In particular we will be dealing with the use of representations and concept maps as tools to help teachers better understand the mental processes of students and the extent to which students have comprehended, analyzed, synthesized, and made connections between and among the concepts, theories, readings, applications, etc., that they have been studying. Be able to apply elements of that theory to themselves as adults and learners. Have had some personal experience with the process of making representations and cognitive maps. Have formed an opinion about the usefulness of those tools in teaching and evaluating learning in their courses. A handbook for college teachers .
Concept maps can increase understanding for students and teachers.
The map may be presented in whatever visual format the participant desires. A short narrative which explains some of the links and background thinking related to the map should be attached. The concept map appears to be a valid representation of the content to be included in a college level course for adults. The concept map deals with the entire course being examined. The clustering or linkages among concepts, topics, etc., can be understood by other teachers, even those not in the same discipline, at least as having been reasonably explained in the diagram, accompanying narrative, or in the discussion with peers.