A curriculum map is a matrix or table that cross references course offerings and other program components to learning outcomes. When completed, it shows you where, when and how learning is achieved. As Kopera-Fry, Mahaffy, & Syare (2008) have stated, “A graphical portrayal of program goals or outcomes, the courses that comprise the program and their relationship to the program’s purpose.”

Curriculum maps can vary from very basic to extremely complex depending on needs and intended uses.

Related article: How to Map Your Curriculum

Benefits of Curriculum Mapping

  • Helps faculty see relationships between course and overall program goals, and learning outcomes;
  • Gives students a better understanding of what is expected of them, and what they will accomplish from different courses and program components;
  • Allows for identification of gaps in course offerings as well as redundancies;
  • Increases faculty collaboration and collegiality – provides an opportunity for faculty to work together. This can be especially useful to help new faculty
    entering a department develop professional relationships and a sense of belonging.

Curriculum Maps Examples

Overview

A curriculum map is a matrix or table that cross references course offerings and other program components to the program’s learning outcomes. It will show you where, when and how the learning outcomes are achieved. Curriculum maps can vary from very basic to extremely complex depending on needs and intended uses.

Curriculum Maps:

  • Make clear what the learning outcomes are for the program and how they are achieved.
  • Identify gaps in course offerings as well as redundancies
  • Help students understand what is expected of them, and what they will accomplish from different courses and program components

How To Map Your Curriculum

Virtually all curriculum maps start with a matrix that lists courses and other program components listed across one dimension (i.e., at the start of each rows) and program learning outcomes on the other (i.e., at the top of each column). From there the map can be filled in using different strategies.

A very basic map will simply indicate which learning outcomes are addressed by each program component. This is usually done by simply inserting an “x” or a checkmark where the outcome and component align. This answers the question “Where are learning outcomes achieved by the program?” 

Basic Curriculum Map

Figure 1. Basic Curriculum Map

  Learning outcomes
Program Components Knowledge Research Methods Communication Critical Thinking Application Ethics
CRS 1001 X X X
CRS 2001 X X X
CRS 2200 X X X X
CRS 2507 X X X
CRS 3500 X X X X
CRS 3840 X X
Practicum X X
CRS 4050 X X X X
Thesis Project X X X X X X

Skill Level Curriculum Maps

A more sophisticated map will tell you not only where individual learning outcome are achieved, but also the extent to which they are developed. This can be done by indicating the level of skill students can expect to have achieved after completing the course or activity using a simple rubric. A common rubric used is the IRMA. Using this rubric, course alignments with learning outcomes are marked “I” where skills needed for that outcome are introduced, “R” where they are reinforced, “M” where they are mastered. Considering that assessment usually should not occur before mastery this coding system also lets you know when and where learning outcomes assessment (marked with an “A”) should take place. This type of curriculum map answers the question “When will learning outcomes be achieved by the program?” 

Figure 2. Skill Level Curriculum Map

  Learning outcomes
Program Components Knowledge Research Methods Communication Critical Thinking Application Ethics
CRS 1001 I I I
CRS 2001 R I I
CRS 2200 I R I
CRS 2507 R R I
CRS 3500 R R I R
CRS 3840 M/A R
Practicum M/A R
CRS 4050 M/A M/A M M
Thesis Project M/A M M/A M M/A M/A

Activity and Assessment Curriculum Maps

An even more detailed map will tell you what specific aspects of the program will lead to specific outcomes. For this type of map, course-level activities and assignments are listed at the point where courses and outcomes are aligned. This can communicate very clearly and effectively to students the value of each assignment and exam. It can also assist with assessment by telling you which artifacts to measure for demonstration of the learning outcome. This type of map answers the question “How will learning outcomes be achieved by the program?”

Figure 3. Activity and Assessment Curriculum Map

  Learning outcomes
Program Components Breadth of Knowledge Research Methods Communication Critical Thinking Application Ethics
CRS 1001 Exam Questions Exam Questions Exam Questions
CRS 2001 Class Presentation

Exam Questions

 Class Presentation

Though Papers

 Thought papers
CRS 2200 Exam Questions Essay Essay
CRS 2507 Essay Essay Essay
CRS 3500 Group Project Class Presentation Group Project Group Project
CRS 3840 Article critique REB submission
Practicum Presentation

Reflective Journal

 Reflective Journal
CRS 4050 Essay Essay Essay
Thesis Project Literature review Methods section Oral defense Literature review

Discussion section

 Discussion section REB Submission

You can also make multiple maps that relay different types of information. For example, you may want to create one map that describe if, and to what extent, each course contributes to each learning outcome using the IRMA scoring rubric. You may then want to create a second map that described the specific course activities that will contribute to the achievement of the learning outcomes. The two maps can be combined, or used separately depending on what you are using it for, or who you are communicating with.

Using Curriculum Maps in Program Assessment

Your completed curriculum map is an important tool you can use to explore and assess your program. It can help you answer the following important questions about your program:

  • Are program learning outcomes addressed in a logical order?
  • Do students get practice in a skill before they are expected to demonstrate mastery?
  • Do some outcomes get covered more than others?
  • Are learning outcomes achievable through multiple means?

How We Can Help

We can provide units with curriculum mapping templates, and information gathering tools to help you create a curriculum map with as much detail as you need.

Find Out More

Bath, D., Smith, C., Stein, S., & Swann, R. (2007). Beyond mapping and embedding graduate attributes: Bringing together quality assurance and action learning to create a validated and living curriculum. Higher Education Research, 23, 313 – 328. DOI: 10.1080/0729436042000235427.

Centre for Academic and Faculty Enrichment. (2011). Curriculum Review and Mapping Guide. Durham College: Oshawa, ON

Kopera-Fry. K., Mahaffy, J. & Svare, G.M.  (2008). The map to curriculum alignment and improvement. Collected Essays on Teaching and Learning, 1, 8 – 14.

Additional Resources

University of Hawai’i Manoa, Assessment Office: http://manoa.hawaii.edu/assessment/howto/mapping.htm

Bath, D., Smith, C., Stein, S., & Swann, R. (2007). Beyond mapping and embedding graduate attributes: Bringing together quality assurance and action learning to create a validated and living curriculum. Higher Education Research, 23, 313 – 328. DOI: 10.1080/0729436042000235427.

Centre for Academic and Faculty Enrichment. (2011). Curriculum Review and Mapping Guide. Durham College: Oshawa, ON.

Kopera-Fry. K., Mahaffy, J. & Svare, G.M. (2008). The map to curriculum alignment and improvement. Collected Essays on Teaching and Learning, 1, 8 – 14.

Uchiyama, K.P., & Radin, J.L. (2009). Curriculum mapping in higher education: A vehicle for collaboration. Innovation in Higher Education, 33, 271–280. DOI 10.1007/s10755-008-9078-8