Carnegie Mellon University

Eberly Center

Teaching Excellence & Educational Innovation

Sample Curriculum Mapping Process Outline

Sample Curriculum Mapping Process Outline

  1. Review and revise syllabi: 

  2. Share syllabi: 

    • Faculty members share their syllabi with faculty member(s) leading the mapping process (via email, Box, or another method).
  3. Sequentially list courses and insert program outcomes: 

    • Using one of the curriculum mapping tools (basic or enhanced) the faculty member(s) leading the process lists (in the columns of the tool) 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 tool.
  4. 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.)
  5. 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.

CONTACT US to speak with an Eberly colleague about tailoring a curriculum mapping process to the needs of your program.