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Mapping Learner Outcomes Within an Agronomy Curriculum Sherry Pogranichniy, Michelle Cook, Tom Polito, Mary Wiedenhoeft,

Mapping Learner Outcomes Within an Agronomy Curriculum Sherry Pogranichniy, Michelle Cook, Tom Polito, Mary Wiedenhoeft, Lance Gibson, and Russ Mullen. Introduction

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Mapping Learner Outcomes Within an Agronomy Curriculum Sherry Pogranichniy, Michelle Cook, Tom Polito, Mary Wiedenhoeft,

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  1. Mapping Learner Outcomes Within an Agronomy Curriculum Sherry Pogranichniy, Michelle Cook, Tom Polito, Mary Wiedenhoeft, Lance Gibson, and Russ Mullen Introduction The Agronomy Department at Iowa State University adopted a set of desired learner outcomes for the undergraduate curriculum in 1992, implemented a new undergraduate curriculum based on the learner outcomes in 1995, and began a two-year project to develop a continuous outcomes assessment procedure in 2002. One goal of this project was to determine where the learner outcomes were being addressed within the curriculum. This led to the development of a “curriculum map.” Results Discussion The completed curriculum map should lead to a discussion among faculty about possible curriculum and learner outcome changes. Mapping learner outcomes within a curriculum is one approach departments can use to collect data from faculty for outcomes assessment. Collecting data electronically made the process of collating the results more manageable. Asking faculty to consider how outcomes were being addressed and measured in their courses caused them to be more aware of how their course fits into the Agronomy curriculum. The resulting curriculum map indicates where outcomes are being met in the curriculum. Below is a sample curriculum map with selected outcomes and courses. The outcomes below are those students are being asked to document in their electronic portfolios. The selected courses are those required by our most common option along with popular electives (in italicized text). Bibliography Ewell, P. T. 1997. Identifying indicators of curricular quality. p. 608-627. In J. G. Gaff and J. L. Ratcliff (ed.) Handbook of the undergraduate curriculum: A comprehensive guide to purposes, structures, practices, and change. Jossey-Bass, San Francisco. Palomba, C. A. and T. W. Banta. 1999. Assesment essentials: Planning, implementing, and improving assessment in higher education. Jossey-Bass, San Francisco. Material and Methods Individual interviews with teaching faculty were conducted to determine the emphasis placed on five broad categories of outcomes. Faculty reported placing high emphasis on technical knowledge and professional skills, medium emphasis on holistic perspective of agriculture, and little emphasis on ethics/values and diversity. Next, the learner outcomes were mapped to determine where and to what extent each specific outcome was being addressed within the curriculum. As part of this process, faculty completed electronic course description forms (spreadsheets) listing the departmental learner outcomes addressed, specific assignments and/or experiences used to achieve each outcome, and measures used to assess each outcome. Acknowledgement This project was funded through the Excellence in Agronomic Education and Extension Initiative of the Agronomy Endowment, Iowa State University.

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