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ERIC Number: EJ1104091
Record Type: Journal
Publication Date: 2016-Jul
Pages: 18
Abstractor: As Provided
ISSN: EISSN-1541-4329
Curriculum Mapping: A Method to Assess and Refine Undergraduate Degree Programs
Joyner-Melito, Helen S.
Journal of Food Science Education, v15 n3 p83-100 Jul 2016
Over the past several decades, there has been increasing interest in program- and university-level assessment and aligning learning outcomes to program content. Curriculum mapping is a tool that creates a visual map of all courses in the curriculum and how they relate to curriculum learning outcomes. Assessment tools/activities are often included in the curriculum map. The School of Food Science, a joint program between the Washington State Univ. and the Univ. of Idaho, recently completed a curriculum mapping and assessment exercise. The goal of this exercise was to determine the alignment of the undergraduate curriculum with program learning outcomes and the degree of student mastery of these outcomes. Curriculum learning outcomes were revised from existing learning outcomes to better align with university learning outcomes and the IFT Core Competencies. All undergraduate courses were mapped to the IFT Core Competencies, and several competencies were assessed to determine student mastery. The mapping and assessment activities revealed potential gaps and redundancies in course content, as well as student ability to meet standards for competency. The results of the mapping and assessment exercises will be used to refine the content delivered to undergraduate students in the School of Food Science, with the overall goal of increasing the quality of the education provided to these students and helping them to be more prepared for a successful career in food science.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Institute of Food and Agriculture (USDA)
Authoring Institution: N/A
Identifiers - Location: Idaho; Washington
Grant or Contract Numbers: N/A