One approach to curriculum review and development is to construct a matrix of the desired learning outcomes versus courses in the departmental curriculum. In our structured curriculum, a learning goal matrix ensures that skills build upon each other from course to course. We are currently developing visual curricular concept maps to better define different stages of student achievement and to articulate the details of our learning outcomes and curricular themes across our curriculum. The goal matrix and visual maps were designed to articulate the levels of achievement in order to both communicate the details to each other and also to generate a visual representation of the curricular themes to communicate their importance and prevalence in multiple courses to our students.  Specifically, visual maps were generated for key recurring themes including Acids and Bases, Spectroscopy, Thermodynamics, and Computer Skills. These maps served as a planning tool to identify gaps in the curriculum and a communication tool to inform faculty, administrators, outside evaluators, and our students of the thoughtful and deliberate design of the entire curriculum. The discussion and subsequent process of designing a visual highlighted for our faculty the courses or educational setting where these themes are first introduced, where and when students are asked to build proficiency, and where and when students are expected to develop mastery of the theme. We share the visuals with our students to illustrate these same benchmarks as they are learning the material, to provide a framework for their studies reminding them of what they learned previously, to contextualize what they are learning currently and to recognize the connection to future topics.

Curricular concept mapping through the chemistry curriculum at Union College

247th National Meeting (2014)

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