What does a curricular map look like?
A curricular map is a tool for seeing relationships between learning outcomes, courses, and assessments.
In its simplest form, the curricular map is built on a two-dimensional matrix, with the learning objectives arrayed across the top (column headings) and courses listed down the left side (row headings). An “X” would represent which course(s) develop an objective. With this simple map, limited information is provided because an “X” does not tell us the extent of the learning, assessments used to evaluate learning, and target goals.
| Learning objective 1 | Learning objective 2 | Learning objective 3 | |
|---|---|---|---|
| Course 1 | x | x | x |
| Course 2 | x | x | |
| Course 3 | x | x |
To provide a deeper understanding of when and how learning occurs, a more detailed curricular map can be used.
A variety of curricular map designs are possible. Here are few examples:
This example adds levels of learning to the map. This creates an understanding of how student knowledge, skills, and attitudes develop as the student progresses through the curriculum. This map also identifies what assessment measures are used to demonstrate student learning of an objective. Assessment measures can include course-based assessment but can also include indirect measures, such as an exit survey. The final aspect of this map is the target performance goal.
| Learning objective 1 | Learning objective 2 | Learning objective 3 | Assessments | Targets | |
|---|---|---|---|---|---|
| Course 1 | Introduced | Reinforced | Obj 1: Group project (rubric) Obj 1: Paper (rubric) Obj 2: Oral presentation (rubric) | Obj 1: 75% of students achieve 85% or higher on the teamwork portion of the project rubric Obj 2: 75% of students achieve 80% or higher on the teamwork portion of the paper rubric Course 3: 85% of students achieve 80% or higher on the teamwork portion of presentation rubric | |
| Course 2 | Introduced | Mastered | Obj 2: Paper (rubric) Obj 3: Lab report | Obj 2: 80% of students achieve 80% or higher on rubric portion pertaining to critical thinking Obj 3: 85% of students achieve 85% or higher on the critical thinking portion of the lab rubric | |
| Course 3 | Introduced | Mastered | Obj 1: Paper (rubric) Obj 2: Exam questions Obj 2: case study (rubric) | Obj 1: 85% of students achieve 90% or higher on the social justice portion of the reflective essay rubric Obj 2: 85% of students achieve 90% or higher on the exam questions pertaining to social justice Obj 2: 80% of students achieve 75% or higher on the critical thinking portion of the case study rubric | |
| Indirect measures | Exit survey | Obj 1: 90% of students answer “agree” or “strongly agree” on exit survey questions pertaining to teamwork Obj 2: 90% of students answer “agree” or “strongly agree” on exit survey questions pertaining to critical thinking Obj 3: 90% of students answer “agree” or “strongly agree” on exit survey questions pertaining to social justice |
Another approach to curricular mapping that may be of particular interest to graduate programs eliminates the levels of learning. In a graduate program it could be assumed that most topics are not being introduced for the first time. This sample also includes non-course-based assessments, such as comprehensive exams and dissertations, because they are an important aspect of the program. These non-course-based assessments are still direct measures of learning since they represent actual student work.
| Course or Educational experience | Instructor | Learning objective 1: Critically apply theories, methodologies, and knowledge in their primary area of study | ||
| Covered by course or activity | Assessments aligned with this objective | Target performance goal(s) | ||
| ARC 5001 | Dr. X | x | Methodologies assignment | 80% of students achieve at least 80% |
| ARC 5201 | Dr. Y | x | Methodologies project | 75% of students achieve at least 80% |
| ARC 6111 | Dr. C | x | Analysis assignments | No student receive a grade less than 75% |
| ARC 6283 | Dr. D | x | Analysis project | No student receive a grade less than 75% |
| Comp exam | Student’s major advisor | x | Comp question #2 | 85% of students score at least 8 out of 10 |
| Dissertation | Student’s major advisor | x | Dissertation rubric | 75% of students will achieve a 4 out of 5 on the row of rubric aligned to objective |
This final sample adds a column on the emphasis level. The emphasis level identifies to what extent the course focuses on a particular learning objective. This sample also brings in an example of using qualitative data to assess student learning. In some disciplines, qualitative data can provide a more meaningful assessment of student success.
| Course | Instructor | Learning objective 1: Critically apply theories, methodologies, and knowledge in their primary area of study | |||
| Emphasis level (1-some emphasis; 2=moderate emphasis; 3=substantial emphasis) | Qualitative/ Quantitative | Course assessments (assignments, exams, etc) aligned with this objective | Target performance goal | ||
| DRAM 1001 | Dr. X | 1 | Quantitative | Papers (critique and analysis papers) scored with rubric | 75% of students will achieve a 4 out of 5 on the row of rubric aligned to objective |
| DRAM 2356 | Dr. S | 2 | Qualitative | Narrative | Narrative comparing student achievement to expected level and where the gap is |
| Audition | Director | 3 | Qualitative | Narrative | Narrative comparing student achievement to expected level and where the gap is |
| Performance | Director | 3 | Qualitative | Narrative | Narrative comparing student achievement to expected level and where the gap is |
No one format of curricular map meets the needs of all disciplines and academic programs. Faculty should determine the mapping needs of the academic program to create a map that meets those needs. The Office of Academic Program Assessment has created templates and samples for curricular maps. These templates can be downloaded and edited to meet the program’s needs.