Curriculum Mapping-A Roadmap For Curriculum Coherence and Student Achievement

Curriculum Mapping:
A Roadmap for Curriculum Coherence and

Student Achievement
Gaspar S. Gayona, Ph.D., Ed.D., CESO III
Rationale
On the improvement of the quality of TVET. There is

a convergence of factors such as technological
change, changes in work organization, growing
economic openness and competitiveness that are cited
as reason for the increasing need for technical
vocational skills (Batra & Stone, 2004). However,
this implies the clarification of the demand for and
content of vocational education and training
(Maguire, 2012).
Rationale
TVET is viewed as an inferior education

option suitable for the drop-outs and less
intelligent learners (European Training
Foundation [ETF], 2005; Ladipo,
Akhuemonkhan & Raimi, 2013). Other people
see TVET as a low quality education created
for second class citizens (Okolocha, 2012).
Rationale
With the changing workplace environment and demands,

emphasis is also given to going beyond occupation specific
competencies and focus on the development of the productive
capabilities of the individuals such as broad ranging
knowledge and skills (Wheelan & Moodie 2016 cited Allais,
2011) teamwork, diligence, creativity, entrepreneurship,
business ethics, communication and social skills (Maguire,
2012; Wiegratz, 2006).
This implies the need for curriculum reform, developing
curriculum that reflects new knowledge, technology and
techniques and that is unique to vocational education (Liang &
Chen, 2014).
Rationale
National Qualifications Framework. There are several reasons for

the development of the National Qualifications framework. However,
themes that recurs in the discussions of researchers and authors are
improvement of the opportunities for mobility and progression of learners
within and across higher education, vocational and general education
sectors, promotion of the concept of lifelong learning through the
recognition of all types of learning: formal, non-formal and informal;
outcomes-based learning and equivalence between formal, non-formal and
informally acquired competence assessment of prior experiential learning
(National Commission for Academic Accreditation & Assessment, 2009;
Cedefop, 2008; European Training Foundation, 2012; Mia, 2015; NQF
Team, 2007) and the Bolognia Working Group (2005).
Rationale
The learning expectations for qualifications go well beyond simple
acquisition of knowledge. Numerous studies in countries throughout
the world have shown strong demand for a much wider range of
learning outcomes. These include personal characteristics such as
honesty and reliability, capacity to work effectively in groups and
provide leadership, a wide range of thinking and problem solving
skills, ability to communicate effectively with different types of
audience, the ability to investigate new and unexpected problems
using a wide range of information sources, and a commitment to
lifelong learning to make it likely that graduates will keep pace with
the extremely rapid and accelerating development of new
knowledge in their field (National Commission for Academic
Accreditation & Assessment, 2009, p.2)
Rationale
On Credit Transfer System. Credit transfer

system a systematic way of describing an
educational program by attaching credits to its
components and calculated by the number of
hours required for a student to achieve the
learning outcome (The European Commission,
2015; Akiba, 2010).
Rationale
In the article Global Trends in TVET: A Framework for

Social Justice, Wheelahan and Moodie, (2016 cited
Allais, 2011) assertion that:
through a narrow emphasis on skills for work, the result has
been narrow and instrumental vocational education that focus on
specific skills for particular occupations rather than equipping
students with the broad ranging knowledge and skills they need
to engage in fulfilling careers, and contribute to their
occupations, families and communities (pp. 9-10).
The PHL Qualifications Framework
as per PQF-NCC Resolution No. 2014-03 adopted on December 11, 2014
TECHNICAL EDUCATION
LEVEL BASIC EDUCATION HIGHER EDUCATION
AND SKILLS DEVELOPMENT
L8 DOCTORAL AND
POST DOCTORAL
L7 POST BACCALAUREATE
L6 BACCALAUREATE
BACCALAUREATE
L5 DIPLOMA
L4 NC IVNC IV
L3 NC III
L2 NC II
L1 NC I
GRADE 12
PQF Descriptors
LEVEL GRADE 12 I
KNOWLEDGE, Possess functional knowledge across a range Knowledge and skills that are manual or
SKILLS AND of learning areas and technical skills in concrete or practical and/or operational in
VALUES chosen career tracks with advanced focus.
competencies in communication; scientific,
critical and creative thinking; and the use of
technologies.
Have an understanding of right and wrong;
ones history and cultural heritage; and deep
respect for self, others and their culture, and
the environment.
APPLICATION Apply functional knowledge, technical skills Applied in activities that are set in a limited
and values in academic and real-life range of highly familiar and predictable
situations through sound reasoning, informed contexts; involve straightforward, routine
decision-making, and the judicious use of
issues which are addressed by following set
resources.
rules, guidelines or procedures.
DEGREE OF Apply skills in varied situations with minimal In conditions where there is very close
INDEPENDENCE supervision support, guidance or supervision; minimum
judgment or discretion is needed.
LEVEL 2 3
KNOWLEDGE, SKILLS Knowledge and skills that are manual, Knowledge and skills that are a balance
AND VALUES practical and/or operational in focus with of theoretical and/or technical and
a variety of options. practical.
Work involves understanding the work
process, contributing to problem solving,
and making decisions to determine the
process, equipment and materials to be
used.
APPLICATION Applied in activities that are set in a range Applied in activities that are set in
of familiar and predictable contexts; contexts with some unfamiliar or
involve routine issues which are identified unpredictable aspects; involve routine
and addressed by selecting from and and non-routine issues which are
following a number of set rules, identified and addressed by interpreting
guidelines or procedures. and/or applying established guidelines or
procedures with some variations.
DEGREE OF In conditions where there is substantial Application at this level may involve
INDEPENDENCE support, guidance or supervision; limited individual responsibility or autonomy,
judgment or discretion is needed. and/or may involve some responsibility
for others. Participation in teams
including team or group coordination may
be involved.
QUALIFICATION NATIONAL CERTIFICATE II NATIONAL CERTIFICATE III

TYPE
LEVEL 4 5
KNOWLEDGE, SKILLS Knowledge and skills that are mainly theoretical Knowledge and skills that are mainly theoretical
AND VALUES and/or abstract with significant depth in one or and/or abstract with significant depth in some
more areas; contributing to technical solutions of a areas together with wide-ranging, specialized
non-routine or contingency nature; evaluation and technical, creative and conceptual skills.
Perform work activities demonstrating breadth,
analysis of current practices and the development
depth and complexity in the planning and initiation
of new criteria and procedures. of alternative approaches to skills and knowledge
applications across a broad range of technical
and/or management requirements, evaluation and
coordination.
APPLICATION Applied in activities that are set in range of Applied in activities that are supervisory, complex
contexts, most of which involve a number of and non-routine which require an extensive
unfamiliar and/or unpredictable aspects; involve interpretation and/or adaptation/ innovation.
largely non-routine issues which are addressed
using guidelines or procedures which require
interpretation and/or adaptation.
DEGREE OF Work involves some leadership and guidance when In conditions where there is broad guidance and
INDEPENDENCE organizing activities of self and others direction, where judgment is required in planning
and selecting appropriate equipment, services and
techniques for self and others.
Undertake work involving participation in the
development of strategic initiatives, as well as
personal responsibility and autonomy in
performing complex technical operations or
organizing others
QUALIFICATION TYPE NATIONAL CERTIFICATE IV DIPLOMA

LEVEL 6 7 8
(as per PQF-NCC Resolution No. (as per PQF-NCC Resolution No. 2014-01 (as per PQF-NCC Resolution No.
2014-01 adopted on 22 July 2014) adopted on 22 July 2014) 2014-01 adopted on 22 July 2014)
KNOWLEDGE, Demonstrated broad and coherent Demonstrated advanced knowledge and Demonstrated highly advanced
SKILLS AND knowledge and skills in their field skills in a specialized or multi-disciplinary systematic knowledge and skills in
VALUES of study for professional work and field of study for professional practice, self- highly specialized and/or complex
lifelong learning directed research and/or lifelong learning multi-disciplinary field of learning for
complex research and or professional
practice and/or for the advancement of
learning.
APPLICATION Application in professional/creative Applied in professional/creative work or Applied for professional leadership for
work or research in a specialized research that requires self-direction and/or innovation, research and/or
field of discipline and/or further leadership in a specialized or multi- development management in highly
study disciplinary professional work/research specialized or multi-disciplinary field
DEGREE OF Substantial degree of High substantial degree of independence Full independence in individual work
INDEPENDENCE independence and or/in teams of that involves exercise of leadership and and/or in teams of multi-disciplinary
related fields with minimal initiative individual work or in teams of and more complex setting that
supervision multi-disciplinary field demands leadership for research and
creativity for strategic value added.
Significant level of expertise-based
autonomy and accountability
Post-Baccalaureate Program Doctoral Degree and Post-Doctoral

QUALIFICATION Programs
Baccalaureate Degree
TYPE
bolabsbolabs@gmail.com ; edward dela rosa ; becca vergara
PQF LEVEL 5 DEFINED:
-- Knowledge, Skills and Values
theoretical and/or abstract with significant depth in

some areas
wide-ranging, specialized technical, creative and
conceptual skills
Work activities demonstrate breadth, depth and
complexity in the planning and initiation
Skills and knowledge applied across a broad range
of technical and/or management requirements,
evaluation and coordination.

PQF LEVEL 5 DEFINED:
-- APPLICATION
Applied in activities that are supervisory, complex and

non-routine which require an extensive interpretation
and/or adaptation/ innovation.

DIPLOMA LEVEL DEFINED:
-- DEGREE OF INDEPENDENCE
In conditions where there is broad guidance and
direction, where judgment is required in planning
personal responsibility and autonomy in performing
complex technical operations or organizing others.

Where do we situate the phrases Depth & Breadth in
Welding Technology and ALL RANGE ALL LEVEL?
Can you imagine a DIPLOMA for SMAW? Is SMAW NC5

equivalent to DIPLOMA LEVEL in SMAW?


RANGES; BREADTH
5
LEVELS; DEPTH
4
3
2
1
SMAW GMAW FCAW GTAW SAW


RANGES; BREADTH
*Learning
5
LEVELS; DEPTH
outcomes
*Learning
4 outcomes
*Learning
outcomes
3 *Learning
outcomes
2 *Learning
outcomes
*Learning
1 outcomes


RANGES; BREADTH
5
LEVELS; DEPTH
Learning outcomes
*Learning outcomes
4 *Learning outcomes
*Learning outcomes
*Learning outcomes
3 *Learning outcomes
*Learning outcomes
2 *Learning outcomes *
Learning outcomes
*Learning outcomes
1


RANGES; BREADTH
5 Learning outcomes *Learning outcomes * Learning outcomes
LEVELS; DEPTH
* Learning outcomes *Learning outcomes *

4 Learning outcomes *Learning outcomes *
Learning outcomes *Learning outcomes *Learning outcomes
*Learning outcomes *Learning outcomes *
3 Learning outcomes *Learning outcomes *Learning outcomes *
Learning outcomes * Learning outcomes *Learning outcomes *
2 Learning outcomes *Learning outcomes *
Learning outcomes *Learning outcomes *Learning outcomes
1 *Learning outcomes *Learning outcomes *


RANGES; BREADTH
5 Learning outcomes *Learning
LEVELS; DEPTH
outcomes *Learning outcomes

*Learning outcomes *Learning
4 outcomes *Learning outcomes
*Learning outcomes *Learning
3 outcomes *Learning outcomes
*Learning outcomes*Learning
2 *Learning outcomes *Learning
outcomes*Learning outcomes
1 *Learning outcomes *Learning

The PHL Qualifications Framework
as per PQF-NCC Resolution No. 2014-03 adopted on December 11, 2014
TECHNICAL EDUCATION
LEVEL BASIC EDUCATION HIGHER EDUCATION
AND SKILLS DEVELOPMENT
L8 DOCTORAL AND
POST DOCTORAL
L7 POST BACCALAUREATE
L6 BACCALAUREATE
BACCALAUREATE
L5 DIPLOMA
L4 NC IVNC IV
L3 NC III
L2 NC II
L1 NC I
GRADE 12
PQF Descriptors
LEVEL GRADE 12 I
KNOWLEDGE, Possess functional knowledge Knowledge and skills that are manual or
SKILLS AND across a range of learning areas and concrete or practical and/or operational in
VALUES technical skills in chosen career focus.
tracks with advanced competencies
in communication; scientific, critical
and creative thinking; and the use of
technologies.
Have an understanding of right and
wrong; ones history and cultural
heritage; and deep respect for self,
others and their culture, and the
environment.
APPLICATION Apply functional knowledge, Applied in activities that are set in a limited
technical skills and values in range of highly familiar and predictable
academic and real-life situations contexts; involve straightforward, routine
through sound reasoning, informed
issues which are addressed by following set
decision-making, and the judicious
use of resources. rules, guidelines or procedures.
DEGREE OF Apply skills in varied situations with In conditions where there is very close
INDEPENDENCE minimal supervision support, guidance or supervision; minimum
judgment or discretion is needed.
LEVEL 2 3
KNOWLEDGE, SKILLS Knowledge and skills that are manual, Knowledge and skills that are a balance
AND VALUES practical and/or operational in focus with of theoretical and/or technical and
a variety of options. practical.
Work involves understanding the work
process, contributing to problem solving,
and making decisions to determine the
process, equipment and materials to be
used.
APPLICATION Applied in activities that are set in a range Applied in activities that are set in
of familiar and predictable contexts; contexts with some unfamiliar or
involve routine issues which are identified unpredictable aspects; involve routine
and addressed by selecting from and and non-routine issues which are
following a number of set rules, identified and addressed by interpreting
guidelines or procedures. and/or applying established guidelines or
procedures with some variations.
DEGREE OF In conditions where there is substantial Application at this level may involve
INDEPENDENCE support, guidance or supervision; limited individual responsibility or autonomy,
judgment or discretion is needed. and/or may involve some responsibility
for others. Participation in teams
including team or group coordination may
be involved.
QUALIFICATION NATIONAL CERTIFICATE II NATIONAL CERTIFICATE III

TYPE
LEVEL 4 5
KNOWLEDGE, SKILLS Knowledge and skills that are mainly theoretical Knowledge and skills that are mainly theoretical
AND VALUES and/or abstract with significant depth in one or and/or abstract with significant depth in some
more areas; contributing to technical solutions of a areas together with wide-ranging, specialized
non-routine or contingency nature; evaluation and technical, creative and conceptual skills.
Perform work activities demonstrating breadth,
analysis of current practices and the development
depth and complexity in the planning and initiation
of new criteria and procedures. of alternative approaches to skills and knowledge
applications across a broad range of technical
and/or management requirements, evaluation and
coordination.
APPLICATION Applied in activities that are set in range of Applied in activities that are supervisory, complex
contexts, most of which involve a number of and non-routine which require an extensive
unfamiliar and/or unpredictable aspects; involve interpretation and/or adaptation/ innovation.
largely non-routine issues which are addressed
using guidelines or procedures which require
interpretation and/or adaptation.
DEGREE OF Work involves some leadership and guidance when In conditions where there is broad guidance and
INDEPENDENCE organizing activities of self and others direction, where judgment is required in planning
personal responsibility and autonomy in
performing complex technical operations or
organizing others
QUALIFICATION TYPE NATIONAL CERTIFICATE IV DIPLOMA

LEVEL 6 7 8
(as per PQF-NCC Resolution No. (as per PQF-NCC Resolution No. 2014-01 (as per PQF-NCC Resolution No.
2014-01 adopted on 22 July 2014) adopted on 22 July 2014) 2014-01 adopted on 22 July 2014)
KNOWLEDGE, Demonstrated broad and coherent Demonstrated advanced knowledge and Demonstrated highly advanced
SKILLS AND knowledge and skills in their field skills in a specialized or multi-disciplinary systematic knowledge and skills in
VALUES of study for professional work and field of study for professional practice, self- highly specialized and/or complex
lifelong learning directed research and/or lifelong learning multi-disciplinary field of learning for
complex research and or professional
practice and/or for the advancement of
learning.
APPLICATION Application in professional/creative Applied in professional/creative work or Applied for professional leadership for
work or research in a specialized research that requires self-direction and/or innovation, research and/or
field of discipline and/or further leadership in a specialized or multi- development management in highly
study disciplinary professional work/research specialized or multi-disciplinary field
DEGREE OF Substantial degree of High substantial degree of independence Full independence in individual work
INDEPENDENCE independence and or/in teams of that involves exercise of leadership and and/or in teams of multi-disciplinary
related fields with minimal initiative individual work or in teams of and more complex setting that
supervision multi-disciplinary field demands leadership for research and
creativity for strategic value added.
Significant level of expertise-based
autonomy and accountability
Post-Baccalaureate Program Doctoral Degree and Post-Doctoral

QUALIFICATION Programs
Baccalaureate Degree
TYPE
Agenda
I. What is Curriculum Mapping?

II. Steps in the Mapping Process
III. Analyzing and Interpreting Maps
IV. Hands-On Exercise
V. Lessons Learned / Tips for Success
VI. Questions / Discussion
I. What is Curriculum Mapping?
What is Curriculum Mapping?
Curriculum Awareness
An ability of looking at programs in a holistic way
at a level beyond individual courses and
making sure that program curriculum provides
appropriate conditions for student achievement of
intended program learning outcomes.
(Palomba & Banta, 1999)
Key Questions
How does the institution ensure that its
programs demonstrate coherence in sequencing,
increasing complexity, and linkages between and
among program components?
How can we document and demonstrate the

coherence of program curricula to accreditors,
students, parents, colleagues, and legislators?
33
Underlying Philosophy
Program curriculum is a
Complex dynamic system with
Interdependent components that are
Intentionally positioned relative to each
other to
Facilitate student achievement of
intended learning outcomes
Note: In conceptualizing curriculum as a system, faculty members concentrate less on what the
individual courses are contributing and focus instead on how the interactions among them
affect overall student learning and development.
Constructive
Alignment
One approach to curriculum
development
ONE WAY TO DEVELOP YOUR CURRICULUM
Constructive Alignment (Biggs 2003).

connects the abstract idea of a
learning outcome to the things teachers
actually do to help students learn, and
the things that students do to actually
learn.
An outcome is simply a result or
consequence of an action or process.
A learning outcome is what results
from a learning process.
Constructive Alignment
Key questions
What do I intend students to learn (what
learning outcomes do I want them to
achieve)?
What teaching methods and curriculum
design will I use to encourage students
to behave in ways that are likely to
achieve these outcomes?
What assessment tasks and criteria will
tell me that students have achieved the
outcomes I intend?
Learning
Outcomes
Teaching &
Assessment
Learning
Tasks
Activities
Constructive alignment between learning outcomes,

learning and teaching activities and assessment (adapted
from Biggs 1999:27)
The main steps:
Defining the intended learning outcomes
(which determine the teaching and
curriculum objectives the steps we take
to achieve the learning outcomes.)
Choosing teaching/learning activities
likely to lead to, help and encourage
students to attain these intended learning
outcomes.
Engaging students in these learning
activities through the teaching
process.
The main steps:
Assessing what students have learnt
using methods that enable students to
demonstrate the intended learning and,
in the case of formative assessment,
giving feedback to help students improve
their learning.
Evaluating/judging how well students
match learning intentions.
Awarding marks/grades/certification in
line with these judgements.
Curriculum Map
What is a Curriculum Map?
Descriptive Definition
A curriculum map is a visual representation of
the structure of program curriculum.
The map charts program courses, syllabi,

classroom activities, and assessments as they
relate to the intended program learning
outcomes.
What is a Curriculum Map: Metaphors
A structure for all to engage in collective dialogue about
the curriculum, instruction, and students learning
(Uchiyama & Radin, 2009, p. 273)
Program specification that represents a deliberate

process of curriculum deconstruction in order to
understand better how the sum of the parts relates to the
whole (Jackson, 2000, p. 144)
Representation of the underlying logic of curricular
design (Maki, 2004, p. 37)
Study pathway report (Lowe & Marshall, 2004)
What is a Curriculum Map: Metaphors
The intellectual linkage, that makes forty courses a
story of learning (Plater, 1998, p.11)
Orchestrating stages in the skill development of
students (Huba & Freed, 2000)
[A]n advance organizer, that is a set of principles or
propositions that provide [students with] a cognitive
structure to guide the incorporation of new information
(Ambrose et al., 2010, p. 53).
The picture on a jigsaw puzzle that guides students

collecting the pieces of college experience on the path to
graduation (King, 1999)
Types of Program Curriculum Maps
Program Courses / Program Learning Outcomes
Program Courses / General Education Competencies
General Education Core Course / General Education

Competencies
Why Engage in Curriculum Mapping?
Offer students more than just a course

catalog, through comprehensive, personalized
services to help them plan their careers and
stay in school. (President Barack Obama, 2009, American
Graduation Initiative)
Conceptual Framework
II. Steps in the Mapping Process
Example: A. A. Arts Program

Curriculum Mapping
Data Collection Instrument
Two-dimensional data collection tool
Columns (Program Outcomes)
Sub Columns (for each program outcome)
I. Communication of Program Outcomes in the
Course Syllabus
II. Level of Instruction
III. Assessment of Program Outcomes
Rows (Course Outcomes)
Note: Faculty are often opposed to curriculum mapping on the grounds of reductionism (English, 1980) or arguing that mapping narrows
possible options of teaching and learning at the college level. However, as English keenly noted, Curriculum is by nature reductionist.
Decisions about content, degree of repetition, and sequencing must be made [in response] to the real limitations on time available
for formal education within a persons total lifetime (p. 559). In fact, under the current conditions of information overload (Johnson
& Ratcliff, 2004), curriculum mapping empowers faculty members to use their expert knowledge and professional judgment in creating
coherent and transparent curriculum pathways thus facilitating student learning and development.
Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to
defined and applied technology (engineering) procedures, processes, systems or methodologies. In aid of
systems design addressing identified technology problems, conduct the following: Identify problems, conduct
research, investigations and experiment, come up with conclusion and solutions.
Select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction
and modeling, to broadly-defined engineering activities, with an understanding of the limitation
Communicate effectively on broadly-defined engineering activities with the engineering community and with
society at large, by being able to comprehend and write effective reports and design documentation, make
effective presentations, and give and receive clear instructions
Demonstrate understanding of the societal, health, safety, legal and cultural issues and the consequent
responsibilities relevant to engineering technology practice.
Understand the impact of engineering technology solutions in societal and environmental context and
demonstrate knowledge of and need for sustainable development.
Apply professional ethics and responsibilities and norms of engineering technology practice.
Function effectively as an individual, and as a member or leader in diverse technical teams.
Demonstrate knowledge and understanding of engineering management principles and apply these to ones
own work, as a member and leader in a team and to manage projects in multidisciplinary environments
Recognize the need for, and have the ability to engage in independent and life-long learning in specialist
technologies.
Demonstrate the sense of patriotism both in the national and global milieu
Lead and present ideas and practical suggestion to appropriate people on how improvements could be made
Evaluate Application of Critical Thinking [Higher Order Thinking Skills] and Adjust Problem Solving Techniques
Manage and evaluate workplace policies and procedures relevant to the workplace
Develop systems in managing, and maintaining information
Shape and sustain strategic thinking and attitudes toward common good
Establish, manage and sustain OHS program relevant to the workplace
Develop high performing entrepreneurs (21st century)
Basic Program Curriculum Map
Course Outcome-Program Learning

Outcome Alignment
Program Program Program Program Program Program
Learning Learning Learning Learning Learning Learning
Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5 Outcome 6
Course Outcome 1 X X X X
Course Outcome 2 X X X X X
Course Outcome 3 X X X
Course Outcome 4 X X
Course Outcome 10 X X X X
Program Learning Outcome
(1) Apply knowledge of (3) Communicate effectively Understand the impact
mathematics, science, engineering on broadly-defined of engineering
Course Outcome fundamentals and an engineering engineering activities with technology solutions in
How Does the Course Outcome Contribute to specialization to defined and the engineering community societal and
applied technology (engineering) and with society at large, by environmental context
the achievement of the Program Learning
procedures, processes, systems or being able to comprehend and demonstrate
Outcome? methodologies. In aid of systems and write effective reports knowledge of and
What principles/theories are used? How are design addressing identified and design documentation, need for sustainable
these theories applied? technology problems, conduct the make effective presentations, development.
What values (affective domains) are applied? following: Identify problems, and give and receive clear
How d course outcomes relate with each other conduct research, investigations instructions
and experiment, come up with
conclusion and solutions.
Upon completion of this course, students/trainees will be able
to:
Distinguish standard alphabet of lines, compare orthographic
and isometric drawing and views, verify standard drawing and
electrical symbols, dimensional tolerances and notations, floor X X X
plan design and other working details.
Construct drawings in accordance with technical
specifications and standards using different drawing
instruments. (Technical Drawing and Blue Print Reading)
(TD1)
Upon completion of this course, students/trainees will be

able to:
Acquire skills in the different machining operations.
Explain the technological advances in the metal working
industry with respect to fundamental principles.
Apply analytical skills and modelling methodologies to X X X
recognize, synthesize, and implement operational
solutions to engineering problems.
Apply standard scientific principles to develop
engineering solutions to a range of practical problems.
Translate design/ technical specifications into actual
machined parts. (Machine Theory and Practice 1
(MT1)
Technical Drawing
Knowledge: Recall and comprehension of terms,

principles, methods, theories and structures;
interpretation and extrapolation;
Application: Use of concepts, principles, methods and
theories to solve problems in a given situation;
analysis, synthesis and evaluation;
Practical: Ability Demonstration of manipulative
skills involving the use of drawing instruments,
equipment and materials in problem solving
situations.
The graduates have the opportunities to
engage in the world of work as:
Technologists CADD
Machinists Engineering Sales
Automotive Plant Maintenance
Technician Mechanic
HVAC Technician Engineering Assistant
Weldor BookKeeping
Mechatronics Supervisor
Technician Executive
Acquire knowledge and skills on how to
1 conceptualize, plan and manage business
Identify the threats and opportunities in project
planning and make recommendations based on this
2 analysis
3 Prepare a business proposal or project plan
4 Prepare computer aided audio-visual presentations
5 Perform roles and responsibilities in project planning
6 Organize and evaluate an actual project
Recognize the importance and contribution of
business to tourism growth and the countrys
7 economic development
Recognize the growing world of business towards
8 economic development.
CATERING AND BANQUET

1 Acquire knowledge on catering and banquet service.
Understand basic concepts, theories and principles
2 related to banquet and catering.
Apply basic concepts, terms and principles in
3 catering and banqueting.
Apply banquet and catering concepts, principles and
4 theories in any event.
Recognize the importance of banquet and catering in
5 event.
Curriculum Mapping
Explicit -- program outcome that is fully and

directly expressed or referenced in a course
syllabus.
Implicit -- program outcome that is indirectly

expressed or referenced in a course syllabus.
Course Outcome Statement: Example
(X) EXPLICIT
Program Outcome: Outcome 5/Problem-
Solving Scientific Reasoning
Course Outcome (HIST 1301):
At the end of the course, students will be
able to describe how social scientists
follow the scientific method to understand
social phenomena.
Note: Explicit (E) Statement of Intended Outcome is a program outcome that is fully71and
directly expressed or referenced in a course syllabus.
(X) EXPLICIT
Program Outcome: Outcome 5 / Problem
Solving Critical Thinking
Course Outcome (CUST 2370):
You will find that studying civilization will enable you to:
1. highlight a variety of 4. understand relationships in
perceptions that people have time and space that are
held through the ages important for sound
reasoning
2. show the options that
individuals have used 5. illustrate with examples the
historically in making roles of process, comparison
decisions and solving problems and causation in history.
72
(M) IMPLICIT
Program Outcome: Outcome 1 -- Communication
Students will be able to discuss the evolution
of twentieth-century American foreign policy
and the influences which have shaped those
policies in order to develop historical
viewpoints which they can articulate and
defend.
Note: Implicit (I) Statement of Intended Outcome is a program outcome that is indirectly
73
Curriculum Mapping Data Collection
Instrument: Conceptual Framework
Program Outcomes ~ intended curriculum
List of Courses ~ designed curriculum
Sub-column 1: Syllabus ~ communicated
curriculum
Sub-column 2: Level of Instruction ~
enacted curriculum
Sub-column 3: Feedback ~ assessed
curriculum
Curriculum Mapping Data Collection Steps
1. List program outcomes.

2. List program core courses.
3. Analyze course syllabi to determine alignment between
course and program learning outcomes.
4. Make a professional judgment regarding the levels of
instruction (I., E., R., A.)in the courses.
5. Analyze course syllabi and indicate whether students
have opportunities to (i) demonstrate what has been
learned for each program outcome and (ii) receive
feedback in a formal way.
Curriculum Mapping Data Collection
The glue that holds together the

components of the curriculum mapping
process is faculty professional judgment
and integrity.
The institution places primary responsibility for the
content, quality, and effectiveness of the curriculum
with its faculty. (SACS CS 3.4.10)
Curriculum Mapping Process: STEP 1
STEP 1
Identify and list intended program
learning outcomes in the top horizontal
row (re: SACS CS 3.3.1.1 / 3.5.1, FR 4.2)
Note: This process is based on the learning outcomes model, which (1) focuses on what
learners are expected to be able to do in terms of their knowledge, understandings,
and/or abilities at the completion of program curriculum, and (2) which uses statements
77
of learning outcomes in order to express expectations
Learning Domains and Taxonomy
Cognitive Domain
The cognitive domain involves knowledge and the

development of intellectual skills. This includes the
recall or recognition of specific facts, procedural
patterns, and concepts that serve in the development
of intellectual abilities and skills.
There are six major categories, which are listed in
order below, starting from the simplest behavior to
the most complex. The categories can be thought of
as degrees of difficulties. That is, the first one must
be mastered before the next one can take place.
1. Knowledge - ability to recall or
remember facts without necessarily
understanding them
Use action verbs like:
Arrange, collect, define,
6. Evaluation
describe, duplicate,
5. Synthesis enumerate, examine,
4.Analysis
find, identify, label, list,
memorise, name, order,
3. Application outline, present, quote,
2. Comprehension
recall, recognise,
recollect, record,
1. Knowledge recount, relate, repeat,
reproduce, show, state,82
tabulate, tell.
Examples: Knowledge
Recall genetics terminology: homozygous, heterozygous,
phenotype, genotype, homologous chromosome pair, etc.
Identify and consider ethical implications of scientific
investigations.
Describe how and why laws change and the consequences
of such changes on society.
List the criteria to be taken into account when caring for a
patient with tuberculosis.
Define what behaviours constitute unprofessional practice
in the solicitor client relationship.
Outline the history of the Celtic peoples from the earliest
evidence to the insular migrations.
Describe the processes used in engineering when
preparing a design brief for a client.
Recall the axioms and laws of Boolean algebra.
83
2. Comprehension - ability to understand and
interpret learned information
Associate, change, clarify,
classify, construct,
contrast, convert, decode,
6. Evaluation
defend, describe,
5. Synthesis differentiate, discriminate,
discuss, distinguish,
4.Analysis estimate, explain,
3. Application
express, extend,
generalise, identify,
2. Comprehension illustrate, indicate, infer,
interpret, locate, predict,
1. Knowledge recognise, report, restate,
review, select, solve,
translate. 84
Examples: Comprehension
Differentiate between civil and criminal law
Identify participants and goals in the development of electronic
commerce.
Discuss critically German literary texts and films in English.
Predict the genotype of cells that undergo meiosis and mitosis.
Translate short passages of contemporary Italian.
Convert number systems from hexadecimal to binary and vice
versa.
Explain the social, economic and political effects of World War I
on the post-war world.
Classify reactions as exothermic and endothermic.
Recognise the forces discouraging the growth of the educational
system in Ireland in the 19th century.
Explain the impact of Greek and Roman culture on Western
civilisation.
Recognise familiar words and basic phrases concerning
themselves.when people speak slowly and clearly.
85
3. Application: ability to use learned material in
new situations, e.g. put ideas and concepts to
work in solving problems
Apply, assess, calculate,
change, choose, complete,
6. Evaluation
compute, construct,
5. Synthesis demonstrate, develop,
discover, dramatise, employ,
4.Analysis examine, experiment, find,
illustrate, interpret,
3. Application
manipulate, modify, operate,
2. Comprehension
organise, practice, predict,
prepare, produce, relate,
1. Knowledge schedule, select, show,
sketch, solve, transfer, use.
86
Examples application
Construct a timeline of significant events in the history of
Australia in the 19th century.
Apply knowledge of infection control in the maintenance of
patient care facilities.
Select and employ sophisticated techniques for analysing the
efficiencies of energy usage in complex industrial processes.
Show proficiency in the use of vocabulary and grammar, as
well as the sounds of the language in different styles..
Relate energy changes to bond breaking and formation.
Modify guidelines in a case study of a small manufacturing
firm to enable tighter quality control of production.
Show how changes in the criminal law affected levels of
incarceration in Scotland in the 19th century.
Apply principles of evidence-based medicine to determine
clinical diagnoses. 87
4. Analysis: ability to break down information into its
components, e.g. look for inter-relationships and ideas
(understanding of organisational structure)

Analyse, appraise, arrange,
break down, calculate,
6. Evaluation
categorise, classify,
5. Synthesis compare, connect,
contrast, criticise, debate,
4.Analysis deduce, determine,
differentiate, discriminate,
3. Application distinguish, divide,
examine, experiment,
2. Comprehension identify, illustrate, infer,
inspect, investigate, order,
1. Knowledge outline, point out,
question, relate, separate, 88
sub-divide, test.
Examples: Analysis
Analyse why society criminalises certain behaviours.
Compare and contrast the different electronic business models.
Categorise the different areas of specialised interest within
dentistry.
Debate the economic and environmental effects of energy
conversion processes.
Identify and quantify sources of errors in measurements.
Calculate gradient from maps in m, km, % and ratio.
Critically analyse a broad range of texts of different genres and
from different time periods.
Compare the classroom practice of a newly qualified teacher
with that of a teacher of 20 years teaching experience.
Calculate logical functions for coders, decoders and
multiplexers.
89
5. Synthesis - ability to put parts
together
Argue, arrange, assemble,
categorise, collect,
combine, compile,
6. Evaluation
compose, construct,
5. Synthesis create, design, develop,
devise, establish, explain,
4.Analysis formulate, generalise,
generate, integrate, invent,
3. Application make, manage, modify,
organise, originate, plan,
2. Comprehension
prepare, propose,
rearrange, reconstruct,
relate, reorganise, revise,
1. Knowledge rewrite, set up, summarise.
90
Examples: Synthesis
Recognise and formulate problems that are amenable to energy
management solutions.
Propose solutions to complex energy management problems
both verbally and in writing.
Assemble sequences of high-level evaluations in the form of a
program.
Integrate concepts of genetic processes in plants and animals.
Summarise the causes and effects of the 1917 Russian
revolutions.
Relate the sign of enthalpy changes to exothermic and
endothermic reactions.
Organise a patient education programme.
91
6. Evaluation: Ability to judge value of
material for a given purpose
Appraise, ascertain, argue,
assess, attach, choose,
6. Evaluation compare, conclude,
contrast, convince, criticise,
5. Synthesis decide, defend,
discriminate, explain,
4.Analysis
evaluate, interpret, judge,
justify, measure, predict,
3. Application
rate, recommend, relate,
resolve, revise, score,
2. Comprehension summarise, support,
validate, value.
1. Knowledge
92
Examples: Evaluation
Assess the importance of key participants in

bringing about change in Irish history
Evaluate marketing strategies for different
electronic business models.
Appraise the role of sport and physical
education in health promotion for young people.
Predict the effect of change in temperature on
the position of equilibrium
Summarise the main contributions of Michael
Faraday to the field of electromagnetic induction.
93
Bloom Revisited: Anderson and
Krathwohl (2001)
Anderson and
Bloom (1956) Krathwohl (2001)
Knowledge To remember
Comprehension To understand
Application To apply
Analysis To analyse
Synthesis To evaluate
Evaluation To create
Analysis, Synthesis, Evaluation
Higher Order Thinking Skills 95
Two other domains in Blooms Taxonomy
AFFECTIVE DOMAIN ( Feeling ) concerned
with value issues : involves attitudes.
Integration of beliefs, ideas and attitudes

5. Characterisation
4. Organisation Comparing, relating, synthesising values
3. Valuing Commitment to a value
Active participation in own learning

2. Responding
1. Receiving Willingness to receive information
96
Active verbs for affective domain
Appreciate, accept,
assist, attempt,
challenge, combine,
complete, defend,
demonstrate (a belief
in), discuss, dispute,
embrace, follow, hold,
integrate, order,
organise, join, share,
judge, praise,
question, relate, share,
support, synthesise,
value.
97
Examples of Learning Outcomes in
Affective Domain
Accept the need for professional ethical standards.
Appreciate the need for confidentiality in the professional
client relationship.
Display a willingness to communicate well with patients.
Relate to participants in an ethical and humane manner.
Resolve conflicting issues between personal beliefs and ethical
considerations.
Embrace a responsibility for the welfare of children taken into
care.
Participate in class discussions with colleagues and with
teachers.
98
PSYCHOMOTOR (Doing) DOMAIN:
Work never completed by Bloom.
Involves co-ordination of brain and
muscular activity. Active verbs for this
domain: bend, grasp, handle, operate,
perform, reach, relax, shorten, stretch,
differentiate (by touch), perform
(skilfully).
100
Laboratory skills
Operate the range of instrumentation specified in the
module safely and efficiently in the chemistry laboratory.
Perform titrations accurately and safely in the laboratory.
Construct simple scientific sketches of geological features
in the field.
Clinical Skills
Perform a comprehensive history and physical examination
of patients in the outpatient setting and the general medical
wards, excluding critical care settings.
Perform venipuncture and basic CPR.
Presentation skills
Deliver an effective presentation.
Demonstrate a range of graphic and CAD communication
techniques.
Perform basic voice and movement tasks (theatre studies).
101
Module Title: Dental Surgery 5th Year Dental Students
Module Code: DS5001
On successful completion of this module, students should be able to:
Summarise relevant information regarding the patients current condition

to generate a differential diagnosis
Formulate an appropriate treatment plan and justify the proposal giving
due consideration to patient expectations and limitations
Arrange appropriate tests and demonstrate the ability to interpret tests
and reports
Administer local anaesthetics safely and perform basic dento-alveolar
surgical procedures in a professional manner showing good clinical
governance
Recognise, evaluate and manage medical and dental emergencies
appropriately
Differentiate between patients that can/can not be safely treated by a
GDP
Manage competing demands on time, including self-directed learning &
critical appraisal
Master the therapeutic and pharmacological management of patients with
facial pain and oro-facial disease
(Learning outcomes written by Dr. Eleanor OSullivan)
102
Words of advice ..
The key word is DO and the key need in drafting learning outcomes is
to use active verbs. (Jenkins and Unwin, Fry et al.)
They [Learning Outcomes] are statements describing observable
behaviour and therefore must use action verbs Words like
appreciate and understand do not help students because there
are so many interpretations of their meaning. It is more transparent and
helpful to be specific about expectations (Morss and Murray).
Avoid verbs like know , understand , be familiar with , be
exposed to (Osters and Tiu)
Try to avoid ambiguous verbs such as understand, know, be
aware and appreciate. (Sheffield Hallam Guide).
Care should be taken in using words such as understand and
know if you cannot be sure that students will understand what it
means to know or understand in a given context (Univ NSW).
Certain verbs are unclear and subject to different interpretations in
terms of what action they are specifying These types of verbs
should be avoided: know, become aware of, appreciate, learn,
understand, become familiar with. (American Association of Law
Libraries).
104
Checklist for writing learning outcomes
for modules
Have I begun each outcome with an active verb?

Have I avoided terms like know, understand,
learn, be familiar with, be exposed to, be
acquainted with, be aware of and appreciate?
Have I included learning outcomes across the
range of levels of Blooms Taxonomy?
Are my outcomes observable and measurable?
Do all the outcomes fit within the aims and
content of the module?
105
Writing Programme Learning Outcomes
The rules for writing learning outcomes for

programmes are the same as those for writing
learning outcomes for modules.
The general guidance in the literature is that there
should be 5 10 learning outcomes for a
programme and that only the minimum number of
outcomes considered to be essential be included.
Programme learning outcomes describe the
essential knowledge, skills and attitudes that it is
intended that graduates of the programme will be
able to demonstrate.
106
Two types of Programme Learning
Outcomes
1. The first type of learning outcome refers to those
learning outcomes that can be assessed during the
programme, i.e. within the various modules.
2. Aspirational or desirable learning outcomes indicate
what a good quality student would be expected to
achieve by the end of the programme. This type of
learning outcome may not be assessed at all but gives
an indication to employers and other agencies the type
of standard of practical performance that graduates of
the programme will display at the end of the
programme.
107
Example of Programme Learning
Outcomes [BSc(Ed)]
On successful completion of this programme, students should be able to:
Recognise and apply the basic principles of classroom management and
discipline.
Identify the key characteristics of excellent teaching in science.
Develop comprehensive portfolios of lesson plans that are relevant to the
science curricula in schools.
Evaluate the various theories of Teaching and Learning and apply these
theories to assist in the creation of effective and inspiring science
lessons.
Critically evaluate the effectiveness of their teaching of science in the
second-level school system.
Display a willingness to co-operate with members of the teaching staff in
their assigned school.
Foster an interest in science and a sense of enthusiasm for science
subjects in their pupils.
Synthesise the key components of laboratory organisation and
management and perform laboratory work in a safe and efficient manner.
Communicate effectively with the school community and with society at
large in the area of science education. 108
Further Example of Programme
Learning Outcomes
On successful completion of this programme, students should be able
to:
Derive and apply solutions from knowledge of sciences, engineering
sciences, technology and mathematics.
Identify, formulate, analyse and solve engineering problems.
Design a system, component or process to meet specified needs and
to design and conduct experiments to analyse and interpret data.
Work effectively as an individual, in teams and in multi-disciplinary
settings together with the capacity to undertake lifelong learning.
Communicate effectively with the engineering community and with
society at large. [Undergraduate engineering degree]
109
Further Example of Programme
Learning Outcomes
On successful completion of this programme, students should be
able to:
Perform problem solving in academic and industrial
environments.
Use, manipulate and create large computational systems.
Work effectively as a team member.
Organise and pursue a scientific or industrial research project.
Write theses and reports to a professional standard, equivalent
in presentational qualities to that of publishable papers.
Prepare and present seminars to a professional standard.
Perform independent and efficient time management.
Use a full range of IT skills and display a mature computer
literacy. [Postgrad Comp Sc degree]
110
Curriculum Mapping Process
SELECTED GENERAL EDUCATION OUTCOMES
WRITTEN NFORMATION SCIENTIFIC QUANTITATIVE CRITICAL ORAL
COMMUNICATION TECHNOLOGY REASONING REASONING THINKING COMMUNICATION
Student is able to LITERACY Student is able to: Student is able to Student is able to Student is
produce texts Student is able to: (1) Propose solve problems consistently and considered to have
appropriate for their (1) Use and apply relationship between within: (1) Numeric systematically: (1) oral communication
purposes and computers, software observed or arithmetic Identify main ideas competency if he or
audiences as applications, and phenomena; (2) contexts; (2) and/or themes; (2) she is able to
reflected in: (a) other resources to Design experiments Conceptual contexts; Make comparative express him or
Form; (b) achieve a wide which test (3) Geometric judgments from data; herself in a
Organization; (c) variety of academic, hypotheses contexts; (4) Data (3) Determine the structured,
Content professional, and concerning proposed representation and validity/ credibility meaningful, and
development; (d) personal goals; (2) relationships; (3) chance element and implication of a productive manner.
Language usage and Use a set of abilities Predict logical contexts. supposition; (4) The student must
style (syntax, to solve problems, consequences of Identify limitations also be able to
vocabulary, collect data, manage observed and contradictions in convey his/her
grammar, and information, phenomena and an event; (5) intentions or ideas in
mechanics). communicate with determine possible Analyze and messages crafted to
others, create alternative evaluate arguments introduce, inform, or
effective outcomes; (4) Judge and issues; (6) persuade the
presentations, and the degree to which Demonstrate listener.
use information to a particular creative problem-
make informed conclusion is justified solving skills; (7)
decisions. based on the Implement and
empirical evidence evaluate a plan to
related to observed work towards a goal
phenomena. or conclusion. 112
Note: The statements of intended program outcomes are listed in the top horizontal row of the matrix. Practice shows that six to eight
outcomes is an optimal number of outcomes for program mapping exercises. Six outcomes can effectively reflect the core of the
program and demonstrate its scope but, at the same time, keep the mapping process manageable. If a program has (e.g., mandated by
specialized disciplinary accreditors) more than six outcomes, the outcomes can be alternated for mapping per year or semester.
STEP 2
List program core (required) courses in the left
vertical column (re: SACS CR 2.7.1; FR 4.4)
In the order that a typical program major progresses through
the program curriculum
Most popular elective course in each distribution cluster can
also be added (assumption: all courses in the given cluster
similarly reflect given outcomes)
Program core courses are listed in the left vertical column. Generally, core courses include required program-specific courses and 2 or
3 of the most popular program-specific electives.
It is customary for the courses to be arranged in the order that a typical student takes to progress through the program curriculum.
Some programs might find it necessary to analyze transcripts of recent graduates to identify a typical curriculum progression113path. It
also might be necessary to develop different maps for different program concentrations if the transcript analysis uncovers substantially
different pathways for different student populations.
GENERAL
EDUCATION
Curriculum Mapping Process (contd)

CORE COURSES
Communications: ENG 101

Communication Skills I
Digital, Computer &

Telecommunications: CSC 150
Computer Literacy
Natural Sciences: BIO 100

Biological Science
Natural Sciences: BIO 100L
Biological Science Lab
Health & Physical Education:
PED 100
Fundamentals of Fitness for Life
Communications: ENG 102
Communication Skills II
Natural Sciences: PHY 100
Physical Science
Social Sciences: SOC 101

Introduction to Social Sciences
Mathematics: MTH 103
Contemporary Mathematics
Health & Physical Education:
HED 100
Personal and Community Health
Social Sciences: HIS 101
History of World Civilization II
Humanities: FIA 201 114
Basic Art Appreciation
STEPS 3, 4, 5
1. WRITTEN COMMUNICATION:
Student is able to produce texts appropriate for their
purposes and audiences as reflected in: (a) Form,
(b) Organization, (c) Content development, and (d)
Language usage and style (syntax, vocabulary, grammar,
and mechanics).
Outcome Level of Instruction Feedback and
Statement (I, E, R, A) Assessment
(X, M) STEP 4 (F)
STEP 3 STEP 5
115
STEP 3
Analyze course syllabi and indicate
whether each program outcome is
eXplicitly or iMplicitly reflected in the
course outcomes. (re: SACS FR 4.6)
Note: This step involves analysis of each core course to determine whether each program outcome is
explicitly or implicitly mentioned among the course outcomes on the syllabus. In other
how
words, at this step faculty focus on the communication aspect of curriculum coherence116
well intended program outcomes are communicated in the program courses.
Why Take Step 3?
Syllabi are a proxy for designed curricula
Cognitive science research
We must be sure that program outcomes are highlighted and stressed in both
the overall program design and in each course (cf. Svinicki, 2004)
Being fair to students
If we want our students to achieve intended outcomes, we must inform
students about those outcomes
This step helps us to see how intentionally/deliberately faculty address program outcomes in their courses. Consistent translation of collective expectations (i.e., the intended
curriculum) into individual operational plans (i.e., the designed curriculum) is often a challenging task due to the philosophical, psychological, and behavioral idiosyncrasies
among individual faculty members as well as liberal interpretation of the concept of academic freedom by some academics.
The syllabus provides a document by which faculty members define learning outcomes for students and the methods by which those outcomes will be realized (Habanek,
2005, p. 62). Course syllabi often serve as an important tool to ensure, document, and demonstrate curriculum intentionality. Syllabi can articulate specific course outcomes
in the context of broader program outcomes, direct student effort, and specify type and level of expectations (Eberly et al., 2001). Recent AAC&U curriculum improvement
initiatives are focusing on giving students a compass or ensuring that degree program curricula are effectively communicated to students and students understand intended
program outcomes, curriculum structure, faculty expectations, and their own role in the learning process. American college students already know that they want a degree.
The challenge is to help students become highly intentional about the forms of learning and accomplishment that the degree should represent (AAC&U, 2007, p. 29).
Further, Biggs (1996) argued that good teachers need to be clear about what they want students to learn and what students should have to do in order to demonstrate that
they have learned at the appropriate level (p. 361). Similarly, Davidson and Ambrose (1994) pointed out that students learn more effectively when they understand the
faculty members intentions and expectations about a course (p. 31).
However, despite the important role syllabi can play in creating aligned and intentional curriculum, the research shows that frequently nothing substantial drives syllabus
construction and that syllabi are rarely considered as part of curriculum review and redesign (Eberly et al., 2001).
Explicitly tying course outcomes to program outcomes helps students recognize their involvement in a cohesive curriculum.
Cognitive science research
Being fair to students
STEP 3
3.1 Review course syllabus to examine course outcomes
in the context of program outcomes (to identify course
outcomes related to the given program outcome)
3.2 Using professional judgment, determine the degree to

which program outcomes are reflected among the
course outcomes eXplicit or iMplicit
118
STEP 3
Explicit -- program outcome that is fully and directly
Implicit -- program outcome that is indirectly expressed

or referenced in a course syllabus.
119
(X) EXPLICIT
Program Outcome: Outcome 5/Problem-
Solving Scientific Reasoning
At the end of the course, students will be
able to describe how social scientists
follow the scientific method to understand
social phenomena.
Note: Explicit (E) Statement of Intended Outcome is a program outcome that is fully
120
and
directly expressed or referenced in a course syllabus.
(X) EXPLICIT
Program Outcome: Outcome 5 / Problem
Solving Critical Thinking
Course Outcome (CUST 2370):
You will find that studying civilization will enable you to:
1. highlight a variety of 4. understand relationships in
perceptions that people have time and space that are
held through the ages important for sound
reasoning
2. show the options that
individuals have used 5. illustrate with examples the
historically in making roles of process, comparison
decisions and solving problems and causation in history.
121
(M) IMPLICIT
Program Outcome: Outcome 1 -- Communication
Students will be able to discuss the evolution
of twentieth-century American foreign policy
and the influences which have shaped those
policies in order to develop historical
viewpoints which they can articulate and
defend.
Note: Implicit (I) Statement of Intended Outcome is a program outcome that is indirectly
122
[i] Outcome
Statement
(X, M)
X
X
M
X
M
M
X
M
M
M 123
TIP:
We have multiple sections of the course taught by different faculty members? How do we proceed?
If there is no a common syllabus for sections of the given course (common syllabus should be in place!), faculty teaching the sections complete the map for the given course as a
group.
If there is a common syllabus requirement and if you are reasonably sure that this requirement works, then the course coordinator can complete the map for the given course and
send it to all faculty teaching the course for review and validation.
STEP 4
Make professional judgments and indicate
whether each program outcome is Introduced,
Emphasized, Reinforced, or Advanced in the
course. (re: SACS CR 2.7.2/2.7.3)
***See Handout: Rubric
Levels/Codes can be modified!
Many institutions merge E and R levels
Note: Instruction brings life to curriculum goals and objectives (Palomba & Banta, 1999, p. 278). In this step faculty
members reflect on the level of course content delivery, make professional judgments, and indicate whether each
program outcome is Introduced, Emphasized, Reinforced, or Advanced in the given course by 124 listing an
appropriate code (I, E, R, A) in the second sub-column for each outcome.
Why Take Step 4?
Proxy for enacted curriculum
[Enacted] curriculum is behavioral, and may vary
significantly across classrooms and from original
design specification (Ewell, 1997, p. 613).
Integrative Learning
Development of integrative thinkers who can see
connections in seemingly disparate information and
draw on a wide range of knowledge to make decisions.
They adapt the skills learned in one situation to
problems encountered in another (AAC&U, 2002, pp. 21).
Note: The enacted curriculum refers to actual content, scope and depth of the material delivered by an instructor in the
classroom. Often, the enacted curriculum does not reflect the designed curriculum. As Ewell (1997) keenly notes,
this [enacted] curriculum is behavioral, and may vary significantly across classrooms and from original design
specification (p. 613).
Why Take Step 4?
Developmental nature of learning
Developmental perspective manifests a logical order an order
in which one form leads to another through differentiations and
reorganizations required for the meaningful interpretation of
increasingly complex experience (Perry, 1970, p. 3).
The first step that educators need to take to effectively help
students to achieve core learning outcomes is to understand the
developmental foundation that makes achievement of these
outcomes possible (Baxter Magolda & King, 2007, p. 491).
Simple check can be used, but more details show how the curriculum builds on itself. This scaffolding systematically provides opportunities for consolidating learning and
developing increasing sophistication (Allen 2006). By using a labeling system identifying a level of content delivery, faculty demonstrate how courses build on intended
learning outcomes over time, providing a sense of relationships among and between courses and a chronology of how students learn (Maki)
A developmental perspective of student learning that holds that student achievement of intended learning outcomes is predicated on student progression in the development of
cognitive complexity. In Perrys (1970) words, developmental perspective manifests a logical order an order in which one form leads to another through differentiations
and reorganizations required for the meaningful interpretation of increasingly complex experience (p.3).
Research unequivocally indicates that students demonstrate higher levels of achievement if they are provided with multiple, yet systematic, opportunities to build on previous
learning, receive feedback, and reflect on their progress toward explicitly stated learning outcomes. Indeed, Baxter Magolda and King (2007) argue that the first step that
educators need to take to effectively help students to achieve core learning outcomes is to understand the developmental foundation that makes achievement of these
outcomes possible (p. 491).
Why Take Step 4?
Developmental nature of learning
Awareness of Prior Knowledge
What students bring to the class will determine to a
great extent what they take from it (Svinicki, 2004, p. 223).
Few faculty members are aware of what their entering
students already know about the subject, and as a
consequence they cannot be sure that the assumptions
they make about their students are accurate. We more
commonly overestimate skills, prior knowledge, and
competencies than underestimate them (Diamond, 2008,
p.96).
General Factors Defining
Levels of Instruction
1. Student readiness level
2. Instruction and learning activities
3. Scope of outcome coverage
Note: In this model, we used 4 levels of content delivery. Level of Instruction refers to the level
and complexity of the knowledge and skills that are expected to be taught and learned in a
course.
Level of Instruction: Introduced
(I) STUDENTS ARE INTRODUCED TO
CONTENT/SKILL
1. Students are not expected to be familiar with the content
or skill at the collegiate level.
2. Instruction and learning activities focus on basic
knowledge, skills, and/or competencies and entry-level
complexity.
3. Only one or a few aspects of a complex program
outcome is addressed in the given course.
Note: At the Introduced (I) level, students are not expected to be familiar with the content or skill at the
collegiate level. Instruction and learning activities focus on basic knowledge, skills, and/or
competencies and entry-level complexity. Only one aspect of a complex program outcome is addressed 129
in the given course.
Level of Instruction: Emphasized
(E) THE CONTENT / SKILL IS
EMPHASIZED AND TAUGHT IN DEPTH
1. Students are expected to possess a basic level of
knowledge and familiarity with the content or skills
at the collegiate level.
2. Instruction and learning activities concentrate on
enhancing and strengthening knowledge, skills, and
expanding complexity.
3. Several aspects of the outcome are addressed in the
given course, but these aspects are treated separately.
Note: At the Emphasized (E) level, students are expected to possess a basic level of knowledge and
familiarity with the content or skills at the collegiate level. Instruction and learning activities
concentrate on enhancing and strengthening knowledge, skills, and expanding complexity.130 Several
aspects of the outcome are addressed in the given course, but these aspects are treated separately.
Level of Instruction: Reinforced
(R) THE CONTENT/SKILL IS REINFORCED
WITH ADDITIONAL EXPOSURE TO THE
INFORMATION
1. Students are expected to possess a strong foundation in the
knowledge, skill, or competency at the collegiate level.
2. Instructional and learning activities continue to build upon
previous competencies and increased complexity.
3. All components of the outcome are addressed in the
integrative contexts.
Note: At the Reinforced (R) level, students are expected to possess a strong foundation in the
knowledge, skill, or competency at the collegiate level. Instruction and learning activities
continue to build upon previous competencies with increased complexity. All components
131 of
the outcome are addressed in the integrative contexts.
Level of Instruction: Advanced
(A) THE CONTENT / SKILLS ARE ADVANCED and
APPLIED IN MULTIPLE CONTEXTS
1. Students are expected to possess an advanced level of
knowledge, skill, or competency at the collegiate level.
2. Instructional and learning activities focus on the use of the
content or skills in multiple contexts and at multiple levels of
complexity.
3. Outcome is applied in all of its complexity across multiple
contexts or is turned reflexively on oneself.
Note: Finally, at the Advanced (A) level, students are expected to possess an advanced level of knowledge,
skill, or competency at the collegiate level. Instructional and learning activities focus on the use of the
content or skills in multiple contexts and at multiple levels of complexity. Complex program
outcomes are reconceptualized at a higher level of abstraction, which enables generalization 132 to a
new topic or area, or is turned reflexively on oneself (Biggs, 1996, p. 352).
STEP 4 *: Course Mapping Worksheet
to facilitate I,E,R,A decisions
*
( Optional)
***See Rubric
Curriculum Mapping Process (contd) [ii] Level
(I, E, R, A)
A
A
E
R
A
I
Tip 134
I am introducing, emphasizing, and applying the outcome in the same course. What label should I post? On which level of complexity you
spend more time delivering the content? Use that label. If you spend, equal share of time on all levels, use the highest level.
STEP 5
Analyze course syllabi. Indicate (F) if students have
opportunities to (i) demonstrate what has been learned
on each program outcome and (ii) receive feedback in a
formal way. (re: SACS CS 3.3.1.1/3.5.1)
The intent of this step is to gather information about the assessed curriculum. If students are asked to demonstrate their
learning on the given outcome through homework, projects, tests, etc. and are provided formal feedback, then the faculty
member completing the map for the given course would indicate F (Feedback) in the third sub-column for the outcome. If
a given program outcome is not referenced in the course syllabus, then the cell is left blank.
In this step, faculty review course syllabi assignments and indicate whether students in the given course have opportunities to
demonstrate what has been learned in each program outcome and receive feedback in a formal way (e.g., grade, score,
written feedback).
Thus, in this step, we validate how intentionally/deliberately faculty address program outcomes in their courses. 135
Why Take Step 5?
Assessed curriculum
From our students point of view, assessment always defines
the actual curriculum (Ramsden in Biggs & Tang, 2007, p. 169).
Effective learning requires systematic feedback

Repeated testing better than repeated study for understanding
and retention (Roediger & Karpicke, 2006)
Identify courses to embed program outcomes assessment

(re: SACS CS 3.3.1.1)
Keep program assessment focused and manageable
Note: This component of the curriculum map serves another important purpose. When we begin
developing our program assessment reports (re CS 3.3.1), check marks in the column will alert us to
the existence of products or behaviors that could be evaluated in an embedded assessment study
(Allen 2006)
Demonstration and Formal Feedback:
Example
(F) Program Outcome 1 (Communication/Writing
Competency)
Course (HIST 1302) syllabus:
Students must complete at least three critiques
of assigned scholarly articles. These critiques
should be 4-5 pages, typed and double-spaced.
They should have an introduction, thesis
statement, body, and conclusion. Poor usage and
spelling will reduce your grade. Please
proofread your work! 137
Demonstration and Formal Feedback:
Example
( ) Program Outcome 1 (Communication/

Writing Competency)
Course (PE 1164) syllabus:
There is one (1) article each student
is expected to read, in addition to
reading assignments from the text,
and to write a critical review.
138
[iii]
Demonstrate
(F)
F
F
F
F
F
F
F
F
Note: Again, many programs find it useful to provide examples of representative course assessment activities in the attachment to the map. There is a
tendency for some individuals to over generously check boxes, indicating that they were providing student with opportunity to 139 practice and
demonstrate learning on most of, if not all, program outcomes, without apparently giving due thought and consideration to what evidence they might
have to support their judgment.
* Quantitative Indicators
(* Optional)
HANDOUT: Curriculum Mapping Steps
140
* Quantitative Indicators (Optional)
(i) Outcome Communication score

(ii) Outcome Saturation score
(iii) Outcome Feedback Points score
(iv) Course Breadth score

(v) Course Depth score
(vi) Course Assessment Focus score
* Quantitative Indicators: A Word of Caution
Facilitate comparative analyses (not benchmarking)

within the program
Scores
Indices
Although one can say that the larger the value of
the index, the better the alignment, there is still no
easy way to think about how big the alignment index
must be to be considered good (Porter, 2002, p. 6).
III. Analyzing and Interpreting
Maps
HANDOUTS
B.S., Management Information Systems
Guide for Analysis and Interpretation of Maps

* Exercise
Reflect on the sample general education
outcomes map provided.
What does the map tell you about the coherence

of the hypothetical BS in MIS curriculum?
Does this BS in MIS curriculum effectively
afford the development of the intended
institutional outcomes?
Structured Analysis of
Curriculum Map Data
HANDOUT
Guide for Analysis and Interpretation
of Curriculum Maps
Interpretation of Maps
Curriculum Mapping is a tool to stimulate
reflection and discussion.
Curriculum coherence can be defined as the extent to
which students and faculty find meaning in the
curriculum (Johnson & Ratcliff, p. 93).
Results of a curriculum mapping analysis are not

information for action. They are food for
thought and discussion as we align curricula for
student achievement and success.
Note: Johnson and Ratcliff (2004) concluded that curriculum coherence can be defined as the extent to
which students and faculty find meaning in the curriculum (p. 93). Curriculum mapping provides a
tool not just to stimulate thinking, it is also designed to help academics organize thinking about
program curricula.
Interpretation of Maps
Curriculum mapping provides a tool not only to
stimulate thinking, it is also designed to help
academics organize thinking about program
curricula.
It is the interpretations of events (or constructs)

within a structured meaning making environment
whereby learning can occur (Sutherland & Katz, 2005, p. 257;
emphasis added).
Note: Sutherland and Katz (2005) remind us that it is the interpretations of evens (or constructs) within a structured
meaning making environment whereby learning can occur (p. 257; emphasis added). The organization or
structure element is especially critical in the case of facilitating collective thinking and, consequently,
organizational learning and improvement, which is an ultimate goal of program reviews and curriculum studies.
IV. Hands-On Exercise
Holistic Analysis of Curriculum Maps
1. Are statements of intended program outcomes well-
articulated?
2. Do students receive appropriate syllabus guidance?
3. Do students have sufficient learning opportunities to
develop program outcomes?
4. Is content organized in a logical manner to reflect
increasing progression ?
5. Do courses provide students with opportunities to
integrate program learning outcomes?
6. Are students provided with feedback on their progress to
achieving intended program learning outcomes?
V. Lessons Learned / Tips for
Success
Tips for Success
1. Ensure that all programs have well-developed
statements of intended learning outcomes
2. Conduct syllabi review

- Common format
Note: It is critical that academic degree programs invest substantial time and effort to develop
meaningful, observable and measurable program outcomes before engaging in
curriculum mapping exercises. Unless the outcomes are developed and agreed upon by
program faculty, the whole curriculum mapping exercise will be meaningless and even
destructive.
Tips for Success
3. Develop clear procedures for the curriculum
mapping process
Program faculty collectively select courses to be mapped
Faculty members individually complete the map for the courses
they teach
If several faculty members teach the same course, then they
might choose to work collectively. Alternatively, course
coordinator can complete the map for the course.
Program coordinator or department head compiles the program
map
Faculty collectively analyze and interpret the program
curriculum map
Tips for Success
Before launching curriculum mapping initiatives, chairpersons and program coordinators also need to develop a clear
procedure for project administration. Specific details of administrative procedures depend on the questions the mapping
exercise attempts to address as well as the organizational culture of the department and institution. For example, one might
expect that faculty members within convergent disciplines (Becher, 1989) and fields would find the process of curricular
mapping easier to understand, manage the activities involved, and value the process and program. On the other hand, faculty
within divergent fields (Becher, 1989) would experience less consensus and more difficulty with the process (Finnegan,
Matveev, & Cuevas, 2006).
Typically, the curriculum mapping administrative procedure consists of four stages. First, program faculty collectively select
courses to be mapped.
Second, the faculty member teaching the given program core course independently fills in the cells on the curriculum matrix
for the given course and submits the matrix as well as supporting evidence to the program coordinator or department chair.
Often, there are multiple sections of the course taught by different faculty members. If there is no common syllabus for
different sections of the given course (common syllabus should be in place!), faculty teaching the sections should complete the
map for the given course as a group. If there is a common syllabus requirement and if program faculty are reasonably sure
that this requirement works, then the course coordinator can complete the map for the given course and send it to all faculty
teaching the course for review and validation.
Third, the program coordinator compiles information for individual courses in the program curriculum map representing a
curriculum progression path for a typical student. There might be several maps for the most common curriculum paths. The
program coordinator also calculates the total scores for each outcome and each course. In addition, the program coordinator
might choose to conduct an audit of curriculum maps by reviewing the quality of supporting evidence.
Finally, after the program curriculum map is developed, the program coordinator convenes program faculty. Faculty members
teaching core program courses collectively analyze the map and interpret the results. Program faculty will then collectively
make the decision to maintain the current curriculum or make necessary curricular changes and adjustments.
Tips for Success
4. Design or adapt a user-friendly data collection
tool
simple and straightforward to use;
require a minimum of background reading in order to
be completed;
cover the core learning outcomes;
indicate whether explicit learner support is provided
and whether the outcome is assessed; and
provide the facility to demonstrate students
progression in outcomes attainment over time
(Tariq et al. 2004)
Tips for Success
While developing data collection tool (matrix), strive to integrate the following
characteristics of an effective curriculum mapping tool identified by Tariq et al.
(2004): be simple and straightforward to use; require a minimum of background
reading in order to be completed; cover the core learning outcomes; indicate
whether explicit learner support is provided and whether the outcome is assessed;
and provide the facility to demonstrate students progression in outcomes
attainment over time (pp. 71-72).
The design of the matrix is not set in stone and can be modified depending on the
conceptual framework adopted by the program faculty and specific curriculum
review questions that drive mapping exercises. Whether the institution adapts the
existing curriculum mapping data collection tool or develops its own, the tool needs
to be tested in several programs representing different types of disciplines and
academic fields (Becher, 1989). It is also highly suggested that the pilot testing is
supplemented with cognitive interviewing (Willis, 2004) to ensure that faculty
members understand the process, know how to use the matrix, and that the
instrument is user-friendly and easy to use.
Tips for Success
5. Educate faculty about the curriculum mapping
concept
- Understandings
- Behaviors
- Attitudes
Tips for Success
Without meaningful faculty participation, a project such as curriculum mapping -- regardless of how flawless the design may be -- is
doomed to failure. While discussing faculty engagement in curriculum mapping projects, Sumsion and Goodfellow (2004) observed that
individual faculty members differ widely in their interpretation of mapping labels, philosophical and pedagogical philosophies, levels of
reflection with which they approach the process, experiences with curriculum mapping, and perceptions of curriculum mapping as a
process to improve student learning vs. a mechanism to implement managerial auditing of teaching. In order to prepare program faculty to
meaningfully engage in a curriculum mapping exercise it is necessary to develop a comprehensive approach to address faculty
understanding, attitudes, and behaviors related to curriculum mapping (Finnegan, nd.).
First, faculty understanding of the process includes the actual methodology of curricular mapping, the epistemology of the faculty
members own discipline or field, and the facultys collective intent in the instruction of their discipline or fields curriculum. In other
words, faculty participation is dependent on how well they understand what, how, and why they are teaching as well as how to
accomplish the process of mapping. Fink (2003) noted that few faculty members have formal training in designing and reviewing courses
and curricula. Thus, before engaging faculty in a curriculum mapping exercise, it is critical for department chairs and program
coordinators to educate faculty members about the concept of curriculum mapping through workshops, reading materials, and individual
consultations.
Second, faculty behaviors refer to faculty actions in completing curriculum maps. The map will be meaningless if faculty members within
the same program use different criteria while completing the map. To ensure the reliability of curriculum mapping, program faculty need
to develop a consensus on consistent definitions of curriculum mapping descriptors, collectively develop clear descriptors for the
mapping codes, and carefully choose model examples to calibrate mapping processes (Plaza et al., 2008; Sumsion & Goodfellow, 2004).
Further, it is important to conduct a small scale pilot administration of mapping supplemented by the second round of cognitive
interviewing (Willis, 2004) in order to determine the degree of consistency with which individual faculty members translate collectively
developed definitions and descriptors while mapping individual courses.
Finally, faculty attitudes toward the program and the process of curricular mapping include values that faculty hold toward the planning
and implementation of their curriculum and instructional techniques and about the reasons for the administrative initiative for mapping
exercises. External accountability and accreditation requirements are typical initial catalysts of curriculum mapping exercises. Thus,
curriculum mapping is likely to connote notions of instrumentalism and managerialism for many faculty members (Sumsion &
Goodfellow, 2004; Lowe & Marshall, 2004). Therefore, Tariq et al. (2004) recommend to emphasize pedagogical value of the exercise,
to take particular care to design and present [curriculum mapping] as an enhancement rather than a bureaucratic instrument, and to
ensure that faculty members understand that mapping exercise is not the end of a process, but rather the start of reflection, which will
enable them to use learning outcomes constructively to enhance their curriculum and modify practice (p. 79).
Tips for Success
6. Consider developing Program Map Portfolio
To verify and confirm the information presented on
the curriculum map,
To create a repository of materials supporting
subsequent planning, assessment, and reporting
activities, and
To document the substantial time and effort faculty
and staff invest in developing and delivering courses.
Tips for Success
If the developed curriculum map does not accurately reflect the designed coursework, taught course
materials, and assessed student work, then, the analysis and interpretations of the map will be moot,
meaningless, and misleading.
Therefore, it is suggested to carefully develop a curriculum map portfolio to ensure that faculty judgments
are well-supported by evidence. The purpose of the curriculum map portfolio is three-fold: to verify and
confirm the information presented on the curriculum map; to create a repository of materials supporting
subsequent planning, assessment, and reporting activities; and to document the substantial time and effort
program faculty and staff invest in developing and delivering courses.
A typical curriculum map portfolio consists of course syllabi for each course, reflection summaries of each
course, and appropriate and relevant samples.
Reflection summaries should demonstrate the extent to which program outcomes are reflected in the given
course outcomes, indicate specific course activities and assignments addressing the given program
outcome, and identify course assessments measuring student performance on the given program outcome.
In addition to, or instead of, reflection summaries, program faculty can develop a color-coded system to
highlight information on the syllabus related to specific outcomes. Syllabi and reflection summaries need to
be supported by samples of teaching and learning materials facilitating student development of a given
program outcome (e.g., readings, tasks, cases); assessment instruments and tools (e.g., tests, rubrics,
grading criteria, surveys); and student work on the given program outcome (e.g., papers, presentations,
artifacts).
Next Steps
Student-led curriculum mapping (Romkey & Bradbury, 2007)
Web-based, database-backed mapping system
Mapping of co-curricular areas
Note: One of the next steps in enhancing the curriculum mapping process at NSU will be engaging students in the curriculum mapping
process to validate the maps from the learners perspective (Romkey & Bradbury, 2007). Indeed, Johnson and Ratcliff (2004)
suggested that coherence may be better seen as also happening in the minds and discourse of students. In this sense, students make
connections among ideas, assimilate them into their own conceptual frameworks, and apply them to problems and situations they care
about (p. 88). The initial results of a pilot study of student-led program mapping recently conducted at the NSU School of Social Work
are very rich, insightful, and reflective of change-stimulating tensions between student and faculty conceptions of program curricula.
Another important future step involves developing a web-based, database-backed curriculum mapping system. One major methodological
limitation of a current curriculum mapping process is its retrospective nature that can introduce a certain degree of recall bias from
faculty members completing the map (Plaza et al., 2007). A web-based system will allow continuous, real-time refinement of the map
and entering supporting evidence in the electronic curriculum map portfolio of evidence.
Conclusion / Final Thoughts
[C]ollege is meaningless without a curriculum,
but it is more so when it has one that is
meaningless. (Van Doren, 1943, quoted from Birnbaum, 2004, p. 118).
Thinking about the curriculum . . . [r]equires a
willingness to accept surprise, ambiguity, and a
certain unavoidable messiness. If the world does not
always make sense, why should the curriculum?
(Rudolph, 1977 quoted from Birnbaum, 2004, p. 120.)
Note: Searching for meaning in program curriculum is a challenging but exciting endeavor. Meaning
making processes, facilitated by the information gleaned from program maps, develop curriculum
awareness (Palomba & Banta, 1999), uncover opportunities for curricular and pedagogical
innovations, and improve curriculum vitality or the capacity to grow and adapt to new social
demands (Hefferlin, 1969 quoted from Stark et al., 2002, p. 329).
Conclusion / Final Thoughts
To map learning is also to affirm the possibility of
surprise discovering that learning does, or does not,
happen when and where, and how it was expected.
Mapping learning teaches the contours, relationships,
pathways, and distances of learning itself, and what
comes to be known about learning, and how and where it
happens can influence institutional policy and strategy for
supporting student achievement (Keeling et al., 2008, pp. 57-58).
Note: Indeed, as Keeling and colleagues (2008) keenly noted,

To map learning is also to affirm the possibility of surprise discovering that learning does, or does not, happen when
and where, and how it was expected. Mapping learning teaches the contours, relationships, pathways, and distances of
learning itself, and what comes to be known about learning, and how and where it happens can influence institutional
policy and strategy for supporting student achievement (pp. 57-58).
Outcome based Curriculum
Contents of OBC document
Vision and Mission
Programme Educational Objectives (PEO)s /
Programme Aims (PAIs)
Programme Learning Outcomes (PLOs)
Course Learning Outcomes (CLOs)
Syllabus / JSP / SLT / TOLD / Matrix for all
courses in a programme.
3. PAI, PLO and CLO
1. Programme Educational Objectives
(PEOs)
Few years after
Graduation (4 to 5 years)
2. Programme Learning Outcomes

(PLOs) Upon
graduation
3. Course Learning Outcomes Upon

(CLOs) course completion
RELATIONSHIPS BETWEEN CLOS, PLOS, PEOS and
COMPLIANCE TO THE STAKEHOLDERS
Regulatory IHL
STAKEHOLDERS
KPT/MQA Industrires
/Professional requirements
Bodies
students
.. etc
EDUCATIONAL LEARNING
PRORGRAME PROGRAMME
OBJECTIVES OUTCOMES
PEO-1 PEO-2 PEO-3 PEO-4 PEO-5 .. etc
PLO-1 PLO-2 PLO-3 PLO-4 PLO-5 .. etc

OUTCOMES
Subject Subject
LEARNING
Subject Subject Subject

COURSE
CLO-1 CLO-2 CLO-3 CLO-4 CLO-5
Management support and commitment

The Curriculum Map Alignment of
Program Educational Aims and
Program Outcomes
MATRIX OF PLO & PAI RELATIONSHIP
MATRIX OF PLO & PAI RELATIONSHIP (contd)
Matrix of CLOs vs PLOs & LDs
Generic Student Attributes (GSA) & Learning
Domains (LD)
Generic Student Attributes GSA) Learning Domain (LD)
GSA 1 Communications Skills LD 1 Knowledge
GSA 2 Critical Thinking and Problem LD 2 Technical Skills
Solving Skills LD 3 Professionalism &
GSA 3 Teamwork Skills Ethics
GSA 4 Moral & Professional LD 4 Social Skills
Ethics LD 5 Communication Skills
GSA 5 Leadership Skills LD 6 Critical Thinking
GSA 6 Information Management LD 7 Life Long Learning
Skills and Continuous Learning LD 8 Entrepreneurial Skills
GSA 7 Entrepreneurship Skills
4. Course Learning Outcome (CLOs)
Example # 1
ET101 Electrical Technology
Upon completion of this course, students should be able to:-
1. explain correctly the units associated with basic
electrical quantities, concepts of electric circuit, cells knowledge
as the unit source of DC energy and the general (PLO1)
features of batteries.
&
2. demonstrate an understanding of DC network
analysis techniques on resistive networks. practical skill
3. describe the fundamentals of capacitive and (PLO2)
inductive in DC network correctly.
4. explain properly the principles of the magnetic
circuit, electromagnetism and electromagnetic
induction.
generic skills
5. demonstrate team working efficiently while doing
practical work. (PLO3-PLO9)
Course Learning Outcome (CLOs) - contd
Example # 2
EC201 Fundamental Programming
Upon completion of this course, students should be able to:-
1. solve various problem systematically using the 6
step procedure and specified design tools. knowledge
2. select the appropriate data types for a particular (PLO1)
solution. &
3. perform data handling in solving a given problem
correctly. practical skill
4. execute the whole process of programming, using (PLO2)
a high level programming language, in solving a
variety of engineering and scientific problems.
5. deliver a presentation and answer questions with
confidence on a well-organized assigned group generic skills
project inclusive of a report within a stipulated
time frame. (PLO3-PLO9)
5. Content of
course
syllabus
GO - General
Outcome
SO - Specific
Outcome
6. Learning & Teaching Strategies.
Lecture Industrial Visit
Practical Work Problem Based
Demonstration Learning (PBL)
Question & Answer
Work Based
Learning (WBL)
Brainstorming Project Based
Discussion Learning
Tutorial etc
Learning & Teaching Strategies for EC201
7. Assessment Tasks (ATs)
Quiz Types of Assessment
Tasks
Test
Practical Work
Final Exam Case study
Presentation Peer to peer
End of Chapter Capstone Project
Problem Reflective Journal
Essay etc
Assessment tasks for ET101 Electrical Techno
8. Assessment Specification Table (AST) / JSP
Maka-Diyos
Makabayan
Makatao/Makakalikasan
Patriotism
Globally Diverse
Competitive
Professional
Individual
Globalization Excellence Respect MDG/MTPDP

ASEAN 2015 Agent of EFA GOALS/BESRA
Change
Culturally -
Responsive Integrity
Zeal Educator
Benchmark
Multidisciplinary
Sustainable Development
Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
EJC Montilla, Tacurong City
VISION
A trailblazer in arts, science and technology in the region.
MISSION
The University shall give professional and technical training in science and
technology and shall provide advanced and specialized instruction in literature,
philosophy, arts and sciences besides providing for the promotion of scientific
and technological researches.
FUNCTIONS PHILOSOPHY CORE VALUES

Instruction Service to God and Country P-atriotism
Research R-espect
Extension I-ntegrity
Production Z-eal
E-xcellence
Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
EJC Montilla, Tacurong City
BACHELOR IN SECONDARY EDUCATION
The Bachelor in Secondary Education (BSEd) program aims to produce

dynamic secondary teachers who can:
1. deliver relevant knowledge in different perspectives with higher level
of literacy, communication, numeracy, critical thinking and learning
skills;
2.demonstrate competency-based instruction and training to diverse
types of learners in his own field of specialization in preparation for
global competitiveness ;
3.conduct researches for educational advancement;
4.initiate activities for experiential learning through community-based
activities;
5.respond appropriately to the cultural diversity of the students for
greater and effective learning development imbued with the
universitys core values.
CURRICULUM MAPPING WORKSHEET
Bachelor in Secondary Education (BSED) Major in English
The Bachelor in Secondary Education (BSED) major in English aims to produce dynamic
secondary teachers who can:
PROGRAM OUTCOMES REQUIRED COURSES SKILLS/ATTITUDES/VALUES
1. Deliver relevant Eng 111 & 121 ( Communication Arts & Skills
knowledge in different Writing in the Discipline) Communication
perspectives with higher Fil 111 & 121 (Komunikasyon sa Problem Solving skills
level of literacy, Akademikong Filipino & Pagbasa at Kinesthetic
communication, Pagsulat ) Computer Literacy
numeracy, critical Math 1 & 2 ( Basic Math & Contemporary Critical Thinking
thinking and learning Math) Planning
skills. Reading 1 ( Developmental Reading) Viewing
PE 111 & 121 ( Physical Fitness & Attitudes/Values
Rhythmic Activities) Appreciation of Arts and
Science 111 & 121 ( Earth Science & Literature
Survey of Biological Science) Understanding of Human
CS 113 ( Basic Software Package) Growth and Development
Lit 111 & 121 (Phil Lit & World Lit) Patriotism
Psychology 116 ( General Psychology)
Econ 110 ( Principles, Economics &
Agrarian Reform Taxation Coop)
Eng 211 ( Speech & Oral Communication)
1. Deliver relevant knowledge Fil 211 ( Masining na Skills
in different perspectives with Pamamahayag) Communication
higher level of literacy, SocSci 132 ( Rizal & other Problem Solving skills
communication, numeracy, Heroes) Kinesthetic
critical thinking and learning Eng 212 ( The Teaching of Computer Literacy
skills. Speaking) Critical Thinking
PE 211& 221 ( Team Sports & Planning
Recreational Activities) Viewing
Ed 212 & 222 ( Educational Attitudes/Values
Technology 1 & 2) Appreciation of Arts and
Pol Sci 142 ( Phil. Constitution Literature
& Government) Understanding of Human
History 111 ( Phil. History & Growth and Development
Institution) Patriotism
Ed 412 ( Use of Popular Media)
Ed 314 ( Teaching Multi-grade
Class)
PROGRAM REQUIRED COURSES SKILLS/ATTITUDES
OUTCOMES /VALUES
2. Demonstrate Ed 312 & 322 ( Assessment of Student Learning 1& 2) Skills
competency- Eng 221 ( Introduction to Linguistics) Communication
based instruction Eng 222 ( Campus Journalism ) Critical Thinking
Eng 213 ( The Teaching of Listening & Reading)
and training to Acting
Eng 224 ( English & American Literature)
diverse types of Facilitating
Eng 311 ( Afro-Asian Literature)
learners in his Eng 312 ( Introduction to Stylistics) Implementing
own field of Eng 313 ( Translation & Editing of Text) Integrating
specialization in Eng 314 ( Teaching Literature) Mastery
preparation for Eng 321 ( Remedial Instruction in English) Designing/Developing
global Eng 322 ( Preparation & Evaluation of Instructional Attitudes/Values
competitiveness. Materials) Dynamism
Eng 323 ( Structure of English) Creativeness
Eng 324 ( Mythology & Folklore) Resourcefulness
Eng 325 ( English for Specific Purpose)
Eng 411 ( Language & Literature Assessment)
Eng 412 ( Language Curriculum for Secondary Schools)
Eng 413 ( Literary Criticism)
Eng 415 ( Dramatics & Stage Crafts)
Ed 221 ( Facilitating Learning)
Ed 223 ( Curriculum Devt.)
Ed 224 & 313 ( Principles of Teaching 1 & 2)
Eng 223 ( Creative Writing)
PROGRAM OUTCOMES REQUIRED COURSES SKILLS/ATTITUDES/
VALUES
3. Conduct researches for Eng 414 ( Language Skills

educational advancement. Research) Communication
Ed 320 ( Methods of Discovery
Research) Problem Solving
Stat 115 ( Introduction to Critical Thinking
Statistics) Data Gathering
Analysis
Presentation
Attitudes/Values
Objectivity
Patience
Determination
Team Work
PROGRAM OUTCOMES REQUIRED COURSES SKILLS/ATTITUDES/VALUE
S
4. Initiate activities for FS 1 ( Observation of Learners Skills
experiential learning Devt. & the School Communication
through community- Environment Integrating
based activities. FS 2 ( Classroom Mgt. Skills) Creative
FS 3 ( Micro-Teaching) Leadership
FS 4 ( Team Teaching: Journal Writing
Exploring the Curriculum) Attitudes/Values
FS 5 ( Assessment of Student Resourcefulness
Learning) Initiative
FS 6 ( Becoming a Teacher) Commitment
FS PT ( Practice Teaching) Dedication
NSTP 111& 121 ( National Team work
Service Training Program 1& 2) Patience and
innovativeness
Reflective
5. Respond Ed 321 ( Social Skills

appropriately to the Dimension of Education) People
cultural diversity of Ed 311 ( The Teaching Teaching
the students for Profession) Social
greater and effective Ed 323 ( Environmental Interpersonal/Intraperson
learning development Education) al
imbued with the Socio 115 ( Culture, Attitudes/Values
universitys core Society and Family with Flexibility
values. ARH) Respect
Humanities 111 & 116 ( Dynamism
Introduction to Understanding human
Humanities & Art, Man, growth and development
& Society)
Ed 211 ( Child &
Adolescent Psychology)
RUBRICS
What is RUBRICS?
A rubric is a scoring tool for subjective assessments.
It is a set of criteria and standards linked to learning
objectives that is used to assess a student's
performance on papers, projects, essays, and other
assignments.
a scoring tool that lists the criteria for a piece of
work or 'what counts.
list of things the student must have included to
receive a certain score or rating.
Questions, Comments, Discussion

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QUALIFICATION NATIONAL CERTIFICATE II NATIONAL CERTIFICATE III

QUALIFICATION TYPE NATIONAL CERTIFICATE IV DIPLOMA

Post-Baccalaureate Program Doctoral Degree and Post-Doctoral

-- Knowledge, Skills and Values

theoretical and/or abstract with significant depth in

bolabsbolabs@gmail.com ; edward dela rosa ; becca vergara

Applied in activities that are supervisory, complex and

bolabsbolabs@gmail.com ; edward dela rosa ; becca vergara

bolabsbolabs@gmail.com ; edward dela rosa ; becca vergara

Can you imagine a DIPLOMA for SMAW? Is SMAW NC5

bolabsbolabs@gmail.com ; edward dela rosa ; becca vergara

Can you imagine a DIPLOMA for SMAW? Is SMAW NC5

bolabsbolabs@gmail.com ; edward dela rosa ; becca vergara

Can you imagine a DIPLOMA for SMAW? Is SMAW NC5

SMAW GMAW FCAW GTAW SAW

bolabsbolabs@gmail.com ; edward dela rosa ; becca vergara

Can you imagine a DIPLOMA for SMAW? Is SMAW NC5

bolabsbolabs@gmail.com ; edward dela rosa ; becca vergara

Can you imagine a DIPLOMA for SMAW? Is SMAW NC5

* Learning outcomes *Learning outcomes *

SMAW GMAW FCAW GTAW SAW

bolabsbolabs@gmail.com ; edward dela rosa ; becca vergara

Can you imagine a DIPLOMA for SMAW? Is SMAW NC5

outcomes *Learning outcomes

SMAW GMAW FCAW GTAW SAW

bolabsbolabs@gmail.com ; edward dela rosa ; becca vergara

QUALIFICATION NATIONAL CERTIFICATE II NATIONAL CERTIFICATE III

QUALIFICATION TYPE NATIONAL CERTIFICATE IV DIPLOMA

Post-Baccalaureate Program Doctoral Degree and Post-Doctoral

I. What is Curriculum Mapping?

How can we document and demonstrate the

Constructive Alignment (Biggs 2003).

Constructive alignment between learning outcomes,

The map charts program courses, syllabi,

Program specification that represents a deliberate

The picture on a jigsaw puzzle that guides students

Program Courses / Program Learning Outcomes

Program Courses / General Education Competencies

General Education Core Course / General Education

Offer students more than just a course

Example: A. A. Arts Program

Course Outcome-Program Learning

Upon completion of this course, students/trainees will be

Knowledge: Recall and comprehension of terms,

CATERING AND BANQUET

Explicit -- program outcome that is fully and

Implicit -- program outcome that is indirectly

1. List program outcomes.

The glue that holds together the

The cognitive domain involves knowledge and the

Use action verbs like:

Assess the importance of key participants in

Integration of beliefs, ideas and attitudes

4. Organisation Comparing, relating, synthesising values

3. Valuing Commitment to a value

* Learning outcomes Learning outcomes