CURRICULUM MAPPING

What does a curriculum map/matrix look like?

It's a table with one column for each learning outcome and one row for each course or required event/experience (or vice versa: each row contains a course and each column lists a learning outcome). The box that represents that a course or experience addresses a particular learning outcomes is marked with one or more of the following indicators:
IStudents are introduced to the outcome
DStudents have the opportunity to further develop the outcome
(Some use P (practice) or R (reinforced ) to represent this level)
MStudents can demonstrate mastery at the exit level
(Some use D (demonstrate) to represent this level)
AEvidence is collected and evaluated for program-level assessment

Courses / Intended Student Learning Outcomes
LO 1 / LO 2 / LO 3 / LO 4
Course 1
Course 2
Course 3
Other

How is a curriculum map created?

  1. Faculty members begin with a) the program's intended student learning outcomes, b) recommended and required courses (including General Education courses) and c) other required events/experiences (e.g., internships, department symposium, advising session, national licensure exams).
  2. Create the "map" in the form of a table.
  3. Mark the courses and events/experiences that currently address those outcomes with an “I”, “D”, “M”, and “A”.
  4. Faculty members analyze the curriculum map. They discuss and revise so that each outcome is introduced, reinforced/practiced, and then mastered. In addition, each outcome should have an "A" to indicate that evidence can be collected for program-level assessment.

What are some best practices?

  • Build in multiple learning trials for students: introduce, reinforce, master. Students will perform best if they are introduced to the learning outcome early in the curriculum and then given sufficient practice and reinforcement before evaluation of their level of mastery takes place.
  • Use the curriculum map to identify the learning opportunities (e.g., assignments, activities) that produce the program's outcomes.
  • Ask if the department/program is trying to do too much. Eliminate outcomes that are not highly-valued and then focus on highly-valued outcomes by including them in multiple courses. (The eliminated outcomes can still be course-level outcomes. They need not disappear completely from the curriculum.)
  • Set priorities as a department/program. Everyone working together toward common outcomes can increase the likelihood that students will meet or exceed expectations.
  • Publish the curriculum map and distribute to students and faculty.
  • Make explicit connections across courses for the students. For example, at the beginning of the course or unit, a faculty member can remind students what they were introduced to in another course and explain how the current course will have them practice or expand their knowledge. Do not expect students to be able to make those connections by themselves.

EXAMPLE

LO 1 / LO 2 / LO 3 / LO 4 / LO 5
Course A / I
Course B / I, A / I / I, A
Course C
Course D / D / D
Course E / D / D
Course F / M, A
Course G / M / M, A
Exit Interview / A

LO 1: Students are expected to master this outcome on their own, with no opportunity for development.

LO 2: This outcome is introduced, but never developed or mastered.

LO 3: This outcome is never formally introduced, which may be appropriate if the outcome is introduced in a course outside the major such as a GE course. It is also never assessed.

LO 4: This outcome is not included in any course. The department must decide if the outcome is important. If it is, then the curriculum should be revised to include it; if not, the outcome should be removed.

LO 5: This column models the introduction, development, mastery, and assessment of an outcome.

Also note that Course C does not address any of the outcomes. The course may have important course level outcomes; it may also be some senior professor’s favorite topic. The need for its inclusion in the curriculum should be reviewed for its worth to the students against the resources necessary to offer the course.