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>> Now that you've
written or edited

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your program's SLOs,

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it's time to map them
to the curriculum.

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Curriculum mapping serves
two main functions.

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First, it helps program

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administrators
and faculty know

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where the outcomes
are covered

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or not covered in
the curriculum.

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Second, curriculum
mapping helps to define

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the appropriate
assessment points

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in your assessment plan.

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Before beginning
the process,

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curriculum mapping
is often viewed

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as a heinous
task by faculty.

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But as you read in

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the Uchiyama and
Raiden article,

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creating a curriculum
map is not

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only necessary to
program assessment,

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it can promote unity and

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collaboration
in the program.

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To create a map,
you will need to

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first collect a list of

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all the programs courses.

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Start with
required courses,

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but feel free to add
electives if you desire.

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Most people prefer to
collect their maps

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in an Excel file or
in a word table.

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Any file type is

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acceptable as long
as it allows for

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a visual representation of

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the outcome's relationship
to the courses.

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Begin by titling
columns as Outcome 1,

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Outcome 2, and so on.

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Each row lists the course.

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An Excel template has been

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created for your use
in this process.

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Finally, it's
time to consult

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with your
program's faculty.

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The faculty that teaches

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the course must
be a part of

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this process
because only they

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know how the course
aligns to the outcomes.

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For each course,
ask faculty

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which outcome or outcomes

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their course aligns to.

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Once this has
been completed,

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ask them to prove
how it aligns.

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It is not uncommon
after conversation to

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find that some courses do

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not align to outcomes
as intended.

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Occasionally, programs
may find that a course

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doesn't align to any of

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the program stated
learning outcomes.

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Courses may have drifted

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over the years away from

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the intended outcome or

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the program may
have drifted

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away from a
previous outcome.

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It is at times
like this that

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a program needs to make
a difficult decision.

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Is the course
worth saving?

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Is there value
in reworking

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the course so that it

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better aligns
to an outcome?

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Or is it better

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to eliminate the
course altogether and

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offer something new
that better suits

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the current goals and

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missions of the program?

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Once the faculty has
determined exactly

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where the
program's outcomes

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aligned to the curriculum,

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the next step
is to determine

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the level of interaction

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allowed for in the course.

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Ask faculty to
determine if each

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course's outcome exposure
is introductory,

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intermediate or
degree level.

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Each level of exposure
is identified here by

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a circle icon with

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introductory being
an empty circle,

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intermediate a half
filled circle,

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and degree level a
completely filled circle.

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Introductory indicates
that the student

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has not previously had

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experience with
the outcome.

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Usually courses at
the beginning of

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a curriculum will be
labeled as introductory,

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but that is not
always the case.

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An outcome may be very

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advanced and
students may need

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experience in other areas

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before being introduced
to a new outcome.

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Graduate programs may
find that they never

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introduce a
particular outcome

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and this might be okay.

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Some programs may expect
that students were

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introduced to
an outcome in

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their undergraduate
programs.

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When a program
marks an outcome

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as degree level
in a course,

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it is indicating that

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the course is
one that will

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move students
to a level of

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proficiency in
that outcome.

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Capstone courses are often

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areas where outcomes
are at degree level.

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If an outcome
is important,

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one exposure is
simply not enough.

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Exposure should
occur often

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and ideally throughout

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the course of
the curriculum.

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When determining
the extent to which

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a course's outcome
exposure is introductory,

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intermediate, or
degree level,

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have faculty once

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again defend
their opinions.

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The group should
agree that the map

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accurately conveys

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the activities of
the curriculum.

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Once all courses
have been mapped,

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the curriculum should
be examined for

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over and under-exposure,
gaps and logic.

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Ask the faculty to
look at each outcome.

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Are there any
outcomes that have

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too little exposure
in the curriculum,

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outcomes that are never

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exposed in the curriculum?

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Are there
outcomes that are

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never at degree level?

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Are there courses
that seemingly

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map to every outcome?

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Are there courses
that map to nothing?

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If so, should
those courses

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remain in the curriculum?

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Asking questions like this

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will help faculty
determine if

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the curriculum
adequately fits

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the goals of the program.

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Sometimes

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the mapping process
can be uncomfortable.

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No faculty member wants to

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hear that the course
they teach doesn't

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map to any of the
outcomes or that

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it introduces an outcome

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when it should
emphasize it.

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If there are gaps in
outcome coverage,

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it isn't always easy to

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decide if a new course
should be created

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or if it would
be better for

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the program to rework

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a current course to

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better meet the goals
of the program.

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Problems like these have

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no clear cut answers.

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Each program must find

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their own way to

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deal with curriculum
complications.

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Your assignment
is to create

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a program curriculum
map that accurately

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reflects the relationship
between each of

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your program's courses
and the outcomes.

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We encourage
you to involve

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as many faculty as you
can in this process,

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as it will help to ensure

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that your map is correct.

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Your map must show how
each of the programs

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courses aligned to

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the programs
stated outcomes.

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Each course
should be labeled

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to explain the level of

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outcome proficiency
expected in that course.

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Is the course
introductory,

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intermediate or
degree level?

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Map should be
examined for gaps,

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logic, and issues
of exposure.

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If there are problems
with the map,

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as it currently stands,

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please create a plan
for alleviating

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any curriculum problems

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made evident by the map.

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Once complete, send

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your completed
curriculum map

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and student learning

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outcomes to

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your institution's
assessment staff

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for review and feedback.