An Assessment-Informed Collaborative Initiative: Curriculum Mapping for PhD Program Improvement
Date
2017-03-24
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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.
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student learning outcomes, curriculum map, faculty engagement in assessment, formative assessment, program learning assessment, institutional learning assessment
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.
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1 page
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Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)
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