Last Updated: 4 March 2024. Click here to view archived versions of this page.
On this page:
- What is it? Why do it?
- What does a curriculum map/matrix look like?
- How is a curriculum map created?
- Analyze your curriculum map
- Equity-minded considerations for curriculum map review & development
- Additional resources & sources consulted
Note: The information and resources contained here serve only as a primers to the exciting and diverse perspectives in the field today. This page will be continually updated to reflect shared understandings of equity-minded theory and practice in learning assessment.
1. What is it? Why do it?
Curriculum mapping is a method to align instruction with desired goals and program outcomes. It can also be used to explore what is taught and how. The map or matrix:
- Documents what is taught and when
- Reveals gaps in the curriculum
- Helps design an assessment plan
Benefits:
- Improves communication among faculty
- Improves program coherence
- Increases the likelihood that students achieve program-level outcomes
- Encourages reflective practice
2. 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).
Excerpt from a hypothetical biology program curriculum map
Key: “I”=Introduced; “R”=reinforced and opportunity to practice; “M”=mastery at the senior or exit level; “A”=assessment evidence collected for program-level decision making
| 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 | R | R | I | |
| BIOL 303 | R | M, A | R | |
| BIOL 404 | M, A | M, A | R | |
| Other: Exit interview | A | |||
Example from a PhD program
(SLO=student learning outcome)
| PhD Requirements | SLO 1 | SLO 2 | SLO 3 | SLO 4 |
| Course Requirements | X | |||
| Qualifying Exam | X | X | ||
| Comprehensive Exam | X | X | X | |
| Dissertation | X | X | X | |
| Final Examination | X | X | X | |
| Seminar Requirements | X | XX |
Example from a program with multiple paths to satisfy degree requirements
| Requirements: Track 1 | Requirements: Track 2 | Requirements: Track 3 | SLO 1 | SLO 2 | SLO 3 | SLO 4 | SLO 5 |
|
Core: CRS 255 (3 credits)
|
I | I | I | I | I | ||
|
Core: Three theory courses (9 credits)
|
I | I | |||||
|
Core: Writing (3 credits)
|
I | I | I | ||||
|
Core: Design (3 credits)
|
I | I | |||||
| CRS 310, 312, 350 | R | R | |||||
| CRS 325 | R | R | |||||
| CRS 355 | R | R | |||||
| CRS 405 | R | R | |||||
| CRS 410 | R | ||||||
| CRS 450 | R | R | |||||
| CRS 455 | R | R | |||||
| CRS 495 | A | A | A | A | A | ||
| CRS 215, 315 | R | R | R | ||||
| CRS 316 | R | R | |||||
| CRS 318 | R | R | R | ||||
| CRS 320, 415 | R | R | |||||
| CRS 420 | R | R | R | ||||
| CRS 495 | A | A | A | A | A | ||
| CRS 352 | R | R | |||||
| CRS 360 | R | R | |||||
| CRS 382 | R | ||||||
| CRS 385 | R | R | |||||
| CRS 460 | R | R | |||||
| CRS 480 | R | R | R | ||||
| CRS 485 | R | R | |||||
| CRS 495 | A | A | A | A | A | ||
SLO-student learning outcome; I-introduced; R-reinforced/practiced; A-assessed for program-level decision making
Example from Civil and Environmental Engineering
This map shows the extent to which each SLO is emphasized in each course (1=some emphasis, 2=moderate emphasis, 3=substantial emphasis).
Core curriculum linkages to program outcomes
| Outcomes | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Semester | Course | a | b | c | d | e | f | g | h | i | j | k |
| Freshmen: Fall | Eng 100 | 3 | 2 | 2 | ||||||||
| Math 241 | 3 | 2 | ||||||||||
| Chem 161 & 161L | 3 | 2 | ||||||||||
| FG Global and Multicultural Perspectives | 3 | |||||||||||
| Math 242 | 3 | 2 | ||||||||||
| Freshmen: Spring | Phys 170 & 170L | 3 | 3 | 2 | ||||||||
| Chem 162 | 3 | 1 | ||||||||||
| EE 160 or ICS 111 | 3 | 1 | 1 | 3 | ||||||||
| CEE 270 | 3 | 3 | 1 | 1 | 1 | 1 | 3 | |||||
| Sophomore Fall | Math 243 | 3 | 2 | |||||||||
| Phys 272 & 272L | 3 | 3 | 1 | 2 | ||||||||
| FG Global and Multicultural Perspectives | 3 | |||||||||||
| DH Hum. Div. Req. or DL Lit. Div. Req. | 3 | |||||||||||
| CEE 271 | 3 | 2 | 1 | |||||||||
| Sophomore Spring | Math 244 | 3 | 2 | |||||||||
| CEE 370 & 370L | 2 | 3 | 1 | 1 | 3 | 1 | 3 | 1 | 1 | 1 | ||
| Biological science elective | 3 | 3 | ||||||||||
| Sp 251 | 3 | 2 | ||||||||||
| CEE 305 | 3 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | ||||
| Junior Fall | CEE 320 | 3 | 3 | 2 | 2 | 1 | 3 | 1 | 1 | |||
| CEE 361 | 1 | 1 | 1 | 2 | 1 | 3 | 1 | |||||
| DS Social Sci. Div. Req. Econ. Elect. | 3 | |||||||||||
| Math Elect – ME403,GG312,Math302/307 | 3 | 2 | ||||||||||
| CEE 330 | 3 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | ||
| Junior Spring | CEE 355 | 3 | 3 | 3 | 2 | 2 | 1 | 1 | 1 | 2 | ||
| CEE 375 | 1 | 3 | 2 | 1 | 1 | 1 | 2 | 1 | 2 | 2 | 2 | |
| CEE 381 | 3 | 2 | 1 | 2 | ||||||||
| DS Social Science Div. Req. | 3 | |||||||||||
| CEE 461, CEE 462 or CEE 464 | 3 1 2 | 1 1 1 | 2 | 1 2 3 | 3 1 | 1 1 1 | 3 2 | 1 3 | 1 3 3 | 1 1 | 2 1 2 |
|
| Senior Fall | CEE 472, CEE 473 or CEE 474 | 1 1 1 | 1 2 | 1 | 1 1 2 | 1 1 2 | 1 2 | 1 1 2 | 1 1 2 | 1 1 2 | 1 2 |
|
| Technical Elective 2 | See below | |||||||||||
| Technical Elective 2 | See below | |||||||||||
| CEE 489B | 1 | 1 | 1 | 1 | 1 | 2 | ||||||
| CEE 489C | 3 | 1 | 1 | 1 | ||||||||
| Senior Spring | CEE 421 or CEE 431 | 3 3 | 2 | 3 2 | 1 | 3 3 | 2 | 1 | 2 2 | 2 2 | 1 2 | 3 3 |
| CEE 455 | 3 | 1 | 2 | 3 | 1 | 1 | 1 | 3 | ||||
| CEE 490 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | |||
| Technical Elective 2 | See below | |||||||||||
| Technical Elective 2 | See below | |||||||||||
| PROGRAM OUTCOME SUM TOTAL 3 | 70 | 25 | 14 | 13 | 30 | 15 | 21 | 39 | 17 | 18 | 48 | |
Notes:
- “blank” = no emphasis; 1 = some emphasis; 2 = moderate emphasis; 3 = substantial emphasis
- A list of technical electives and their curriculum linkages to program outcomes are provided below.
- When calculating the program outcome sum total, the columns are summed using the lowest possible weighting scale if students have a choice among courses (e.g., for outcome a, CEE 462 has the lowest weighting scale among the CEE 46X courses)
Technical electives map
| Outcomes
Course |
a | b | c | d | e | f | g | h | i | j | k |
| CEE 424 | 3 | 3 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 3 |
| CEE 432 | 3 | 2 | 1 | 1 | 3 | 1 | 2 | 1 | 1 | 3 | |
| CEE 471 | 1 | 1 | 1 | 1 | 1 | 1 | |||||
| CEE 476 | 1 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | |||
| CEE 482 | 3 | 2 | 1 | 2 | |||||||
| CEE 485 | 3 | 3 | 2 | 2 | 3 | 1 | 2 | 1 | 2 | 2 | 2 |
| CEE 486 | 3 | 3 | 3 | 1 | 1 | 1 | 2 | 2 | 2 | ||
| CEE 491a | 1 | 3 | 3 | 2 | 1 | 3 | 3 | 2 | 2 | 2 | |
| CEE 491b | 2 | 3 | 2 | 1 | 3 |
- Sustainable Construction
- Policy and Infrastructure
3. How is a curriculum map created?
- Faculty members begin with
- the program’s intended student learning outcomes,
- recommended and required courses (may include General Education courses if appropriate), and
- other required events/experiences (e.g., internships, department symposium, advising session, national licensure exams)
- Create the “map” in the form of a table
- Mark the courses and events/experiences that currently address the outcomes. For example, mark the cell with an “X.” Alternatives are possible, for example,
- Enter an “I” to indicate students are introduced to the outcome
- “R” indicates the outcome is reinforced and students afforded opportunities to practice
- “M” indicates that students have had sufficient practice and can now demonstrate mastery at the degree exit level
- “A” indicates where evidence might be collected and evaluated for program-level assessment (note: collection might occur at the beginning and end of the program if comparisons across levels are desired)
- Faculty members analyze the curriculum map. They discuss and revise so that students receive adequate exposure/practice on each outcome, or, so that students are appropriately introduced to each outcome, have it reinforced/practiced, and then demonstrate their level of outcome mastery or achievement. Tip: each outcome should have an “A” or other mark (e.g., ” * ” to indicate that evidence will be collected for program-level assessment.
4. Analyze your curriculum map
- Does each course contribute to the degree/program student learning outcomes? If not, what’s the recommendation?
- Tip: each course should have at least one “X” or equivalent mark.
- Does any course try to do too much? If yes, what’s the recommendation?
- Tip: a single course can typically address 1-3 outcomes (exception: capstone and culminating experiences may be able to address more).
- Overall, do students have enough exposure to meet exit-level expectations? If no, what’s the recommendation?
- Tip: the appropriate amount of exposure (i.e., the number of “X”s in each column) will depend on the outcome, the students, and exit expectations. Two examples: (1) high-level cognitive skills require more practice (exposure) than low-level skills; (2) if all students enter underprepared, more exposure and practice are needed.
- If the program allows students to select courses from a group (e.g., choose 2 of these 4 courses), is it possible for students to make a selection that results in insufficient exposure to an outcome? If yes, what’s the recommendation?
- Where might learning evidence be collected for program-level decision making? What recommendations do you have?
- Tip: when investigating exit performance, collect learning evidence (student work) near the end of the program such as from a capstone course, or from a culminating experience such as the PhD oral defense and dissertation.
- Once assessment results have been collected and analyzed, return to your curriculum map. At this stage, your map exists not only as a tool for better understanding assessment results, but also as a living document that must be adjusted iteratively based on student needs.
5. Equity-minded considerations for curriculum map review & development
| Good Practice | Equity-Minded Considerations |
|---|---|
| Transparency: Publish the curriculum map and distribute to faculty and academic advisers as well as students to increase transparency. | Transparency is a core tenet of equity-minded assessment practice. Students should know and understand pathways to program goals and outcomes as early as possible. A curriculum map gives students a sense of direction and progression. |
| Explain Curriculum Connections: Each faculty member should make explicit connections across courses for the students. | 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 make those connections by themselves. |
| Set priorities as a department/program to focus on strengthening a particular program SLO. Everyone working together toward common outcomes can increase the likelihood that students will meet or exceed the faculty’s expectations. | Include student input in the process of setting priorities. Listening to student voices and experiences can illuminate unseen equity gaps. Invite multiple perspectives (e.g. faculty, students, potential employers, co-curricular staff) in collaborative decisions on program priorities. |
| Build in practice and multiple learning opportunities for students, e.g. 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 achievement takes place to determine exit level performance. | When considering what is a sufficient amount of practice, keep students with the most need in mind – not just the average students’ needs. Provide high performing students with increased academic challenge through electives. |
| Use the curriculum map to identify the learning opportunities (e.g., assignments, activities) that produce the program’s outcomes. | Prioritize the assignments and assessment tasks that are relevant to students’ cultural background and meaningful to their current and future professional lives. Select multiple locations in the curriculum to collect learning evidence and examine students’ learning strengths through multiple occasions and means that are inclusive of multiple groups of students. For example, collecting evidence from upper-level courses will be more likely to include transfer students than from lower-level courses. |
| Keep the student population in mind. Consider that there are different groups of students within the population that may have varying strengths and needs. | Consider what is known about students’ prior learning. For example, transfer students and first-time freshmen bring different levels of learning, therefore the pre-requisite requirements should be different for these two groups. Consider what checkpoints for learning achievement are needed given the different groups in your student population. Can non-traditional students, those who come back to school with job experience, be allowed to test out of a class? If so, where in the curriculum should faculty advisors or course instructors check their progress? |
| The Assessment and Curriculum Support Center can tailor a curriculum mapping workshop for your program. Call or email airo@hawaii.edu to schedule. |
6. Additional resources & sources consulted
Additional resources: videos, workshop presentation slides and handouts:
- Introduction to Curriculum Maps (What, Why, Examples, Tips, FAQs, Use) (21-minute video, 2020)
- Facilitating Program Assessment Decision-making (with a curriculum mapping example) (workshop, 2013)
- Curriculum Map: An Elegant and Powerful Tool in Your Assessment Toolbox (workshop, 2011)
- Make the Most of Your Curriculum Map (workshop, 2011)
- Curriculum Mapping for Graduate Programs (workshop, 2010)
- An Introduction to Curriculum Maps (workshop, 2009)
- Learning Outcomes and Curriculum Maps (workshop, 2009)
Sources consulted (July 2008):
- “A Skills Matrix as a Geology Department Planning Tool” by Savina, Buchwald, Bice, Boardman. Carleton College. November 6, 2001.
Other sources:
- The National Institute for Learning Outcomes Assessment (NILOA) Curriculum Mapping Toolkit.
Contributors: Monica Stitt-Bergh, Ph.D., TJ Buckley, Yao Z. Hill Ph.D.