Part 2: Explore Implementation Needs
Chapter 6: BHSS Curriculum Map
Learning Objectives
- Recognize how the BHSS curriculum concepts are organized in the BHSS Curriculum Map.
- Prepare to conduct a gap analysis between your program and the BHSS curriculum standards.
Chapter Overview
This overview of the BHSS Curriculum Map is to provide the information your program needs to understand the scope of the BHSS curriculum and begin planning implementation of a BHSS program at your organization. Parts of the BHSS Curriculum Map likely exist in your current curriculum. In the sections below, we will orient you to the structure and organization of the BHSS Curriculum Map, including the relationship of learning objectives to competencies, how learning objectives are sequenced, and examples of assessments for BHSS curriculum.
Use the links below to jump to a particular section:
Background & Development
Structure & Organization
How to View the BHSS Curriculum Map
Things to Consider
BHSS Curriculum Map
Background & Development
Curriculum maps have been used widely for decades to define, refine, and communicate where, why, how, and when learning occurs (English, 1980; Watson et al., 2020; Jacobs, 2004). More recently, health professions programs have built their curriculum maps around program- or licensure-required competencies to meet the needs of aligning to the requirements of accrediting bodies (Harden 2001; Watson et al., 2020; Figueroa et al., 2015). Guided by this prior work, the BHSS Project Team, led by experienced instructional designers with backgrounds in developing behavioral health workforce training and higher education curriculum and instruction, created the BHSS Curriculum Map. The BHSS Curriculum Map is the product of an iterative process, balancing subject matter expertise with evidence-based best practices in curriculum development. It was refined through focus group feedback.
To develop the BHSS Curriculum Map, we chose to use a Backward Design framework. Backward Design is a widely used methodology for curriculum development that follows an intentional, stepwise process (Wiggins & McTighe, 2005). The first step in this framework is to identify desired results or outcomes related to learning.
To help define the desired results, the BHSS Project Team utilized a Competency Framework to organize the components into a cohesive system. This term “competency framework” differs from competency-based education. In competency-based education, programs are organized around the competencies rather than around courses and curricula. Students generally progress at their own pace and demonstrate proficiency for each competency following standardized criteria. Competency-based education is often the model for apprenticeship programs. We adopted the term “competency framework” to allow for fluid experimentation with different types of educational and preparatory experiences. Colleges and universities will likely continue to follow the organizational framework of offering time-based courses standard for all students. A registered apprenticeship may shape the learning experience to the developmental level of the student resulting in varying levels of time commitment for students engaged in study and learning.
The BHSS Project Team intends to study and evaluate various models of learning for efficacy. Additionally, we will continue to evaluate the validity of the competencies based on the work that a BHSS engages in post-graduation or post-certificate.
Using these two approaches (Backward Design and Competency Framework), we identified desired results or outcomes, defining them first as competencies and then grouping by likeness to create big picture meta-competencies. Competencies were written as measurable verbs, which follows best practice and aligns with Bloom’s Taxonomy (Bloom’s Taxonomy, n.d.). Competencies were further delineated by individual learning objectives to describe the underlying knowledge, skills, and attitudes of each competency (Dave, 1970).
Further aligning with Bloom’s Taxonomy and utilizing a spiral curriculum approach (Harden, 1999), we sequenced the learning objectives to represent where in the BHSS curriculum timeline (Foundations, Advanced, Practicum) we anticipate they would be introduced, reinforced, and by when we would expect learners to be proficient. The terms “introduce,” “reinforce,” and “proficient” are commonly used in curriculum mapping processes (Hundey & Watson, 2019). We have also provided, when applicable, where we assume learning will have taken place prior to a BHSS curriculum (indicated as “Pre-BHSS”), likely in courses that may be prerequisites to a BHSS program and already required as part of your program’s existing pathways (e.g., via Abnormal Psychology, Human Development). We are providing this additional information to ensure unexpected gaps aren’t created as you plan to implement a BHSS curriculum.
Structure & Organization
In this section, we will step through the structure and organization of information in the BHSS Curriculum Map.
Numbering System
We used a numbering system to generate a quick reference point for detailed information in the curriculum map. At the highest level, there are 8 meta-competencies, which are indicated by the letters MC and denoted as MC1-MC8. Each meta-competency is then divided into competencies, which are denoted by a lowercase letter, ranging anywhere from a-g. Finally, specific learning objectives within the competency have a unique number/letter combination; the learning objective’s numeral has a suffix of “K,” “S,” or “A,” which indicates if the learning objective targets knowledge (K), skill (S), or attitude (A).
Image 5 below shows an example of the numbering system for MC4: Team-Based Care and Collaboration, with specific learning objectives for the competency MC4-b – Practice interprofessional communication. In this image, you can see three sample learning objectives and their unique identifying numbers and K/S/A suffixes: 4b2-K, 4b4-S, and 4b6-A.
Please note that the images of the BHSS Curriculum Map in this chapter are to demonstrate the structure of the map. The competency or learning objectives shown in the example images may have been updated; please refer to the BHSS Curriculum Map for the complete and up-to-date language of all competencies and learning objectives.
Sequencing System
Image 6 below shows further details of the BHSS Curriculum Map, specifically the columns to the right of the KSA column. These columns, labeled Pre-BHSS, Foundations, Advanced, and Practicum, describe the phases in which we expect each learning objective to have some form of representation. That representation is further delineated by the labels, Introduce (I), Reinforce (R), and Proficient (P), in which we expect a learning objective to follow a trajectory of being introduced, then reinforced, and finally when the learner would be expected to reach proficiency with that specific objective. Note that the label NA indicates that the learning objective is Not Addressed in a particular phase.
Subject matter experts for the BHSS Project Team have validated the learning objective sequencing represented in the BHSS Curriculum Map, providing guidance on areas of misalignment. A learning objective may be introduced, reinforced, and then marked as proficient, at any point in the phases of Pre-BHSS, Foundations, Advanced, and Practicum. Some learning objectives may reach all 3 phases during one course; this may be especially common for learning objectives that address knowledge. Some learning objectives may be listed as fully proficient in Pre-BHSS, in which the BHSS Project Team anticipates these learning objectives would most likely be covered by existing foundational courses, such as Abnormal Psychology, Developmental Psychology, etc.
Assessment Examples
Assessments help to determine the degree to which learning objectives are being met, formally and informally. They may also be referred to as “evaluation.” To assess learning, a critical step is to define what the “acceptable evidence” of learning is, and how that evidence will be collected and measured. This is Step 2 in the Backward Design process: determining acceptable evidence.
The BHSS Project Team has created assessment examples that include ideas for how the learning objectives might be assessed, with the assessment type aligning to the learning objective type (K, S, or A). Image 7 below provides an example of possible assessments that align to the learning objectives in MC4-b: Practice interprofessional communication.
The BHSS Project Team plans to create detailed assessment examples and rubrics that your program can use. We will make these available in BHSS educator support materials. For now, we hope the existing examples provide the information you need to plan course additions or revisions. Image 7 shows how the assessment examples appear in the curriculum map.
How to View the BHSS Curriculum Map
The BHSS Curriculum Map is available for download via the link below and in the Appendix of this Implementation Guide. The complete list of learning objectives is extensive, and you aren’t expected to fully adopt all of them; rather, we are providing them to you to give context about what the BHSS Project Team accounted for during development, as well as to give you a starting point for any additional content or courses, as needed, your program may need to develop to implement a BHSS curriculum. Our rationale for including the BHSS Curriculum Map in its entirety is to be comprehensive of what all is included in a BHSS curriculum.
Creative Commons Information
The BHSS Curriculum Map is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International License.
Please reach out to the BHSS Project Team at bhsswa@uw.edu if you have questions about making changes or modifications to these materials for your program’s purposes.
Things to Consider
The BHSS Curriculum Map serves as a tool for you to look for alignment between your curriculum and the new BHSS curriculum, a process we will refer to as a gap analysis. This process will be unique for each program in that what needs to be prioritized for your program may look quite different from what other programs need to prioritize. As you begin the process of conducting a gap analysis between your program and the BHSS curriculum, keep in mind that your program doesn’t need to be structured in the same way that is described in the BHSS Curriculum Map. The language used in the BHSS Curriculum Map serves as a guidepost and is not intended to be strictly followed. Instead, we encourage you to use the tools provided to look for alignment between your program’s existing curriculum and the spirit of what we’re describing in the BHSS Curriculum Map. If you are unsure about any areas, please contact the BHSS Project Team to discuss and clarify.
Summary
- The BHSS Curriculum Map was created using evidence-based approaches by a team of adult education and subject matter experts.
- The BHSS Curriculum Map outlines the competencies and learning objectives that may be included in a BHSS curriculum and provides useful sequencing and prerequisite information for education partners to refer to.
Up Next
The next chapter – Chapter 7. Guidance for Working with Faculty – outlines a suggested approach to starting conversations about implementing a BHSS curriculum in your program and provides suggested solutions to potential challenges that may arise when planning for implementation of a BHSS curriculum.
An approach to curriculum and course design that starts by identifying desired results (learning goals), then determining acceptable evidence of learning (assessments of learning), followed by learning activities. Also referred to as Understanding by Design, created by Wiggins and McTighe.
A framework to represent the organization of curriculum components resulting in a cohesive system. This differs from "competency-based education” in which programs are organized around competencies rather than courses and curricula.
Describes the professional qualities of a behavioral health support specialist; these are the major outcomes & overview of what a BHSS learner will be able to achieve by end of program, organized into content or topic areas, providing a context for learning objectives.
A method of grouping related competencies into domain; these are intentionally broad and may be transferable to multiple settings and roles.
A way to categorize learning into three domains: knowledge; skill; and attitude; within each domain, learning is organized from lower- to higher-order thinking.
Define what learners will be able to do as a result of a learning experience (in the context of Knowledge, Skills, and Attitudes or ‘KSA’).
Content and methods a learner will know as a result of a learning experience.
Techniques and/or approaches a learner will be able to perform as a result of a learning experience.
What a learner will believe or value, or how they will behave, as a result of a learning experience.
Curriculum that revisits learning topics with an increasing level of difficulty with each subsequent learning experience. New knowledge, skills, and attitudes are intentionally connected back to and built from prior learning, which leads to a progressive increase in learner proficiency. (Harden, 1999)
Learning and assessment that will happen earlier within the BHSS curriculum; topics or content is foundational and will be built upon further in the curriculum.
Learning and assessment that will happen later within the BHSS curriculum; topics or content are more complex and build upon learning that occurred in Pre-BHSS and Foundations learning.
A clinical experience under routine supervision that prepares the student for work in the behavioral health profession with opportunities for direct and indirect service to patients. A practicum is associated with a college or university course and involves assessment and evaluation of student progress developing proficiency as a BHSS. Practicum is frequently used interchangeably with internship in graduate programs, although there may be distinct differences at the graduate level. (Hodges, 2021)
“Key ideas, concepts, or skills related to the learning objective are introduced and demonstrated at an introductory level. Instruction and learning activities focus on basic knowledge, skills, and affect/attitudes and entry-level complexity”. (Hundey & Watson, 2019)
“Learning objective is reinforced with feedback; learners demonstrate the learning objective at an increasing level of proficiency. Instruction and learning activities concentrate on enhancing and strengthening existing knowledge and skills, as well as expanding complexity”. (Hundey & Watson, 2019)
“Learners demonstrate the learning objective with the degree of competence or skill expected upon completion of the program, ideally via independent practice. Instruction and learning activities concentrate on enhancing and strengthening existing knowledge and skills, as well as expanding complexity”. (Hundey & Watson, 2019)
Refers to the results from using the BHSS high-level gap analysis tool to determine where your program’s existing curriculum currently aligns with a BHSS curriculum, and in what areas you may consider prioritizing to revise your existing curriculum or add to it as you plan for a BHSS implementation.
Areas to consider prioritizing: all competencies that learners in your program reach little to no proficiency in. These are the competencies that your program will likely need to add courses for.
Areas partially aligned: all competencies that learners in your program reach some level of proficiency in. These are the competencies that your program will likely need to add to existing courses or otherwise modify the curriculum.
Areas to check on: all competencies that you mark as "unsure". These are the competencies to discuss further with the BHSS Project Team.
Areas most aligned: all competencies that learners in your program reach proficiency in. These are the areas that your program is likely already addressing adequately.
