IMPLEMENTING META-MAJORS AND CURRICULUM MAPS - INSIGHTS FROM COHORT - - PowerPoint PPT Presentation

IMPLEMENTING META-MAJORS AND CURRICULUM MAPS - INSIGHTS FROM COHORT I COLLEGES

PRESENTERS

• Dr. Andrea C. Wade, Provost & VP, Academic Services

Monroe Community College _____________________________ Aaron Fried, Associate Professor and Curriculum Committee Chair, Mohawk Valley Community College _____________________________ Anastasia L. Urtz, J.D., Interim Provost and Senior Vice President, Onondaga Community College

• DR. ANDREA C. WADE, PROVOST & VP, ACADEMIC SERVICES

MONROE COMMUNITY COLLEGE

TOPICS:

How might examining or creating meta-majors and curriculum maps be different based on college context? What are ways to engage the campus in examining or creating meta-majors and curriculum maps? How do we get started with meta-major and curriculum map creation or review?

CURRICULUM MAPPING

WHAT IS A CURRICULUM MAP?

“A visual, graphical representation

• f curriculum data that

foregrounds chosen elements or considerations in a way that facilities intended angles of analysis or synthesis.”

CURRICULUM MAPPING INFORMS MULTIPLE LEVELS

Institutional

 Establishment of metamajors  Institutional Learning Outcomes (ILO)  General education, both external and internal standards

Program

 Program Learning Outcomes (PLO)  Program prerequisites or admission requirements  Transfer partner requirements  Incorporating/embedding dev education

Course

 Course Learning Outcomes (CLO)  Course prerequisites  Scheduling/mode of delivery  Contextualization

CENTRALITY OF CURRICULUM MAPPING TO GUIDED PATHWAYS

“In the guided pathways model, colleges clearly map

• ut every program, indicating which courses student

should take in what sequence and highlights courses that are critical to success in the program, along with ‘co-curricular’ requirements and progress milestones.”

CURRICULUM MAP EX. 3

• Example of a

curriculum flow chart

• Increased

graphical sophistication

Retrieved from https://www.mjc.edu/instruction/alliedhealth/medap/images/map_curriculum_map.jpg

CURRICULUM MAP EX. 4

Retrieved from http://go.roguecc.edu/sites/go.roguecc.edu/files/users/LSours/CJ%20AS%20degree%20with%20ILO%20and%20GELO.pdf

CURRICULUM MAP EX. 1

Upon completion of the course, students will be able to… MCC-BCW MCC-CT

• 1. Identify and describe legal principles

included in the Articles and Amendments of the United States Constitution. M M

• 2. Discuss the purpose and methods of

continuously updating knowledge of changes in constitutional law. M M

• 3. Compare and contrast New York State

specific constitutional rules and rights with federal rules. M M

• 4. Apply core areas of the law to law

enforcement applications critical to law enforcement operations. M M

• 5. Illustrate and explain the appellate court

process. m m

• 6. Utilize proper legal terminology.

M M

• 7. Analyze cases using the case law method.

M M

MCC-BCW: Write effectively in a discipline-specific context (Basic Communication Writing) MCC-CT: Engage in discipline- based inquiry or problem- solving (Critical Thinking) M=Major content, m=minor content

CURRICULUM MAP EX. 2

Alignment of courses w/ program learning outcomes.

ESTABLISHMENT OF METAMAJORS

Organizes all programs into broad areas Allows students who are not ready to choose a specific major to begin study in an area of interest Intentional career exploration Contextualizes learning and support School Specialist Faculty Liaison Provides a broader sense of identity for both students and faculty

Requires Extensive Faculty Involvement Raises questions about existing organizational and curricular structure Where to house programs How/whether to align administrative structure with curricular structure

ESTABLISHMENT OF METAMAJORS- MONROE’S EXPERIENCE

THE SCHOOLS AT MCC

All programs of study were grouped into Schools (metamajors)

Schools overseen by Deans Faculty liaisons

All students are part of a School that aligns with their completion goal

Liberal Arts students

Case managed by a School Specialist

Students enrolled in developmental education courses

Transitioning to admit to program

18

STUDENTS GET IT…

THE SCHOOLS AT MCC WEBSITE

SCHOOL OF ARTS AND HUMANITIES

CINEMA AND SCREEN STUDIES PROGRAM

CINEMA AND SCREEN STUDIES 4 SEMESTER SEQUENCE

INCORPORATING GENERAL EDUCATION AND INSTITUTIONAL LEARNING OUTCOMES

Need to toggle back and forth between levels, especially between course and program. MCC chose to revise

• ur local General

Education from course- based to infused at the same time as we reviewed our programs and mapped them according to Guided Pathways principles.

CURRICULUM GEN ED FORM

MCC GEN ED COURSE CURRICULUM MAP

MCC GED ED PROGRAM CURRICULUM MAP

KEEPING GUIDED PATHWAYS PRINCIPLES IN MIND

 Complete College-level English and Math early

 Identify Math Pathways  Place students in gateway math and English in their first semester, if possible  Acceleration  Co-requisites

 Extended Pathways

 Maps need to extend to incorporate Dual Enrollment, Developmental Courses, ESOL Courses  Developmental Education is a time of great change  Maps need to extend to transfer institutions

 Maps need to include any stackable and micro-credentials to ensure that they fit together in a way that works for students  Use of analytics  Are there courses that are problematic when taken together? When taken early in the program? What do the data say?  Are pre-requisites consistent with progression in content, or do they serve as barriers? What do the data say?  What practices and policies do we have that could harm students? What do the data say?  Where are there pockets of excellence or challenge in student course outcomes?

 Strategic learning supports  Targeted course-based learning support, such as supplemental instruction

Special populations

 Fully online  Adult learners  Students who are parenting  Using Technology  Students need to know where they are on there pathway at all times  Technology can help with this, but it needs to be simple and accessible

CONTEXTUALIZATION

Contextualizing Elective Choice  Most relevant  Most transferrable  Most accessible/available Contextualizing at the Course Level  Without altering the course outline or CLO’s, use materials and examples specific to the students’ pathways – May be School level or program level  Create a new with a course outline and CLO’s that align with the students’ pathways

Contextualizing within a Course  Create a library or activities that students can select from that relate to their pathways  Develop a branching course outline with alternative assignments

STRATEGIES AND CHALLENGES

Faculty engagement Establish clear and transparent processes Make a provision for cross-departmental and divisional dialogue Provide alternative ways for faculty to view or work on mapping

Focus on how the curriculum design impacts student success Acknowledge loss Trust the processes and trust the faculty Keep moving forward, especially when it get tough

AARON FRIED, ASSOCIATE PROFESSOR AND CURRICULUM COMMITTEE CHAIR MOHAWK VALLEY COMMUNITY COLLEGE

PROGRAM MAPPING AT MVCC

MVCC has had an all-campus Data Summit since our participation in ATD

 In January 2019, MVCC used the Data Summit to have a college-wide program mapping day  Project was the culmination of 2 prior semesters of prep work by the Curriculum Committee

 Spring 2018 – Programs conducted a program audit  Fall 2018 – Facilitators worked with program faculty on Process Guides and Math Pathways

PROGRAM MAPPING AT MVCC

Program Audits

Department Deans were asked to have a representative from each program fill out Audit

 PLOs, Articulation Agreements, Career Opportunity, List of Electives  Low return rate – 43%

PROGRAM MAPPING AT MVCC

Mapping Process Guides

Each faculty member on CWCC acted as a facilitator for a Department Worked directly with program faculty to answer questions in Guide:

 Math Pathways, Exclusive Courses, Student Cost Analysis (Course), Rationale for Elective Choices, Analysis of IR Data, Career Preparation Analysis, Transfer Pathway Analysis  87% Completion

PROGRAM MAPPING AT MVCC

PROGRAM MAPPING AT MVCC

CWCC Facilitators were trained in mapping We developed mapping workbook and implemented with whole department at once

Made faculty map College Competencies to PLOs to Individual courses

PH261 3Cr PRE MA151 Exclusive course code: U = Utica Only R = ROME ONLY O = Off-Campus Site N = NIGHT ONLY D = DAY ONLY F = FALL ONLY S = SPRING ONLY I = INTERNET ONLY U, D, S PLO = Program Learning Outcome PLO 1a 2b 4a TP

PH261 3Cr PRE MA151 U, D, S PLO 1a 2b 4a TP MA151 3Cr PRE MA150 U, D PLO 1a 2b 4a TP MA150 3Cr PRE MA125 PL O 1a 2b 4a TP MA125 3Cr PRE MA115 PLO 1a 2b 4a TP MA115 3Cr

Gen Ed Color EN101 3 Cr Cat 5 AREA 10 MVCC Category SUNY Area or Pillar MVCC Color CF100 1 Cr Course Code Credits

BUS ADMIN AAS PLOS MAPPED TO COURSES

Business Administration AAS PLO Sub 1

To prepare the students to enter the field of business or transfer to a higher educational institution

A

Graduates seeking a job secure a position in the field of business within two years.

B

Graduates seeking further education transfer to a higher education institution.

2

To prepare the students to interact effectively within a diverse business population

A

Students will interact effectively within a diverse student population by completing case projects.

3

To prepare the student to communicate effectively

A

Students will communicate appropriately with instructors and peers through written

• r oral assignments.

B

Students will visually and graphically communicate through presentations and/or projects.

4

To train students to solve business problems

A

Students will demonstrate the use of computers as a problem solving and communications tool.

5

To introduce students to a variety of international business scenarios

A

Students will demonstrate an understanding of world-wide issues related to business.

6

To understand that business decisions are based on systematic processes such as accounting systems, MIS, and the economic way of thinking

A

Students will be able to summarize, report, and interpret financial data.

B

Students will recognize the language of business.

C

Students will illustrate the ability to locate and analyze data.

D

Students will use the scientific method to solve business and economic problems.

7

To prepare students to demonstrate information literacy

A

Students will use traditional and contemporary information technology.

B

Students will identify, access, and appropriately use authoritative sources of information

Program Name: Degree Offered:

Major Courses CH Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Goal 6 Goal 7 AC115 3 x x x x x BM100 3 x x x x x x BM110 3 x x x x x AC116 3 x x x x x BM115 3 x x x x x IS101 3 x x x x BM120 3 x x x x AC131 3 x x x x BM251 3 x x x x x BM254* 3 x x x x x x BM108 3 x x x BM150* 3 x x x x x x IS200 3 x x x x x BM290* 3 x x x x x x en150 3 x x x x Total Credits 45 15 5 14 11 1 12 15 Total Courses 15 Gen Ed Courses CH Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Goal 6 Goal 7 EN101 3 x x x EN102 3 x x x MA110 3 x Natural Science 4 x x PY101* 3 * Default Elective

Business Accounting AAS Business Administration AAS Business Administration AS

Semester 1 Semester 1 Semester 1 CF 100 College Foundations 1 CF 100 College Foundations 1 CF 100 College Foundations 1 AC 115 Financial Accounting 3 AC 115 Financial Accounting 3 AC 115 Financial Accounting 3 AC 131 Business Law I 3 EN 101 English 1: Composition 3 EN 101 English 1: Composition 3 EN 101 English 1: Composition 3 IS 101 Computers and Society 3 IS 101 Computers and Society 3 IS 101 Computers and Society 3 Social Science Elective 3 Math Elective 4 Social Science Elective 3 PE Elective 0.5 PE Elective 0.5 Semester 2 Semester 2 Semester 2 AC 116 Managerial Accounting 3 AC 116 Managerial Accounting 3 AC 116 Managerial Accounting 3 BM 115 Principles of Macroeconomics 3 BM 115 Principles of Macroeconomics 3 BM 115 Principles of Macroeconomics 3 EN 102 English 2: Idea & Values Lit 3 BM 120 Principle of Marketing 3 EN 102 English 2: Idea & Values Lit 3 IS 200 Spreadsheet Concepts & Apps 3 MA 115 or MA 110 3 Math Elective 4 MA 115 Intermediate Math 4 BM 108 Personal Finance 3 Social Science Elective 3 PEXXX Physical Education Elective 0.5 Physical Education Elective 0.5 PE Elective 0.5 Semester 3 Semester 3 Semester 3 BM 110 Microeconomics 3 EN 102 English 2: Idea & Values Lit 3 BM 110 Microeconomics 3 AC 127 Computerized Accounting 3 BM 110 Microeconomics 3 BM 120 Principles of Marketing 3 AC 243 Cost Accounting 3 BM 251 Organizational Behavior 3 Natural Science 4 AC 230 Financial Management 3 IS 200 Spreadsheet Concepts & Apps 3 Restricted Elective 3 Natural Science 4 Business Elective 3 Social Science 3 PE XXX 0.5 Physical Education Elective 0.5 PE Elective 0.5 Semester 4 Semester 4 Semester 4 AC 201 Intermediate Accounting 3 AC 131 Business Law I 3 AC 131 Business Law 1 3 MA 110 Elementary Statistics 3 EN 150 Effective Speech 3 MA 110 Elementary Statistics 3 Business Elective 3 Natural Science 4 Natural Science 4 Business Elective 3 Business Elective 3 Restricted Elective 3 PE XXX 1 Business Elective 3 Restricted Elective 3 Physical Education Elective 0.5 PE XXX 0.5 Total Credits 62 Total Credits 124 Total Credits 61 Total Credits 64

Business Programs Pre-Guided Pathway Planning and Analysis

A common sequence already existed (in green), but was dispersed over 4 semesters. Additionally, one program left math until the last semester and one split the EN101-102 sequence over 3 semesters.

Business Accounting AAS Business Administration AAS Business Administration AS Semester 1 Semester 1 Semester 1 CF 100 College Foundations 1 CF 100 College Foundations 1 CF 100 College Foundations 1 BM 100 Introduction to Business 3 BM 100 Introduction to Business 3 BM 100 Introduction to Business 3 BM 110 Microeconomics 3 BM 110 Microeconomics 3 BM 110 Microeconomics 3 AC 115 Financial Accounting 3 AC 115 Financial Accounting 3 AC 115 Financial Accounting 3 EN 101 English 1: Composition 3 EN 101 English 1: Composition 3 EN 101 English 1: Composition 3 PY 101 Intro to Psychology (a) 3 PY 101 Intro to Psychology (a) 3 PY 101 Intro to Psychology (a) 3 PE Physical Education Elective 0.5 PE Physical Education Elective 0.5 PE Physical Education Elective 0.5 Semester 2 Semester 2 Semester 2 AC 116 Managerial Accounting 3 AC 116 Managerial Accounting 3 AC 116 Managerial Accounting 3 BM 115 Macroeconomics 3 BM 115 Macroeconomics 3 BM 115 Macroeconomics 3 EN 102 English 2: Idea & Values Lit 3 EN 102 English 2: Idea & Values Lit 3 EN 102 English 2: Idea & Values Lit 3 MA 110 Elementary Statistics 3 MA 110 Elementary Statistics 3 MA 110 Elementary Statistics 3 IS 101 Computers and Society 3 IS 101 Computers and Society 3 IS 101 Computers and Society 3 PE Physical Education Elective 0.5 PE Physical Education Elective 0.5 PE Physical Education Elective 0.5 Semester 3 Semester 3 Semester 3 AC 127 Computerized Accounting 3 BM 120 Principles of Marketing 3 MA 139 College Algebra (b) 4 AC 243 Cost Accounting 3 AC 131 Business Law 1 3 Nat Sci Natural Science Elective (c) 4 AC 131 Business Law 1 3 BM 251 Organizational Behavior 3 BM 120 Principles of Marketing 3 Nat Sci Natural Science (b) 4 Natural Science (b) 4 HU 187 Art Appreciation (d) 3 BM 254 Human Resources Mgmt (c) 3 BM 254 Human Resources Mgmt (c) 3 PE Physical Education Elective 0.5 PE Physical Education Elective 0.5 PE Physical Education Elective 0.5 Semester 4 Semester 4 Semester 4 IS 200 Spreadsheet Apps & Concepts 3 EN 150 Effective Speech 3 MA 140 Calc for Business & Soc Sci (b) 4 AC 201 Intermediate Accounting 3 BM 108 Personal Finance 3 AC 131 Business Law 1 3 AC 230 Financial Management 3 BM 290 Businesss Internship (c) 3 SO 101 Intro to Sociology (a) 3 BM 108 Personal Finance 3 BM 150 Principles of Entrepreneurship (c) 3 SP 101 Elementary Spanish (d) 3 BM 290 Business Internship (c) 3 IS 200 Spreadsheet Apps & Concepts 3 HI 101 History of Civilization (d) 3 PE Physical Education Elective 0.5 PE Physical Education Elective 0.5 PE Physical Education Elective 0.5 Total Credits 64 Total Credits 64 Total Credits 63

Business Programs Proposed Common 1st year - Post Guided Pathways Curriculum Mapping

ANASTASIA L. URTZ, J.D., INTERIM PROVOST AND SENIOR VICE PRESIDENT, ONONDAGA COMMUNITY COLLEGE

ONONDAGA COMMUNITY COLLEGE GUIDED PATHWAYS TO SUCCESS (GPS) PRE-CONDITIONS

• Strong change leadership infrastructure, shared governance systems
• Faculty, staff engagement, professional development
• Data-driven analysis, baseline of key performance indicators
• Technology infrastructure
• Relationships with K-12, industry, transfer partners
• Commitment to student equity, success

ONONDAGA COMMUNITY COLLEGE GUIDED PATHWAYS TO SUCCESS (GPS) PREPARATION

• Achieving the Dream
• Use data to build awareness, change practices
• Advance student equity, success across groups
• Lazer Focus Strategic Plan Goals:
• Provide students with equitable access to a clear and well-aligned path to their goals for

success

• Implement research validated methods and other high impact practices for early and
• ngoing student engagement in the educational process
• Improve student transitions to college by strengthening relationships with PreK-12 and

community partners

• Middle States Reaccreditation Self-Study

ONONDAGA COMMUNITY COLLEGE GUIDED PATHWAYS TO SUCCESS (GPS) CATALYSTS

• Wallpaper Exercise
• SUNY Guided Pathways Cohort #1
• Title III Strengthening Institutions: Guided Pathways to Success
• Emergence of Shared Governance Champions

ONONDAGA COMMUNITY COLLEGE GUIDED PATHWAYS TO SUCCESS (GPS) MOMENTUM BUILDING

• English Accelerated Learning Program—at scale
• One Team OCC—concierge-style onboarding, texting platform
• Box of Books project
• Coaching “Experiment”—non-cognitive supports and skill-building
• Curriculum Mapping to Successful Transfer, Aligned Careers

ONONDAGA COMMUNITY COLLEGE GUIDED PATHWAYS TO SUCCESS (GPS) NEW IN JANUARY 2020: SCHOOLS

Liberal Arts Math, Science & Engineering Business Computing & Applied Technologies Health Public Safety & Community Service Education Art, Design, Media & Music

ONONDAGA COMMUNITY COLLEGE GUIDED PATHWAYS TO SUCCESS (GPS) WHAT IS A SCHOOL?

• Academic Home
• Faculty Specialist
• Advisor(s)
• Coach(es)
• Student-facing, Advising-focused:
• Orientation
• Academic Advising
• Transfer Advising
• Career Guidance, Mentorship
• Co-curricular Activities
• Non-cognitive Coaching

ONONDAGA COMMUNITY COLLEGE GUIDED PATHWAYS TO SUCCESS (GPS) PARADIGM SHIFT

Transaconal Leadership → Transformaonal Leadership

• Service to others: elevation of community well-being over individual

interests

• Social interaction and relationship building
• Transparent, complete communications
• Fundamental belief in capacity and wholeness of students and one another
• Engaged Problem-solving (Conflict = Opportunity)

QUESTIONS?