2024-08-24t23:20:34.791z
so i'm a stickler for organized files and i noticed when creating maps you can have 1-28 ">.> cough" or more maps made down at the bottom right corner of...
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the foundations of good assessment work are well-written learning outcomes statements and usable curriculum maps. this page provides tips and resources for creating both. learning outcomes statements learning outcomes statements are concise, action verb-oriented statements that describe what a learner will know or be able to do after completing an assignment, course, or program. what is a good learning outcome? good learning outcomes statements are student-centered, clearly worded, measurable, practical, and specific. good learning outcomes are worded clearly enough that everyone - faculty from other disciplines, students, parents - can understand them. specificity is key when writing learning outcomes. ask yourself: what does demonstration of this learning outcome look like? if you are unsure, the outcome is likely not specific enough to measure. some words and phrases should be avoided as they are too vague to measure. some examples of words and phrases to avoid are: understandappreciatedemonstrate an understandingrealizebecome aware oflearn aboutbecome familiar withdevelop capacity todevelop an ability to "understand" is often mistaken as a specific action in learning outcomes statements. but how does a student demonstrate understanding? what, specifically, does understanding look like in the context of your program, course, or activity? it is helpful to break down into component parts what students will do to demonstrate learning - perhaps explaining, summarizing, or describing a topic of phenomenon. these actions are specific, and therefore more manageable. how do you choose learning outcomes? start at the end! consider: what are your hopes and dreams for your students?what skills or knowledge does your discipline value? what should your students value?think of the ideal graduate of your program - what does she know? what can she do? learning outcomes should be shared with students often to ensure they understand what learning - and how that learning is demonstrated - is expected of them. questions you might consider asking students include: do students understand the outcomes? can they restate the outcomes in different terms? how do they feel the outcome can be demonstrated? how have they demonstrated this learning previously? how many learning outcomes should a program have? learning outcomes are not a comprehensive list of every single thing students will learn. if a program has too many learning outcomes, faculty will spend all their assessment time collected data. assessment is only beneficial if there is ample time to reflect on results and use them for improvement. the ideal number of learning outcomes a degree program should have is 3 to 5, depending on the discipline. (a caveat: some accreditors may require more. always default to the accreditor's requirements.) learning outcomes development resources to imagine a verb: the language and syntax of learning outcomesaction verbs for learning outcomesdifferences between goals, objectives, and outcomes curriculum maps students need opportunities to engage with concepts and practice skills at multiple points and in different ways throughout their course of study. curriculum maps provide a visual representation of those opportunities. what should be included in a curriculum map? curriculum maps need only include a few key pieces of information: where students have opportunities to engage with each learning outcome across the curriculum. your curriculum map will allow you to determine whether: students are engaging with a learning outcome too late or too early in the programstudents have multiple opportunities to engage with a learning outcome or practice a skillstudents have opportunities to build on learning or skills as they progress curriculum maps can include as much information as you want (see resources below for examples), but they can also be very simple. the best curriculum maps are those that are useful for programs, no matter how complex or basic they may be. what is the best way to create a curriculum map? as with most things assessment related, the best approach to creating a curriculum map is a collaborative one. ideally, faculty will sit together and discuss where learning opportunities are within the curriculum, where learning opportunities might be missing, and whether students are provided opportunities to build on their learning as they move through a curriculum. curriculum mapping resources curriculum mapping toolkitbeginner's guide to assessment (provides simple example of curriculum map and tips for getting started)quick guide to curriculum mapping
when you need to add multiple layers of geographic data to a map, use marks layers in the marks card
the maps project is a student-centric initiative to chart the rapidly evolving higher education system and works to bring high-quality data and historically marginalized voices to higher ed decision-makers.
noaa's sea level rise map viewer gives users a way to visualize community-level impacts from coastal flooding or sea level rise (up to 10 feet above average high tides).
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view a map showing rights of way to find out where to walk, ride or cycle in dorset
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flood map shows the map of the area which could get flooded if the water level rises to a particular elevation. sea level rise map. bathymetric map, ocean depth. effect of global warming and climate change.
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interactive tutorial for using simplex/perlin noise to make terrain and biomes for a wilderness map
topogun 3 documentation
boost your object detection model's performance with mean average precision (map). learn how to compute map, interpret the precision-recall curve, and more.
in the u.s., histoplasma mainly lives in soil in the central and eastern states.
as a cornerstone of the u.s. geological survey's national geospatial program (ngp), the national map (tnm) is a collaborative effort among the usgs and governmental, academic, non-profit, and industry partners to improve and deliver topographic information for the nation.
these interactive maps show how likely students are to participate in higher education according to where they live, and how this varies across the uk.
learn how to read topographic maps. read about how to use contour lines to identify land features on the map, including peaks, ridges, saddles, and valleys.
what are concept maps? concept maps are visual representations of information. they can take the form of charts, graphic organizers, tables, flowcharts, venn diagrams, timelines, or t-charts. concept maps are especially useful for students who learn better visually, although they … read more
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the maps & data section featuring interactive tools, maps, and additional tools for accessing climate data.
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discover the importance of campus maps and their impact on students' experience and learn about the benefits of printed campus maps for effective university marketing strategies.
our maps shows sea-level rise and vertical land movement (vlm) incorporated under potential climate change scenarios.