Mapping and Aligning Courses and Majors in the BSc Using the Science/Chemistry Threshold Learning Outcomes A brief overview of the processes, proformas.

Mapping and Aligning Courses and Majors in the

BSc

Using the Science/Chemistry Threshold Learning Outcomes

A brief overview of the processes, proformas and results

The process for mapping courses to the TLO

Stage 1, Step 1 tasks 1-5

Task 1 involves assigning a High, Medium or Low value to the alignment of a course learning outcome to a threshold or discipline LO. Table 1A documents these alignments.Table 1B aggregates these alignments across the course. A blank in Table 1B indicates that the TLO is not covered in the course learning outcomes.

Task 2 involves assigning a High, Medium or Low value to the alignment and weighting of course assessment tasks to the TLOs. Table 2A documents the alignment.Table 2B aggregates these alignments across the course. A blank in Table 2B indicates that the TLO is not assessed in the course.

Task 4 involves further aggregation the data from tables 1B & 2B to provide an indication of how well each TLO (H/M/L or not at all) is addressed through the course. Table 4 below shows how this is set out.

In Task 3 learning and teaching arrangements are identified and mapped to the assessment tasks in Table 2A (and thus are able to be linked to the TLOs). Table 3 documents this and is used together with Table 4 in the analysis stage.

Task 5 involves analysing this indicative data for a course, having ‘honest conversations’ about what is revealed then beginning to make decisions about clarifying or changing aspects of it to better align with the graduate level outcomes.

The next steps involve aggregating the data generated for all the level III courses in a major to inform decision making about improving the overall structure and coherence of the major, using the TLOs as the key.

NOTE: The TLOs are mapped to the University’s graduate attributes.

The process for mapping BSc majors against the TLO

Stage 1, Step 2 tasks 6-8

Task 6: involves collating the results for the Level III courses that contribute to the major from Tables 3 and 4 in Step 1 into a single worksheet.

Task 7: involves arranging the courses into the possible combinations (See examples on next slides). At this point it might become evident that further information is needed from pre-requisite courses or electives.

Task 8: involves analysing the indicative data for the major, having ‘honest conversations’ about what is revealed; then beginning to make decisions about refining, clarifying or changing aspects of the constituent courses to better align, as a set, with the graduate level outcomes.

Mapping the Ecology major

Using the Science TLOs

Mapping the Ecology major

TLOUnderstanding

scienceScientific

KnowledgeInquiry, problem solving &

critical thinkingCommun-

icationPersonal & social

responsibility

1.1 1.2 2.1 2.2 3.1 3.2 3.3 3.4 4.1 5.1 5.2 5.3

RMEB III (3)

CE III (3)

Electives

C&R III (3)

ME III (3)

FE III (3) Not mapped as yet

SENC III (3) Not mapped as yet

TLOs met? X X √ X √ √ √ √ X X √ X

Comments on mapping display• Colour coding: Green = ‘High’, Yellow = ‘Medium’, Red

= ‘Low’, Blank = Not addressed at all• The map is a reflection of current practice (i.e.

curriculum designed before the advent of the TLOs)• The map is ‘uncalibrated’ (i.e. without a shared

discussion of what the TLOs and the evidencing thereof actually means).

Mapping the Chemistry major

Using the Chemistry TLOs[NOTE: These sit under the Science TLOs]

Mapping the Chemistry major

TLOCulture of chemistry

Scientific Knowledge

Inquiry, problem solving & critical thinking

Commun-ication

Personal & social responsibility

1.1 1.2 1.3 2.1 2.2 3.1 3.2 3.3 3.4 4.1 4.2 5.1 5.2 5.3

Chem III (6) i i i i

Electives

ASM III (3) i i i i

EAC III (3) i i i i

HCMD III (3) i i i i

MC III (3) i i i i

MBC III (3) i i i i

RMC III (3) i i i i

TLOs met? X X X √ X X X X X X √ X X X

Individually – YESIn teams - NO