Curriculum Mapping in Higher Education: A Case Study and Proposed Content Scope and Sequence Mapping Tool

Autor/in	Arafeh, Sousan
Titel	Curriculum Mapping in Higher Education: A Case Study and Proposed Content Scope and Sequence Mapping Tool
Quelle	In: Journal of Further and Higher Education, 40 (2016) 5, S.585-611 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2014.1000278
Schlagwörter	Curriculum Design; Concept Mapping; Higher Education; Case Studies; Sequential Approach; Best Practices; Curriculum Development; Qualitative Research; Course Content; Educational Policy; Graduate Study; State Universities; Course Evaluation; Curriculum Evaluation; Evidence Based Practice; Certification; Accreditation (Institutions); Content Analysis; Connecticut + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Concept Map; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Schrittfolge; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Qualitative Forschung; Kursprogramm; Politics of education; Bildungspolitik; Aufbaustudium; Graduiertenstudium; Hauptstudium; Staatliche Universität; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Abschlusszeugnis; Zertifizierung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Inhaltsanalyse
Abstract	Best practice in curriculum development and implementation requires that discipline-based standards or requirements embody both curricular and programme scopes and sequences. Ensuring these are present and aligned in course/programme content, activities and assessments to support student success requires formalised and systematised review and development processes. These processes are not always in play in higher education, however. Using a descriptive qualitative case study strategy, this article shares how policy outcomes within intermediate and superintendent certification, sixth-year and Ed.D. doctoral courses and programmes at a state university were reviewed, mapped and assessed using an evidence-based curriculum analysis model and tool that mapped standards and outcomes from course syllabus data. Strengths and weaknesses of this approach are discussed and it is suggested that the field might benefit from a curriculum mapping and analysis method that also considers content coverage. A Course-Level Content Scope and Sequence Mapping Tool, developed to map "content" scope and sequence alongside standards or outcomes mapping, is presented for consideration and testing. The ability to assess and improve curriculum is only as good as the conceptual frameworks, methods and tools available. This critical case study is one effort to advance the field by drawing attention to the importance of curricular content mapping. The study should be of interest to higher education staff, researchers and accreditors concerned with postsecondary programmes and their curricular scope and sequence coherence, quality and improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01