Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/48515

An Assessment-Informed Collaborative Initiative: Curriculum Mapping for PhD Program Improvement

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Title: An Assessment-Informed Collaborative Initiative: Curriculum Mapping for PhD Program Improvement
Authors: Das, Priyam
Keywords: student learning outcomes
curriculum map
faculty engagement in assessment
formative assessment
program learning assessment
show 1 moreinstitutional learning assessment
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Issue Date: 24 Mar 2017
Citation: Das, P. (2017, March). An assessment-informed collaborative initiative: curriculum mapping for PhD program improvement. Poster session presented at the Assessment for Curricular Improvement Poster Exhibit at the University of Hawai'i at Mānoa, Honolulu, HI.
Abstract: Faculty and doctoral students of the Department of Urban and Regional Planning (DURP) initiated a review of their PhD program requirements and curriculum. This poster highlights the usefulness of faculty-student collaboration for program assessment to enable program improvement. The assessment coordinator organized a colloquium in which PhD candidates presented their dissertation research. Faculty evaluated the presentations based on the PhD program student learning outcomes (SLOs). Written comments from faculty evaluators were then coded as strengths and weaknesses corresponding to each SLO component to generate a preliminary qualitative assessment. At a subsequent meeting, faculty and doctoral students reviewed the preliminary qualitative assessment, PhD curriculum, core course syllabi, and PhD guidelines. They identified shortcomings in the existing curriculum, mapped degree requirements and program SLOs, and proposed revisions to better align the curriculum with program SLOs. They also outlined next steps toward improving the curriculum such as increasing the number of core course credits and providing more teaching opportunities for PhD candidates through summer school and online courses.
Pages/Duration: 1 page
URI/DOI: http://hdl.handle.net/10125/48515
Rights: Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)
Appears in Collections:Assessment for Curricular Improvement Poster Sessions



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