Danielle Duffourc, Ph.D.
Director for Institutional Effectiveness and Assessment
Xavier University

Today’s workshop will focus on
understanding how curriculum maps can be
used as a tool to link program outcomes with
program curriculum.
◦ How do we document, communicate and
demonstrate coherence of program curricula to
SACSCOC reviewers and other stakeholders?

While each faculty member may be familiar
with their own coursework:
◦ Do you know if/how the courses you teach relate to
those taught by peer faculty?
◦ Do you know if the sequence of courses taken by
students add up to a coherent learning experience?
◦ When you alter a course, do you know the impact
that adding and removing components will have on
the program curriculum as a whole?
Curriculum mapping offers the “ability to look at
programs in a holistic way – at a level beyond
individual courses – and make sure that program
curriculum provides appropriate conditions for
student achievement of intended learning outcomes”
(Palomba & Banta, 1999).

Needed
◦ Course List
◦ Student Learning Outcomes

Optional (for depth)
◦ Relationship of Course to Outcome
◦ Level of Instruction in Course to Outcome
◦ Feedback and Assessment
Program
Outcome
1
Course 1
X
Course 2
X
Course 3
X
Program
Outcome
2
Program
Outcome
3
X
X
X
Course 5
X
Course 6
X
Course 7
X
Program
Outcome
5
X
Course 4
X
X
X
Course 8
X
Course 9
X
Course 10
Program
Outcome
4
X
X
Program Outcome 1 Program Outcome 2
Rel
Level
Asmt
Course 1
X
I
E
Course 2
M
I
Course 3
M
R
E
Rel
X
Level
Asmt
I
Program Outcome 3
Rel
Level
Asmt
X
I
E
X
R
E
M
A
E
Course 4
Course 5
Course 6
X
R
Course 7
M
A
X
R
Course 8
M
A
Course 9
X
R
X = Explicit
M = Implicit
I = Introduced
R = Reinforced
A = Advanced
E
E = Embedded Asmt

Explicit (X)= Outcome is directly expressed in
the course syllabus.
◦ Program Outcome: Scientific Reasoning
◦ Course Outcome: “Students will describe how the
scientific method is used to understand
phenomena.”

Implicit (M)= Outcome is indirectly expressed
in the course syllabus.
◦ Program Outcome: Communication
◦ Course Outcome: “Students will articulate and
defend American foreign policy viewpoints and
influences.”



Introduced (I)= Students are introduced to
the outcome.
Reinforced (R)= The outcome is reinforced
and students afforded opportunities to
practice.
Advanced (A)= Students have had sufficient
practice and can demonstrate mastery.
*NOTE: Advanced level not in TracDat

Student readiness level

Instruction and learning activities

Scope of outcome coverage

Embedded Course Assessment (E): Students
will have opportunities to demonstrate what
has been learned and receive feedback.
Program Outcome 1 Program Outcome 2
Rel
Level
Asmt
Course 1
X
I
E
Course 2
M
I
Course 3
M
R
E
Rel
X
Level
Asmt
I
Program Outcome 3
Rel
Level
Asmt
X
I
E
X
R
E
M
A
E
Course 4
Course 5
Course 6
X
R
Course 7
M
A
X
R
Course 8
M
A
Course 9
X
R
X = Explicit
M = Implicit
I = Introduced
R = Reinforced
A = Advanced
E
E = Embedded Asmt





Are program outcomes communicated in individual
courses?
Do students have enough opportunities to meet
program outcomes?
Is content organized in a logical manner to reflect
progression? (Introduced before reinforced).
Are students provided feedback to achieve program
outcomes?
Do courses integrate multiple program outcomes?

While faculty collectively select courses to be
mapped, they must individually complete the
map for courses they teach.
◦ If several faculty members teach the same course,
they may choose to work collectively.


The assessment coordinator or department
head compiles the program map using a predesigned template.
Faculty collectively analyze and interpret the
map.

Curriculum mapping is a tool to stimulate
campus-wide reflection and discussion.
◦ Results are “food for thought and discussion” not
“information for action.”
◦ Ultimate purpose is to help organize thinking about
how curricula aligns with student achievement and
success.
TracDat has a built-in module that can help track curriculum mapping,
but it is generally better to draft the map in Excel or Word.
Once information is entered, you can go to Reports  Curriculum Map
to print the report.

Hamilton, L., Okala, C. and Zapatero, E. G. (2013).
Curriculum Mapping: A Process to Define,
Document, Demonstrate and Improve the Pathways
to Student Success. (SACS Workshop)
http://learn.nsu.edu/curriculum-mapping.html