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Building Campus Change Through Curricular Mapping. Gail G. Evans Senior Fellow, AAC&U. AAC&U General Education & Assessment Network Meeting February 27, 2014 Portland, OR. Presentation Overview. Mapping Artifacts to Institutional Outcomes. Video.

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gail g evans senior fellow aac u

Building Campus Change Through Curricular Mapping

Gail G. EvansSenior Fellow, AAC&U

AAC&U General Education & Assessment Network Meeting

February 27, 2014 Portland, OR

mapping artifacts to institutional outcomes
Mapping Artifacts to Institutional Outcomes


Texts & Resources


executive order for general education
Executive Order for General Education

TO: California State University

FROM: CSU Chancellor Reed

Re: General Education & LEAP

Date: June, 2008

“Each CSU campus shall define its GE student learning outcomes to fit within the framework of the four ‘Essential Learning Outcomes’ drawn for the LEAP campaign, an initiative of the Association of American Colleges and Universities.”

san francisco state s baccalaureate goals
San Francisco State’s Baccalaureate Goals

SF State undergraduates will emerge from their studies with a breadth and depth of knowledge and understanding developed from integrating their course work and academic experiences in both general education and in the major…

We expect the following interconnected educational outcomes from a baccalaureate of SF State:

exercise 1
Exercise #1
  • At your tables, either work as a whole group, or divide into two or three smaller groups, whichever you prefer.
  • Choose one of your institutions for which you will develop a “model.”
  • For that institution:
    • State or write 1-2 institutional/baccalaureate outcomes.
    • “Map” those outcomes to the LEAP outcomes and the strategic plan, if applicable. If there is no viable strategic plan, what might be a strategic goal that could be derived from the institution’s mission statement?
    • “Map” 1-2 GE Program Outcomes to the institutional outcomes. (If the institution doesn’t have GE Outcomes, please write 1-2).
physical science learning outcomes
Physical Science Learning Outcomes

After completion of a lower division course in physical science, students will be able to:

what is an eportfolio
What is an ePortfolio?

Paper-based Portfolios

Electronic Portfolios

what practices are institutionalized locally that support portfolios
What practices are institutionalized locally that support portfolios?

To support growth, need:

Sustainable, Scalable,

Reliable, Effective Solutions

Centralize, share

knowledge on

teaching & learning

best practices


Link to Strategic

Planning & LEAP

Limit # of technical

solutions & integrate into

current technical architecture

Lower department costs & improve support through efficiencies & economies of scale


Intentional &

Integrated Learning

Credit: La Guardia C. College

mapping artifacts to institutional goals
Mapping Artifacts to Institutional Goals

Electronic Portfolio


Texts & Resources


sf state course
SF State Course


Rachel Poulain


  • Cinema
  • Health Education
  • Sociology
  • Urban, Ethnic, and Women's Studies

Course Student Learning Outcome:

Students will be able to shoot and produce a documentary

on a Health & Social Justice issue.


Social Justice Documentaries

Empowering the Yard

Video available at:

Presented by the San Francisco State University Health Equity Initiative and the National AIDS Fund in partnership with the SF State Health Education and Cinema Departments.


Testimonials to Student Learning

“Co-creating “Empowering the Yard” has made a lasting impact in my life. With 1 in 100 Americans incarcerated and the growing rate of HIV/AIDS among young women, it is imperative that we listen and learn from one another…

Since the film's initial screening at SF State in May 2008, Empowering the Yard has been entered and accepted to film festivals across the country and is going global.”

Emily Kirsch

mapping artifacts to institutional outcomes1
Mapping Artifacts to Institutional Outcomes


Texts & Resources


exercise 2
Exercise #2
  • Select a GE course from the institution you’re using in your example that will map easily to a LEAP, institutional, and GE outcome you selected in Exercise #1.
  • Either use a dept/program outcome for that course, or write an appropriate one that maps to your LEAP, institutional, and GE outcome.
  • Either use or write an appropriate course outcome.
  • List activities (artifacts) students could complete to demonstrate mastery of the course outcome.
  • Draw your “map” on the Flip Chart.