Mapping course information (i.e., objectives, activities, assessments) to program outcomes
A curriculum map helps faculty, students, peer reviewers, and others to visualize and comprehend how course-level outcomes align with and support program-level outcomes.
Curriculum mapping tool (xls)
The Eberly Center designs individualized approaches to curriculum mapping in collaboration with and according to the needs and resources of colleges, programs, and groups of faculty. One example is provided below.
CONTACT US to get support from an Eberly colleague to facilitate your curriculum mapping.
Sample Curriculum Mapping Process
- Review and revise syllabi: To support the curriculum mapping process, all program faculty review their own syllabi to assure that they contain effectively articulated learning objectives, targeted instructional strategies that foster student learning and skill development toward those objectives, and assessments to measure student achievement of those objectives.
- Share syllabi: Faculty members share their syllabi with faculty member(s) leading the mapping process (via email, Box, or another method).
- Sequentially list courses and insert program outcomes: Using one of the curriculum mapping guides [insert to New Page 4a] the faculty member(s) leading the process lists (in the columns of the guide) courses in the order in which they are typically taken by students. Next, the program-level outcomes should be inserted in the rows indicated in the guide.
- Desktop mapping: Using syllabi collected from program faculty, the faculty member(s) leading the process and an Eberly colleague map course information (i.e., objectives, activities, and/or assessments) to program outcomes and complete the map. (If done separately, the faculty member(s) and the Eberly colleague would meet to discuss their maps and develop a final draft map for faculty review.)
- Verify desktop mapping: Via email, a Google Spreadsheet, or a brief meeting, program faculty review and revise the map to promote its accuracy. Questions to facilitate the process:
- Are your course learning objectives mapped correctly to the program outcomes?
- Are your instructional activities (if using the enhanced guide/spreadsheet) accurately reflected in the map?
- Are your assessments optimally selected to measure the degree to which students are achieving the program outcomes?
Request that faculty revise the map by correcting any inaccuracies. Once complete, program faculty may use the curriculum map to support ongoing assessment and iterative improvement.