Curriculum Mapping: Integrating Multiple Perspectives on the Curriculum

Bruinsma, M.; Jansen, Ellen

doi:10.7459/ct/22.1.03

Cited by 3 publications

(3 citation statements)

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“…Bruinsma & Jansen, 2007;Robley, Whittle, & Murdoch-Eaton, 2005;Sumsion & Goodfellow, 2004). In this context, the Gestalt moves from the student-as-graduate to the current curriculum, and graduate attributes become figural against a ground of disciplinary content, including as topics and skills, which may be specific to the discipline.…”

Section: Figure-groundmentioning

confidence: 98%

Gestalt and figure-ground: reframing graduate attribute conversations between educational developers and academics

Knewstubb

Ruth

2014

International Journal for Academic Development

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Academics implementing graduate attributes, and the educational developers who support those academics, may experience graduate attributes and disciplinary knowledge and skills as unrelated dimensions of curriculum. Gestalt conceptions of curriculum, together with a figure-ground understanding of the relationship between disciplinary understanding and university-determined graduate attributes may help support a more integrated view. We reflect on the ways in which, by adopting these concepts in curriculum conversations, educational developers and university academics might together define, identify, and develop graduate attributes in disciplinary contexts in integrated ways.

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Section: Figure-groundmentioning

confidence: 98%

Gestalt and figure-ground: reframing graduate attribute conversations between educational developers and academics

Knewstubb

Ruth

2014

International Journal for Academic Development

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“…1 A curriculum is designed based on learning and instruction principles and requires a composite of different educational strategies, course content, learning outcomes, educational experiences, assessment, and a suitable educational environment considering individual students' learning styles and programs of work. 1,2 To have a constructive curriculum, harmonization is a mainstay between declared or planned curriculum, operational curriculum (taught or learned), and experienced curriculum. 1,3 This requires proper alignment between the intended learning outcomes (curricular intent) expected in the declared curriculum and other instructional components, namely teaching methods, within-class teaching activities, and assessment, to ensure coherency.…”

Section: Introductionmentioning

confidence: 99%

Practical Guide to Undergraduate Medical Curriculum Alignment and Mapping

Mahzari,

AlNahedh,

Ahmed

et al. 2023

AMEP

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Curriculum development and reviews are of paramount importance for academic programs curriculum management. Medical curricula need proper construction and frequent updates to suits learning outcomes considering their integrative nature and rapid scientific advancement. Curriculum alignment and mapping are fundamental for proper integration and planning of medical curriculum. This process is beneficial in detecting gaps and redundancies, and ensuring proper instruction, integration, and transparency. However, there is a paucity in the literature of a practical guidance to such process. Hence, this manuscript provides a practical guidance that was adopted in our institutes. Methods: A detailed description of twelve step-by-step guidance to curriculum alignment and mapping was provided. The process needed for each step and the flow chart of work was detailed. Results: This guide was developed and implemented successfully. Among many benefits encountered, many gaps in the contents, learning outcomes and assessment methods were detected and rectified. Additionally, better curriculum integration has been achieved. The current mapping will make any future curriculum reviews easier. Conclusion: This guide could be utilized by newly developed and existing programs for curriculum alignment and mapping. It fills a gap in academic literature through stepwise workflow which has been tested and implemented.

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“…In the past 10 to 15 years, higher education has become increasingly involved in curriculum mapping (Bruinsma & Jansen, 2007;Decker et al, 2006;Figueroa et al, 2015;Harden, 2001;Oliver, 2013;Uchiyama & Radin, 2009). Those embarking on this process, often in the context of compliance and quality assurance or curriculum renewal, may seek clarification from the literature about what a curriculum map is, how it may be achieved, who will use it and for what purpose.…”

Section: Introductionmentioning

confidence: 99%

Curriculum mapping for health professions education: a typology

Watson

Steketee

Mansfield

et al. 2020

FoHPE

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Introduction: Across higher education, curriculum mapping has attracted great interest, partly driven by the need to map graduate competencies to learning and assessment for quality assurance and accreditation. Other drivers have included the need to: a) provide tools for curriculum design and renewal, b) improve communication amongst teachers and curriculum developers and c) support learning by informing students about the scope and sequence of their programs. Those embarking on curriculum mapping have sought clarification about what elements of the curriculum should be mapped, how to develop their own map or whether they should adopt externally available products. During our combined experience of mapping six different medical programs over the course of 15 years, we have frequently sought answers to these questions. However, due to the many and varying types of curriculum maps and curriculum-mapping processes that are described in the literature, answers have not been readily forthcoming. Methods:We conducted a comprehensive review of the higher education-including health professions-literature to develop a four-dimensional typology for curriculum maps, which details features related to their purpose, product, process and display. The typology was validated by testing the parameters against six curriculum maps from medical schools around Australia.

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Curriculum Mapping: Integrating Multiple Perspectives on the Curriculum

Cited by 3 publications

References 0 publications

Gestalt and figure-ground: reframing graduate attribute conversations between educational developers and academics

Gestalt and figure-ground: reframing graduate attribute conversations between educational developers and academics

Practical Guide to Undergraduate Medical Curriculum Alignment and Mapping

Curriculum mapping for health professions education: a typology

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