This document discusses curriculum mapping, which involves clarifying and assessing the relationships between curricular and co-curricular activities, courses, and programs. It provides an overview of curriculum mapping, including its benefits and key aspects. The presentation covers the mapping process, analyzing maps, and includes examples of course-level and program-level maps. It emphasizes that mapping can align instruction with learning outcomes, reveal gaps, and improve program coherence.

1. Curriculum Mapping
APPROACHES CLARIFYING AND ASSESSING THE RELATIONSHIPS OF CURRICULAR & CO-CURRICULAR ACTIVITIES, COURSES, AND PROGRAMS
PRESENTED BY RAYMOND BARCLAY, PHD
ENROLLMENT X DESIGN, LLC

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Agenda
I. Introductions
II. What is Curriculum Mapping?
III. Steps in the Mapping Process
IV. Analyzing and Interpreting Maps
V. Hands-On Exercise
VI. Lessons Learned / Tips for Success
VII. Questions / Discussion
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Raymond Barclay - Brief Bio
Education (First Generation College Student):
◦ PhD, Psychology (Measurement/Statistics and Cognition),
Temple University, School of Education
◦ Specialization in Design Thinking – University of Virginia,
Graduate School of Business
◦ Design Thinking & Charrettes – Harvard Univ.-Graduate School
of Design
◦ MS , Sustainable Design – Thomas Jefferson Univ./Univ. of
Philadelphia, College of Architecture and Built Design (in
progress)
◦ MDIV, Princeton Theological Seminary
◦ Philosophy & Religious Studies - Indiana University of
Pennsylvania
Published in the following areas:
Online learning, assessment and learning, strategic planning,
resiliency, survey development, clinical psychology, statistical
methods, (hierarchical linear analysis, multivariate analysis,
cluster and factor analysis)
Current Role - President – Enrollment x Design, LLC (NJ) – present
Prior Roles
Associate Vice President/Associate Provost/Associate Vice
Chancellor Roles
o The New School (NY)
o Stetson University (FL)
o University of North Carolina (NC)
o College of Charleston (SC)
Director Roles
o The College of New Jersey (NJ)
o Burlington County College (NJ)
o The Bonner Foundation (NJ)
Senior Analyst Roles
o Arroyo Research Services (NC) - K-16 consulting/evaluation
firm)
o Rowan Univ./Burlington County Community College (NJ)
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Key Questions
1. How can the Bonner Program ensure that it demonstrates coherence in
sequencing, increasing complexity, and linkages between and among
components internal to the program and externally to other related curricula
and programs?
2. How can we document and demonstrate the coherence of the Bonner
program curricula to university stakeholders and colleagues, accreditors,
students, parents and others?
3. Are we optimally leveraging the curriculum and assessment of learning
happening at our institution and in our courses?
4. Can we use for assessing and integrating co-curricular activities?
Source: http://www.southernct.edu/faculty-staff/faculty-development/curriculummapping.html
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Curriculum map definitions
A graphical illustration of the relationship between a program’s
requirements/learning opportunities and the student learning
outcomes.
Source: https://manoa.hawaii.edu/assessment/workshops/pdf/SLOs_curriculummaps2008-10.pdf
A curriculum map is a visual representation of the structure of program
curriculum.
oThe map charts program courses, syllabi, classroom activities, and
assessments as they relate to the intended program learning
outcomes.
Source: http://www.southernct.edu/faculty-staff/faculty-development/curriculummapping.html
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Benefits of Curriculum Map
➢Aligns instruction with learning outcomes
➢Documents learning process: what is taught, how, and when
➢Reveals gaps in the curriculum.
➢Helps design an assessment plan
➢ Improves communication
➢Improves program coherence
➢ Encourages reflective practice
SOURCE: https://manoa.hawaii.edu/assessment/workshops/pdf/SLOs_curriculummaps2008-10.pdf
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Curriculum Maps Detail SLOs*
Guidelines for Developing and Assessing Student Learning Outcomes for Undergraduate Majors at
UCLA notes the following 4 dimensions that most typically pertain to what students should know,
be able to do, and value by the end of their undergraduate educational program (outcomes):
1. Knowledge outcomes pertain to grasp of fundamental cognitive content, core concepts or
questions, basic principles of inquiry, a broad history, and/or varied disciplinary techniques.
2. Skills outcomes focus on capacity for applying basic knowledge, analyzing and synthesizing
information, assessing the value of information, communicating effectively, and
collaborating.
3. Attitudes and values outcomes encompass affective states, personal/professional/social
values, and ethical principles.
4. Behavioral outcomes reflect a manifestation of knowledge, skills, and attitudes as
evidenced by performance, contributions, etc.
➢Knowledge, skills, and behavioral tend to more readily lend themselves to evaluation based
on “direct” evidence
➢Attitudes and value-based outcomes rely on indirect evidence
Source: http://www.wasc.ucla.edu/eer_endnotes/Learning_Outcomes_Guidelines.pdf
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Other considerations
• Mapping should include co-curricular, special or distinctive program
elements (Examples: student research symposium, portfolios,
performances, clinical/practicum, internships, co-ops, etc).
• Authentic assessments curated through s curricula that is scaffolded
within a program or across content domains/breadth (vertical and
horizontal).
oMultiple assessment opportunities embedded in the program may minimize the
need for an “outside” assessment such as a standardized test (often not well
aligned with many program objectives).
Source: http://www.bu.edu/provost/files/2015/04/4.8.15-CEIT-Teaching-Talk-Assessment-Curriculum-Mapping-PowerPoint.pdf
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Basic Program
Curriculum Map
Program
Outcome
1
Program
Outcome
2
Program
Outcome
3
Program
Outcome
4
Program
Outcome
5
Program
Outcome
6
Course 1 X X X X
Course 2 X X X X X
Course 3 X X X
Course 4 X X
Course 5 X X X
Course 6 X X X
Columns (Program Outcomes)
1. Sub Columns (for each
program outcome) can include:
o Communication of Program
Outcomes in the Course
Syllabus
o Level of Instruction
o Assessment of Program
Outcomes
2. Rows (Courses)
Source: http://www.southernct.edu/faculty-staff/faculty-development/
curriculummapping.html
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Simple Curriculum Map
Campus
Gen Ed
SLOs
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Curriculum Map with Level of Skill
Skill
Level
SKILL
• Introduced
• Emphasized (not
in grid)
• Reinforced
• Mastery/
Advanced
➢ SEE HANDOUT
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Curriculum Map with Level with
Embedded Assessment
Embedded
Assessment
Assessment
• Exams
• Papers
• Presentations
• Reflections
• Portfolios
• Capstone
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Curriculum Map with Level
with Course Clusters
Course
Clusters
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Curriculum Map used to identify
strengths & gaps
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Mapping: Co-Curricular and
Curricular
◦Wayne State Example
◦Curriculum & Student Affairs
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Course and Program Mapping
Session Steps
A. Course-level mapping
1. Identify course objectives.
2. Identify assignments/ activities that align with objectives.
3. How do assigned readings, lectures, and class activities prepare students to meet
course objectives on formal assignments?
B. Program-level mapping
1. Identify program learning outcomes.
2. Identify key courses or experiences that align with outcomes.
3. How are the elements of the program preparing students to demonstrate mastery levels
of program stated outcomes?
➢Take the opportunity in either case to assess where the course/program might improve
approach.
Source: http://www.bu.edu/provost/files/2015/04/4.8.15-CEIT-Teaching-Talk-Assessment-Curriculum-Mapping-PowerPoint.pdf
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Course SLO Map – Example Template
Curriculum Mapping: A Roadmap for Curriculum Coherence and Student Achievement
Southern Connecticut State University // March 4, 2011 // Nuria M. Cuevas (ncuevas@nsu.edu), Marvin D. Feit (mdfeit@nsu.edu) // Norfolk State University
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Program SLO Map – Example Template
Curriculum Mapping: A Roadmap for Curriculum Coherence and Student Achievement
Southern Connecticut State University // March 4, 2011 // Nuria M. Cuevas (ncuevas@nsu.edu), Marvin D. Feit (mdfeit@nsu.edu) // Norfolk State University
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Quantitative Indicators (Often Optional)
1. Outcome Communication score
2. Outcome Saturation score
3. Outcome Feedback Points score
4. Course Breadth score
5. Course Depth score
6. Course Assessment Focus score
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Quantitative Indicators: A Word of Caution
Facilitate comparative analyses (not benchmarking)
within the program
◦Scores
◦Indices
“Although one can say that the larger the value of the
index, the better the alignment, there is still no easy
way to think about how big the alignment index must be
to be considered ‘good’ ” (Porter, 2002, p. 6).
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Meta-analysis of curriculum maps
Outcome integration
oDiscourse
oScope
oBreadth
oSaturation
oDepth
◦ Assessment
➢See Southern Connecticut State
University Handout
Alignment of Structural Components
oSyllabus to Course Activities Alignment
oCourse Sequence to Course Activities
Alignment
oAssessment Alignment tp Course
activities & syllabus
oProgram Outcomes to Course
Assessment Alignment
oProgram Outcomes to Course Syllabus
Alignment
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Contact Raymond Barclay, PhD at Enrollment x Design
ray@enrollmentxdesign.com
www.enrollmentxdesign.com
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