Curriculum Mapping: A Before-and-After Look at Faculty Perceptions of Their Courses and the Mapping Process

Autor/in	Joyner, Helen S.
Titel	Curriculum Mapping: A Before-and-After Look at Faculty Perceptions of Their Courses and the Mapping Process
Quelle	In: Journal of Food Science Education, 15 (2016) 2, S.63-69 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-4329
DOI	10.1111/1541-4329.12085
Schlagwörter	College Faculty; Teacher Attitudes; Curriculum Evaluation; Concept Mapping; Undergraduate Study; Foods Instruction; Pretests Posttests; Teacher Surveys; Teacher Response; Program Attitudes; Teacher Participation; School Support; Intercollegiate Cooperation; Idaho; Washington + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Concept Map; Grundstudium; Lebensmittelkunde; Lehrerkommentar; Schulförderverein; Hochschulkooperation
Abstract	The increased interest in program- and university-level assessment over the past few decades has led to increased faculty involvement in developing program learning outcomes and performing program assessment activities. Depending on the level of support and encouragement faculty receive from administration and other entities, they may support or resist these activities. Faculty resistance may stem from fear of losing control of their course content, discouragement over previous failed assessment attempts, or confusion from inconsistent leadership. The School of Food Science, a joint program between the Washington State University and the University of Idaho, recently completed a curriculum mapping and assessment exercise that was conducted entirely by faculty. Faculty members teaching undergraduate courses were surveyed about their opinions of the mapping and assessment process both before and after the process was conducted. The goal of the surveys was to evaluate faculty opinion of these processes and how that opinion changed after completing the processes. Faculty members were generally supportive of the mapping and assessment processes, and willing to participate, and this opinion did not change after the processes were complete. The results of the mapping and assessment activities surprised most of the faculty, and they stated that they had ideas to address the issues found during the exercises. Overall, these results are encouraging in terms of faculty support of the mapping and assessment processes. Provided that administrative support of these processes continues and there is consistent leadership, faculty should continue to be supportive of program level assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01