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ERIC Number: EJ1229776
Record Type: Journal
Publication Date: 2019
Pages: 8
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0009-1383
EISSN: N/A
Available Date: N/A
Modeling Traffic: Visualizing Data on Students' Curricular Movements
Potter, Joshua D.
Change: The Magazine of Higher Learning, v51 n5 p56-63 2019
Curriculum maps have long served as useful guides in the careful design of a curriculum's pedagogical aims and where they are to be achieved, however such a map cannot indicate how students are actually moving through the curriculum. This article discusses traffic models. When employed in the study of courses drawn from multiple departments, traffic models can show from which outside departments students originate when they appear in other courses. This can lead to a department of, say, visual art realizing that business students specializing in advertising or marketing tend to enroll in one of their classes dealing with digital media. Such a realization could launch a conversation between these two academic units to explore new potential joint degree programs or other formal collaborations. This article presents a traffic model, a tool developed in the Center for Teaching Excellence at the University of Kansas, that captures key pieces of information about student enrollment traffic across courses. The traffic models described here succinctly depict how many students move through classes, in what order and on what time lines. Among many other applications, the traffic model allows assessment of whether the practice of pedagogical scaffold matches its design.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kansas
Grant or Contract Numbers: N/A
Author Affiliations: N/A