Curriculum maps link program learning outcomes to the courses in which they are delivered, the extent to which mastery is expected in those courses, and, in some cases, the measures used to assess the program learning outcomes in those courses.
The Biochemistry curriculum map links courses in a number of different academic departments to the programs learning outcomes. The B.S. in Math uses the curriculum map below which links the course to the program learning outcome and the extend to which the learning outcome is covered or relevant to the course.
The undergraduate Horticulture program uses a text-based approach to curriculum
mapping; an example of how they do this for one of their learning outcomes
is provided below.
Learning Outcome 1: Understanding/Problem Solving (Year 1 – 2018)
Demonstrate critical thinking skills and problem solving abilities in areas, such as:
- Basic business concepts
- Integrated pest management (weed science, entomology, plant pathology)
- Genetics
- Plant physiology
- Soil science
- Microbiology
- Agrochemistry
Learning Experience
Students will take courses in plant science, soil science, business, entomology, plant pathology, genetics, plant physiology. Students will be introduced to these concepts in our introductory general horticulture course (HORT 220). The concepts that are key to this learning outcome will be reinforced in two plant identification courses (HORT 260 and HORT 262) and finally the learning outcome will be enforced in our capstone course HORT 480: Case Studies in Horticulture.
Assessment
Direct Assessment will take place by collecting the mystery hormone/plant propagation lab assignment in HORT 220, the garden plan development and renovation of a vacant area in HORT 260 and 262, respectively, and the final case study analysis assignment in HORT 480 (Case studies in Horticulture. Scoring of those assignment will be done with the Problem Solving Value Rubric
Indirect Assessment will occur by a faculty advisor evaluation form, notes in degree works that will show progression in career goals and aspirations, a graduating senior survey, and polling employers of our graduates at least one year after they leave the university.