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Curriculum Mapping

Curriculum mapping is a process of aligning curriculum and instruction to program learning outcomes and is usually reflected in a matrix format. Ideally, maps are constructed as a new program is being developed but can also serve as a review of curriculum in existing programs.

Program learning outcomes determine the curriculum map. Course requirements and sequencing, pedagogical methods, curriculum, and assessments (projects, papers, assignments, tests, and activities) are all directed towards achieving program learning outcomes and ensuring that all students in the program have an opportunity to learn what is expected of them.

For faculty, curriculum mapping:

  • Shifts the focus of “my course” to “our program”
  • Shows how courses are sequenced and fit within a program as well as institutional learning outcomes
  • Helps reveal the nature and role of course prerequisites
  • Supports curriculum revision by revealing strengths, gaps, and intended or unintended redundancies in the curriculum
  • Helps with designing an assessment plan across the program curriculum

Curriculum maps help students to:

  • Understand how each course is intended to contribute to the knowledge and skills of the program
  • Strategically choose elective courses to explore, enhance specific knowledge and skills, or concentrate in areas of interest
  • Select examples of their work to illustrate knowledge and skills gained for their resume or portfolio

Example of a Curriculum Map:

Lincoln College BS in Criminal Justice (required courses).

Required Courses Program Learning Outcomes (PLOs)
Effectively communicate critical analysis of the criminal justice system in both oral and written forms. Apply operational models underlying the administration of the American criminal justice system to real world solutions. Evaluate research data to form critical judgments regarding criminological theories used in the administration of justice. Form critical judgments regarding ethical dilemmas throughout the criminal justice system. Propose recommended solutions to problems in the administration of justice emanating from the diversity within the social system.
MAT 110     I    
CJS 108 I I R I I
CJS 150 R I R   R
CJS 210   R   R  
CJS 220   R     R
CJS 240 R R   R  
CJS 280   R R    
CJS 310 R R     R
CJS 325 R R     R
CRT 353 R   R   R
CJS 358 R     R R
CJS 456 R M, A R M, A R
CJS 490 M, A   M, A   M, A
CJS 491 M, A   M, A   M, A

(I = Introduce; R = Reinforce; M = Mastered; and A = Assessment Opportunity)

Modified from Lincoln College, Criminal Justice Curriculum Map. "A" were added as hypothetical assessment opportunities.

Basic Steps of Curriculum Mapping (one way to do it):

  1. List the program-level learning outcomes (PLOs) in the first row.
  2. List all existing courses that make up your program provides in the first column:
    (Note: You can switch and have PLOs in the first column and courses in the first row; it really doesn’t matter.)
    1. Core courses that all students in the major are required to take provide ideal opportunities for learning related to goals.
    2. Electives offered by the department may enhance learning further or align to program learning outcomes in a more specialized context.
  3. Basic: Ask what the relationship is between the existing learning opportunities (courses and co-curricular activities) and the learning goals (PLOs). Place an "X" in courses that support the PLOs. An X should indicate a significant opportunity that is consistent across course sections and could be assessed. This will often require a lot of discussion and eventual agreement among faculty.
  4. Intermediate: Examine where the goals are introduced (I), reinforced/practiced (R), mastered (M), and has an opportunity to be Assessed (A). Replace the "X's" in your basic map with the IRMA notation or one that suits your discipline. Keep in mind that "mastered" reflects at a level of a certificate or 2-year degree, or may not be attainable until the student completes upper division course work in a corresponding bachelor's degree. Again, this most likely will involve a lot of discussion among faculty.
  5. Advanced: Include general education and any existing co-curricular opportunities, such as internships, clinical rotations, research experiences, etc. in the first column as well.
  6. Ask what the relationship is between the existing learning opportunities (courses and co-curricular activities) and the learning goals (PLOs). Examine where the PLOs are introduced (I), reinforced (R), mastered (M), and have an opportunity for Assessment (A), and notate the cells using IRMA or your preferred notation. Other notations include practiced (P) and demonstrated (D).
  7. Analyze your map:
    1. Identify gaps and redundancies: Are there any PLOs that do not appear to be addressed in the curriculum? Are there any unwanted redundancies of PLOs in the curriculum?
    2. Is there scaffolding of PLOs? Are there opportunities to reinforce important concepts throughout the curriculum?
    3. Is there a need to modify the course sequencing so students have a more seamless learning experience?
    4. Is it necessary to introduce new learning opportunities to reinforce learning?
    5. Other?
  8. Enhance your map by including the planned instructional activities and assessments that address the PLOs.
  9. Include any indirect measures such as surveys that ask students, employers, or other stakeholders to reflect and report their perceptions of how well they attained the PLOs.

Examples of Curriculum Maps

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