PROFORMAs for reviewing curriculumBSc Stage 1, Step 2 tasks 6-8 -mapping the majors

For information on how to complete the tasks and proformas seeProcess for reviewing curriculum BSc Stage 1.2 tasks 6-8

Task 6: Paste into a single document a completed Table 3 from Step 1 for each of the level III courses of the major.

For example Table 3: Teaching and Learning Support and Assessment

Course Code: – core/elective – # units - # enrolments
3.1 Learning and teaching arrangements supporting assessment / 3.2
AT1 / 3.3
AT2 / 3.4
AT3 / 3.5
AT4 / Graduate Attributes / Beacon
SGDE / RSDF
Face-to-face
Online/e-Experience
Resource-Based

Task 7: Paste a completed Table 4 for each of the level III courses of the major into a single document.

For example - Table 4: Summary of aggregated CLO and ATs against the DSLO

Course Code: – core/elective – # units - # enrolments
DSLO Domain / Understanding science / Scientific knowledge / Inquiry & Problem Solving / Communication / Personal and professional responsibility
LO 1.1 / LO 1.2 / LO 1.3 / LO 2.1 / LO 2.2 / LO 3.1 / LO 3.2 / LO 3.3 / LO 3.4 / LO4.1 / LO 4.2 / LO 5.1 / LO 5.2 / LO 5.3
Aggregated CLO H/M/L from Table 1B
Aggregated ATs from Table 2B
Summary

Task 8 – Transfer summary lines from Table 4 for each course into a table (or spreadsheet) for preliminary analysis

Table 7 – Aggregated summaries of courses making up the major

Program title: BSc. Major title ….
DSLO Domain / Understanding science / Scientific knowledge / Inquiry & Problem Solving / Communication / Personal and professional responsibility
LO 1.1 / LO 1.2 / LO 1.3 / LO 2.1 / LO 2.2 / LO 3.1 / LO 3.2 / LO 3.3 / LO 3.4 / LO4.1 / LO 4.2 / LO 5.1 / LO 5.2 / LO 5.3
Course title
Course title
Course title
Course title
Course title
Summary H/M/L
DSLO met?

Proformas for reviewing curriculumBSc Stage 1, Step 2 tasks 6-8 -mapping the majors Page 1

Examples of completed Task 8 (table 7)the summary line for each course in the major has been transferred into a single spreadsheet, with colour coding for H/M/L, ready for analysis.As you can see an urge to analyse the patterns is unavoidable once the data is displayed in this way!

Example 1

Example 2

Notes:

  • Colour coding: Green = ‘High’, Yellow = ‘Medium’, Red = ‘Low’, Blank = Not addressed at all
  • TLO (Threshold Learning Outcome for Science) = DSLO (Discipline Specific Learning Outcome)
  • The maps are a reflection of current practice (i.e. curriculum designed before the advent of the TLOs)
  • The maps are ‘uncalibrated’ (i.e. without a shared discussion of what the TLOs and the evidencing thereof actually means).

Proformas for reviewing curriculumBSc Stage 1, Step 2 tasks 6-8 -mapping the majors Page 1

(optional) Paste a completed Table 4 for each prerequisite of level III courses in the major here, if required

For example -Table 4: Summary of aggregated Course Learning Outcomes and assessment tasks against the DSLO

Course Code: – core/elective – # units - # enrolments
DSLO Domain / Understanding science / Scientific knowledge / Inquiry & Problem Solving / Communication / Personal and professional responsibility
LO 1.1 / LO 1.2 / LO 1.3 / LO 2.1 / LO 2.2 / LO 3.1 / LO 3.2 / LO 3.3 / LO 3.4 / LO4.1 / LO 4.2 / LO 5.1 / LO 5.2 / LO 5.3
Aggregated CLO H/M/L from Table 1B
Aggregated ATs from Table 2B
Summary

Summary of analysis of each ’pathway’ to a major - alignment to program learning outcomes (DSLO) using Reflective Questions

Table 8A: Summary of Analysis - Major
Analysis / Possible Changes
General Comments
Learning Outcomes (DSLO)
Assessment (DSLO)
Teaching and Learning including resources for students (DSLO)
Alignment

Table 8B: Risk analysis decisions table – major

For the risk analysis approach and risk ratings see p 7/8 in Process for reviewing curriculum BSc Stage 1.2

Course title and # / Level of risk / Action / By whom / By when

Proformas for reviewing curriculumBSc Stage 1, Step 2 tasks 6-8 -mapping the majors Page 1