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Curriculum Map of Learning Outcomes and Learning Processes

NARRATIVE EXPLANATION OF CURRICULUM MAP TO WISR DEGREE PROGRAM LEARNING OUTCOMES, AND WISR LEARNING PROCESSES

SEE GRAPHIC DEPICTION OF WISR CURRICULUM  MAP–RELATIONSHIPS OF OUTCOMES AND LEARNING PROCESSES: https://www.wisr.edu/wp-content/uploads/2020/01/WISR-Curriculum-Map_FINAL_2.pdf

SEE WRITTEN GUIDE TO CURRICULUM MAP:   https://www.wisr.edu/wp-content/uploads/2020/01/GUIDE-TO-WISR’s-CURRICULUM-MAP-AND-OUTLINES-THE-8-LEARNING-OUTCOME-AREAS-USED-IN-EACH-DEGREE-PROGRAM-AND-THEIR-RELATION-TO-THE-5-LAYERS-OF-LEARNING-PROCESSES-AT-WISR.pdf

About WISR’s Core Learning Outcomes

–See Curriculum Map for Graphic Depiction of How these Learning Outcomes are pursued throughout a student’s WISR’s studies, through different processes in the learning in various courses throughout each student’s WISR studies.

This Narrative, along with the accompanying Graphic Curriculum Map, explains WISR’s rationale and approach to how program learning outcomes are used in conjunction with five layers of thematic learning processes throughout WISR’s curriculum, and in all degree programs. These themes are guided by WISR’s mission and values, and are a significant factor in what attracts students and faculty to participate in WISR’s degree programs. The result is a coherent and well-integrated curriculum, and one that is different from many curricula made up of a series of not well-connected courses. By contrast, the learning in, and articulated outcomes of, each course is viewed by faculty and students with an continual awareness of a the themes depicted in the Curriculum Map, and upon which our Program Learning Outcomes are based.

Essentially, there are 7, core Learning Outcomes for Each Degree Program–the 7 areas are thematically the same for all programs, but the “level” of expectations and specific outcomes (and indicators of those outcomes) for each outcome are progressively and increasingly sophisticated from BS to MS to EdD, and this developmental progression is conceptualized and guided by the Dreyfus Theory of Expert Knowledge—and WISR’s use of the Stages of Expertise as defined by the Dreyfus model constitute an 8th area of Learning at WISR—and this 8th area guides our articulation of learning outcomes and indicators in each degree program, so that the outcomes in each area become increasingly sophisticated and advanced, as is appropriate in the progression from BS Program outcomes to MS outcomes to EdD outcomes. 

Further, throughout each student’s studies there are five different “layers” (or types) of learning processes operating concurrently.  Each layer or “type of process” has different consequences for how program learning outcomes and course learning outcomes are used.

The Narrative tries to provide specific details about all this–sufficient, hopefully, for the reader to understand how each process “connects” differently to the various courses, and the role of each process in contributing to faculty using the outcomes to guide and assess student learning.

[Based on WISR’s 7 core areas of learning—points 7and 8 relate to area 7]

The graduate will*:

1.     Demonstrate skills as a self-directed learner

2.     Demonstrate skills and knowledge of participatory and action-research

3.     Demonstrate a multicultural, inclusive perspective.

4.     Demonstrate skills and knowledge related to social change, and matters of social justice, equality and environmental sustainability. 

5.     Be able to write well, communicate clearly and collaborate with others. 

6.     Build bridges to the next important things they wish to do in their lives, so that they can pursue employment opportunities and / or community involvements, appropriate to their specialized capabilities, experience, and interests. 

7.     Based on the Dreyfus Model of Knowledge and Skill Development, the student will develop–within the degree program’s major area of study and within the student’s self-defined area(s) of specialization–to the stage of expertise appropriate for their degree program (BS = Advanced Beginner; MS and MFT = Competent; EdD = Proficient).

8.     Demonstrate theoretical and practical knowledge in their degree program’s major area of study—as guided by the learning outcomes of the courses required in that degree program.

*Different Levels of Skills and Knowledge Required for Different Degree Programs, with learning outcomes guided by the Dreyfus Model of Knowledge and Skill Development (see #7 above). The different levels of knowledge and skill development expected are guided by the Dreyfus Model, and result in different specific goals, learning outcomes, and objectives and indicators for each of the above Learning Outcome Areas (1 – 8), for each degree level (BS, MS or EdD). 

Five Layers of Processes Characterize Five Different Ways in Which Degree Program Learning Outcomes guide and assess Student Learning Throughout the Program

–See Curriculum Map for Graphic Depiction of How Degree Program Learning Outcomes are pursued throughout a student’s WISR’s studies in five different ways/processes, during the learning in various courses throughout each student’s WISR studies.

When creating and using program outcomes, the following institutional outcome themes are considered.

1. Self-Directed Learning

2. Action-Research

3. Writing / Collaboration

4. Multiculturalism

5. Social Change / Justice

6. Building Bridges to the Future

7. The Student’s pursuit of one or more area(s) of specialization within the degree program field of study

8. The Content Requirements of the Degree Program

 

***

Layer One: The first three themes are incorporated into each course.

Layer Two: The second three themes are often considered throughout numerous courses, as is the case with Layer Three, where the student’s pursuit of one or more area(s) of specialization is considered often and throughout the student’s studies.

Layer Four: The Learning Outcomes for the Content Requirements of the Degree Program are specified as the Course Learning Outcomes in the Core, Required Courses for the Degree Program.

Layer Five: Throughout each student’s studies, they are guided and expected to develop a higher level of expertise in their field of study. Specifically, WISR faculty guide and assess student learning based on the Dreyfus Model of Skill Acquisition. This model is based on the concept of learning through a combination of learning and experience. There are five developmental stages of learning associated with this model: novice, competence, proficiency, expertise, and mastery. Therefore, indicators related to the desired stage of learning are intertwined into each outcome. Program outcomes are defined by the student’s developing stage of expertise as defined by The Dreyfus Model of Expert Knowledge for each degree are:

BS Community Leadership and Justice -Advanced Beginner

MS Education and Community Leadership —Competent

MS Psychology/MFT – Competent

EdD Higher Education and Social Change -Proficient

While outcomes may appear to overlap or repeat at different degree program levels (BS, MS, EdD), specific indicators related to the appropriate stage of learning are incorporated into each outcome. This is described in detail in the Table, “Progression of Increasingly Higher Stages of Expertise, and Program Outcome Indicators for Each Degree Program.”  For example, as self-directed learning outcome indicator for BS students is “The student will identify: a) areas of special interest, b) their strengths and weaknesses/challenges, c) personally relevant readings, d) community/professional preparation experiences.” Then, at the next Dreyfus Stage, for MS students, the corresponding outcome indicator is “The student will develop: a) with faculty guidance, a coherent plan of personalized study that considers alternative courses of action regarding readings, their assessment of their strengths, interests, and weaknesses/challenges; b) a plan for becoming an expert in their area(s) of specialization.”   So, the MS student, unlike the BS student, is expected to develop a coherent plan of personalized study, with a process of considering alternative courses of action, and leading to their becoming an expert in the area(s) of specialization. For each of the seven, main learning outcome areas, there are a few outcome indicators articulated—with again, at each stage/degree level.

Degree Programs–Learning Goals, Outcomes, Measures

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