Curriculum Mapping

Curriculum Map

Curriculum maps are graphical illustrations that show where within a curriculum student learning is introduced, practiced or reinforced, mastered, and assessed. A curriculum map can be used to ensure that alignment exists between the expected student learning outcomes and what is taught as part of the curriculum.

Curriculum maps help document what is taught and when, reveal gaps in the curriculum, and help determine where outcomes are being assessed (McCartin & Tocco, 2020). Some of the benefits of a curriculum map are that it can “improve communication among faculty, improve program coherence, increase the likelihood that students achieve [student learning outcomes (SLOs)], and encourage reflective practice” (University of Hawai’i at Manoa, n.d., section 1).

The mapping process is central to the curriculum design and review process, which also links to being able to assess the effectiveness of the program curricula. As revisions or additions are made to programs, the curriculum approval process will include a mechanism to clearly identify where the new or revised items fit in the program and align with the student learning outcomes. Curriculum maps help identify program strengths, program gaps, and assessment measures.

To create a curriculum map, start with the program’s learning outcomes and courses. Indicate whether outcomes are Introduced (I), Reinforced (R), Mastered (M), and Assessed (A) for each course. See Sample Curriculum Map (Figure 1) for an example. Creating a curriculum map enables faculty to ensure that students are receiving adequate exposure/practice on each outcome. Make sure to include all courses when creating a curriculum map as they are all part of the degree requirements. Electives, if applicable, can be included as one row, see Figure 1. 

Figure 1

Sample Curriculum Map

Key: “I” = Introduced; “R” = Reinforced and opportunity to practice; “M” – Mastery at the senior or exit level; “A” = Assessment evidence collected for program-level decision making

Note: Adapted from University of Hawai’i at Manoa: Curriculum Mapping/Curriculum Matrix

“The curriculum should drive assessment; however, [SLOs] should shape the curriculum (McCartin & Tocco, 2020, p. 7). Overarching objectives need to be prioritized first. This approach may be unfamiliar to programs influenced by short-lived trends and individual professor interests. A well-designed curriculum should be planned intentionally rather than evolving randomly over time. When analyzing your curriculum using a map, ensure that SLOs remain central to the discussion rather than focusing solely on specific courses.

Guiding questions to consider as you are creating/reviewing your curriculum map (McCartin & Tocco, 2020; University of Hawai’i at Manoa, n.d.):

• Does each course contribute to the degree/program student learning outcomes?
• Does any course try to do too much? A single course can typically address 1-3 outcomes (exception: capstone and culminating experiences may be able to address more).
• Are all learning outcomes assessed and assessed at the appropriate time?
• Do students have enough exposure to meet exit-level expectations?
• Is it possible for students to have insufficient exposure to an outcome when they can select a course from a grouping?
• Where might learning evidence be collected for program-level decision making?
• What changes to courses, learning outcomes, sequence students take classes, and so on could improve the alignment between student learning outcomes and the curriculum?

According to McCartin & Tocco (2020), coordination among instructors is essential when multiple instructors teach a single course. Standardization in terms of covered content and assessments used is crucial, especially if the course contributes to program assessment data collection. Organize a meeting with all instructors to discuss which SLOs the course supports and how best to assess learning. Emphasize that the course is part of the overall program curriculum, requiring faculty consensus.

After you have completed the curriculum map for your degree, upload it into your degree area in Anthology – Planning. Instructions for uploading this can be found in the Anthology – Planning User Guide located on the OAA and Outcomes Assessment webpages. 

While the initial mapping process will be accomplished, the process serves as a baseline for ongoing curriculum review and assessment that should occur on an ongoing basis. After outcomes and checkpoints are identified, faculty should collect evidence on how well the students are meeting SLOs, assess that evidence and determine if changes to the curriculum, teaching, or assessments need to take place to improve the teaching and learning process. For example, if a degree program reviews exit test data on its students and begins to see patterns of students not meeting the outcomes, courses may be strengthened or assignments might be added. This process should be conducted (and documented) each year as a part of the curriculum oversight function by faculty.

Resources

Alam, T., & Benaida, M. (2022). Smart curriculum mapping and its role in outcome-based education. An International Journal of Computing and Informatics, 46(4). doi.org/10.31449/inf.v46i4.3717

North Dakota State University. (2017). Get a map video. https://www.youtube.com/watch?v=nep70WuLR7s 

Saint-Germain, M., & Gajewski, W. (2009). Assessment quickies #4: Mapping student learning outcomes to the curriculum. California State University, Long Beach. https://www.youtube.com/watch?v=U7tSPVEN3oM 

University of Kentucky. (2013). Curriculum mapping. Simpson Assessment. https://www.youtube.com/watch?v=TjnQzF2M-iE&t=5s 

References

McCartin, L., & Tocco, A. (2020). Quick guide to program curriculum mapping. University of Northern Colorado: Center for the Enhancement of Teaching & Learning. 

University of Hawai’i at Manoa. (n.d.). University of Hawai’i at Manoa: Curriculum Mapping/Curriculum Matrix. https://manoa.hawaii.edu/assessment/resources/curriculum-mapping-curriculum-matrix/