Curriculum Mapping 101

Finding Your Way to More Intentional andCoherent Learning Outcomes

Nathan LindsayApril 23, 2014

I might be using a map as I travel to the following location this summer:

0% 0% 0%0%0%0%

1. The Ozarks2. The beach3. A big city (e.g.,

Chicago, LA, NYC)4. Somewhere overseas5. The KC Plaza6. We have a vacation?7. Other8. Don’t Know/Not

Applicable

I have a good sense of where each of our program’s learning outcomes are covered in our curriculum (in other words, which courses address which learning outcomes).

0% 0% 0%0%0%0%

1. Strongly Agree2. Agree3. Neither Agree nor

Disagree4. Disagree5. Strongly Disagree6. Don’t Know/Not

Applicable

There are learning outcomes (knowledge, skills, attitudes) that I wish our students acquired more effectively in our program’s curriculum.

0% 0% 0%0%0%0%

1. Strongly Agree2. Agree3. Neither Agree nor

Disagree4. Disagree5. Strongly Disagree6. Don’t Know/Not

Applicable

Curriculum Mapping – A Definition

A method to align instruction with a degree’s learning outcomes. Also can be used to explore

the breadth and depth of content in a curriculum.

What is it? Why Do it?

Intent of Curriculum Maps or Matrixes

Documents what is taught and when Reveals gaps in the curriculum Helps refine an assessment plan

What is it? Why do it? (Cont.)

Benefits of Curriculum Maps Encourages reflective practice Improves communication among faculty Enhances program coherence Encourages a proactive approach to

improving learning outcomes Supports the “major maps” that students

receive for their degree

What is it? Why Do it? (Cont.)

Example of Curriculum Mapping at UMKC

Business School values critical thinking and public speaking (as do the employers!)

No where in the curriculum were these outcomes specifically taught

These gaps are being addressed by the Business School’s Assessment Committee

A curriculum map/matrix is a table with the following characteristics:

A single column for each learning outcome A single row for each course or required

event/experience

(It is also reasonable to switch column and row definitions if preferred by a department.)

What does it look like?

Courses

Intended Student Learning Outcomes

Apply the scientific method

Develop laboratory techniques

Diagram and explain major

cellular processes

Awareness of careers and job opportunities in

biological sciences

BIOL 101 I I I

BIOL 202 D D I

BIOL 303 D M, A D

BIOL 404 M, A M, A D

Other: Exit interview A

EXCERPT FROM A HYPOTHETICAL BIOLOGY PROGRAM CURRICULUM MATRIX

Key: "I"=Introduced; "D"=developed/reinforced and opportunity to practice; "M"=mastery that is demonstrated (often at the senior or exit level); "A"=assessment evidence collected

11

Curriculum Mapping for General Education at UMKC

  GEOC Model Proposed Courses

Level I Courses 

Level IICourses Prerequisite: Discourse I

Platform Courses  Prerequisite:Discourse I or IILevel determined by learning outcomes of the course.

Level IIICourses Prerequisite: Discourse II;Upper-level course required by all transfer students

UMKC General Education Student Learning Outcomes

Anchor I (3)

Discourse I (3)

Anchor II (3)

Discourse II (3) Platf

orm I (3)

Platform II (3)

Platform III (3)

Platform IV-Elective (3)

Anchor III (3)

Discourse III (3)

Co-Requisites

Communication Skills   X   X           XTechnology & Information Literacy

  X   X            

Interdisciplinary & Innovative Thinking

                  X

Human Values & Ethical Reasoning

(X)           X (X)    

Culture & Diversity 

    X              

Civic & Community Engagement

                X  

Scientific Reasoning & Quantitative Analysis

(X)         X   (X)    

Arts & Humanities 

        X     (X)    

1xx

K

K

K

7

1

2

3

4

5

6

Program LevelStudent Learning Outcomes

K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation

1xx

S

K

K

2xx

A

A

2xx

S

2xx

A

A

K

3xx

A

K

A

3xx 3xx

A

K

A

4xx

S

A

K

S

Capstone

S

S

KNOWLEDGECOMPREHENSION

APPLICATIONANALYSIS

SYNTHESISEVALUATION

CiteCountDefineDraw

IdentifyList

NamePointQuoteRead

ReciteRecordRepeatSelectState

TabulateTell

TraceUnderline

AssociateClassifyCompareComputeContrast

DifferentiateDiscuss

DistinguishEstimateExplainExpress

ExtrapolateInterpolate

LocatePredictReportRestateReview

TellTranslate

ApplyCalculateClassify

DemonstrateDetermineDramatize

EmployExamineIllustrateInterpretLocate

OperateOrder

PracticeReport

RestructureScheduleSketchSolve

TranslateUse

Write

AnalyzeAppraiseCalculate

CategorizeClassifyCompareDebate

DiagramDifferentiateDistinguish

ExamineExperiment

InspectInventoryQuestionSeparateSu rize

Test

ArrangeAssemble

CollectComposeConstruct

CreateDesign

FormulateIntegrateManageOrganize

PlanPrepare

PrescribeProduceProposeSpecify

SynthesizeWrite

AppraiseAssessChoose

CompareCriticize

DetermineEstimateEvaluate

GradeJudge

MeasureRankRate

RecommendReviseScoreSelect

StandardizeTest

Validate

Lower level courseoutcomes

KNOWLEDGECOMPREHENSION

APPLICATIONANALYSIS

SYNTHESISEVALUATION

CiteCountDefineDraw

IdentifyList

NamePointQuoteRead

ReciteRecordRepeatSelectState

TabulateTell

TraceUnderline

AssociateClassifyCompareComputeContrast

DifferentiateDiscuss

DistinguishEstimateExplainExpress

ExtrapolateInterpolate

LocatePredictReportRestateReview

TellTranslate

ApplyCalculateClassify

DemonstrateDetermineDramatize

EmployExamineIllustrateInterpretLocate

OperateOrder

PracticeReport

RestructureScheduleSketchSolve

TranslateUse

Write

AnalyzeAppraiseCalculate

CategorizeClassifyCompareDebate

DiagramDifferentiateDistinguish

ExamineExperiment

InspectInventoryQuestionSeparate

SummarizeTest

ArrangeAssemble

CollectComposeConstruct

CreateDesign

FormulateIntegrateManageOrganize

PlanPrepare

PrescribeProduceProposeSpecify

SynthesizeWrite

AppraiseAssessChoose

CompareCriticize

DetermineEstimateEvaluate

GradeJudge

MeasureRankRate

RecommendReviseScoreSelect

StandardizeTest

Validate

AdvancedCourse / Program outcomes

Begin collecting the primary ingredients

A. Program’s intended learning outcomes

B. Recommended and required courses (including Gen Ed courses, if desired)

C. Any other required events /experiences (e.g., internships, department symposiums, advising sessions, and perhaps even national licensure exams)

A curriculum map how-to

We recommend using the Curriculum Mapping Template (an Excel spreadsheet that will be distributed across campus)

However, please note that the format of the curriculum map can vary by discipline/field

Departments that already have a curriculum map for their learning outcomes do not need to develop a new curriculum map (unless their curriculum or learning outcomes listed in the assessment reports have changed).

Curriculum maps can focus on accreditation standards, and can also incorporate aspects of Bloom’s Taxonomy.

Curriculum Map Formatting

1. Create the Map (In Table Form as prescribed above)2. Enter an “I” to indicate students are introduced to the

outcome3. Enter an “D” to indicate the outcome is

developed/reinforced and students have been afforded opportunities to practice

4. Enter an “M” to indicate that students have had sufficient practice and can now demonstrate mastery

5. Enter an “A” to indicate where evidence might be collected and evaluated for program-level assessment

Curriculum Map How-to (Cont.)

What other documents or resources would you use to start your department’s curriculum map?

From your department, which faculty would be involved in developing the curriculum map (a sub-group? the entire department?)

Discussion

Practice, Practice, Practice

Build in multiple learning trials that will offer:

a. Introductionb. Development/Reinforcementc. Mastery

Best Practices

Involve as many faculty as possible in the development and analysis of the curriculum map

Identify learning opportunities within courses that will produce your program’s outcomes

Connect the dots: communicate expectations from course to course.

Allow each member of your faculty to teach to their strengths

Best Practices (Cont.)

Eliminate outcomes that are not highly valued, or add those that are missing Focus on highly valued outcomes by including

them in multiple courses – for some there will be room for overlap

Set priorities as a department/program Communicate: Publish the curriculum map online

and distribute to students and faculty (in conjunction with major maps and student learning outcomes)

Best Practices (Cont.)

Which of your learning outcomes do you wish your students acquired more effectively in your curriculum?

What are some best practices from above that your department could adopt in develop a strong curriculum map?

Other questions?

Discussion

And yes, it is possible to hit the jackpot in assessment!!! (Well, at

least once a year anyway.)

The Curriculum Mapping Outline was modified from a template at the University of Hawaii-Manoa: http://manoa.hawaii.edu/assessment/howto/mapping.htm

References