curricular Maps | |||||||||||
| A map does not just chart, it unlocks and formulates meaning; it forms bridges between here and there, between disparate ideas that we did not know were previously connected. —Reif Larsen, The Collected Works of TS Spivet | |||||||||||
| Process or Product? | 67 | ||||||||||
| Exploring Program Mapping Conventions | 67 | ||||||||||
| Seeding Common Flow Patterns | 76 | ||||||||||
| Expecting Program Maps to Evolve through Stages | 80 | ||||||||||
| -Program Outcomes | 80 | ||||||||||
| -The Program Outcome Guide (POG) | 81 | ||||||||||
| Common Questions about Curricular Mapping | 90 | ||||||||||
| PART FOUR: Mapping Programs: A Facilitator’s Guide | 97 | ||||||||||
| Coming together is the beginning; keeping together is progress;working together is success.—Henry Ford | |||||||||||
| First Generation Program Mapping | 100 | ||||||||||
| Second Generation Program Mapping | 107 | ||||||||||
| Third Generation Program Mapping | 109 | ||||||||||
| Best Practices for Facilitating Multiple Mapping Teams | 111 | ||||||||||
| PART FIVE: Bringing It All Together in a Four-Page Curriculum Plan | |||||||||||
| We can hire instructors for their expertise in subject matter, but it is our responsibility to show them how their work (course) is connected to the larger picture of learner success. | |||||||||||
| Simplifying Curriculum Planning | 115 | ||||||||||
| What Is a Four-Page Curriculum Plan? | 116 | ||||||||||
| -Examples of a Four-Page Curriculum Plan: | |||||||||||
| –Alternative Energy Degree Program | 119 | ||||||||||
| –Executive Leadership Program | 125 | ||||||||||
| PART SIX: Continuing Your Learning | |||||||||||
| In Conclusion | 133 | ||||||||||
| Next Steps | 133 | ||||||||||
| Appendix A: Templates | |||||||||||
| Program Map | 135 | ||||||||||
| Course Activity Map | 136 | ||||||||||
| Four-Page Curriculum Plan | 137 | ||||||||||
| Scoring Guide — Assessing the Quality of a Program Map | 141 | ||||||||||
| Appendix B: Our Preferred Terms for Curricular Mapping | 143 | ||||||||||
| Related Readings | 145 | ||||||||||
| Acknowledgments | 147 | ||||||||||
| About the Authors | 148 | ||||||||||