Lane Course Curriculum Mapping

Components

The course curriculum map template used at Lane is meant to serve as documentation of curricular alignment, highlight areas for possible improvement in teaching to and/or assessing student learning outcomes, and give faculty who are new to teaching the course an idea of how to approach it. The map accomplishes these things through four components: a list of course learning outcomes (CLOs), an accounting of how each individual CLO contributes to the overall attainment of program/discipline and/or institutional learning outcomes (PLOs/DLOs and ILOs), a list of learning opportunities for each CLO, and ways in which each is summatively assessed.

Creating your Course Curriculum Map

Course Learning Outcomes

In the leftmost column of the course curriculum map, list all of the course learning outcomes (CLOs), placing one in each cell. You can add rows if the template does not have enough for each of your CLOs, but remember that a good rule of thumb is to have 5-7 LOs per course. Before this step, ensure that your CLOs are in good shape. This means checking for currency and observable outcomes language (see the Outcomes Writing & Revision page). Important notes:

• All sections of the same course need to have the same LOs, so if your course is taught by multiple people, you should collaborate with those teachers to make sure you agree on all the CLOs.

• In some areas, individual faculty may not have the agency to change learning outcomes. If you think this might be the case, contact your dean before making any changes.

• If you make any changes to your CLOs, or if you need support in doing so, contact the Assessment Coordinator or your Assessment Liaison. This person can help you craft good outcomes and will ensure that the changes are reflected in the college catalog system.

Contributes to...

The second column is where you will list the PLOs/DLOs and/or ILOs to which each course learning outcome aligns. For CTE programs, all courses required for your award(s) will already be mapped to your PLOs and ILOs; in this section of your course map, you will note which individual CLOs contribute to the achievement of which PLOs and ILOs. If your course is under the heading of Field of Study, you may choose to map directly to the ILOs only.

Unlike previous approaches to mapping, this template does not require you to map to individual example outcomes (formerly known as dimensions), but simply to the whole ILO. If you are interested in seeing how each ILO aligns to State of Oregon General Education Standards to help you determine ways in which your course outcomes might align, see the map document at the bottom of the ILO page.

Learning Opportunities

The third column should be seen as a repository for all of the ways an instructor might approach helping students achieve each learning outcome. Learning opportunities could include:

• how you teach to the outcome (lecture, presentation, examples, video, etc.)

• how students practice or reinforce their learning (in-class activities, forums, readings, take-home exercises, etc.)

• low-stakes/formative assessment activities with opportunities for feedback (quizzes, discussions, multi-draft assignments, etc.)

The learning opportunities section is not exhaustive, nor does it obligate any teacher to use any or all of the examples listed there; it should be seen as suggestions of possible effective approaches. The course curriculum map should be seen as a living document, and it can be added to at any time.

Assessment Tools

In the final column of the course curriculum map, you should list the ways in which each CLO is summatively assessed. For more information on types of assessment tools, see the Lane Assessment Glossary and Step 3 of the Assessment Cycle. You will most likely see some assessments from your course popping up multiple times throughout this column of your map, as many of your higher-stakes assessment approaches (midterm and final exams, final and capstone projects/presentations, final essays, etc.) are comprehensive.