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:
I
Students are introduced to the outcome
D
Students have the opportunity to further develop the outcome
(Some use P (practice) or R (reinforced ) to represent this level)
M
Students can demonstrate mastery at the exit level
(Some use D (demonstrate) to represent this level)
A
Evidence 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
Course A
Course B
Course C
Course D
Course E
Course F
Course G
Exit Interview

LO 1

LO 2

I
I, A

LO 3

LO 4

LO 5
I, A

D
D

D
D

M, A

M, A
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 professors 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.