The goal of curriculum mapping is not to evaluate courses or faculty, but to utilize outcomes assessment evidence to have fruitful discussions that drive curriculum decisions so that students have the knowledge, skills, and values that the sequence was designed to foster when they exit the college. At LBCC there are three types of curriculum mapping that programs utilize: course to program, sequential, and program to institution curriculum mapping.
Course to Program Curriculum Mapping
A course to program curriculum map is a graphic that illustrates how courses in a program's curriculum contribute to the overall learning outcomes of that program. It can visually indicate where specific learning takes place and at what level of engagement within the structure of the program.
A course to program curriculum map is useful for a variety of reasons and can provide your program with the following information:
- It can identify courses where specific program SLOs are likely to be achieved, as well as courses that are not related to any program SLOs.
- It can identify courses that include an assignment that might be used as an imbedded program level assessment tool.
- It can identify gaps in curriculum. For instance, through curriculum mapping faculty may realize that a program SLO may not be addressed properly and may only be mapping to a few courses.
- It may lead faculty to address a need for sequencing courses within the curriculum or to modify the existing sequences of courses.
- It can identify how different courses serve different purposes in achieving student learning within a program.
Use the following documents to assist you in mapping your courses to your program.
Course to Program Map Information
Course to Program Map Directions
Course to Program Map Template
Sequential Curriculum Mapping
Sequential curriculum mapping creates a global description of the scope and coordination of student learning experiences throughout a sequence of courses. This type of curriculum mapping will:
- Identify a course's contribution to a sequence's essential elements through the identified level of learning.
- Describe the level of student learning (SLOs) obtained in a particular course in a sequence and in the context of the student's acquisition of the discipline's essential elements (i.e., introduced, developed, mastered).
- Visually demonstrate alignment between sequential course SLOs in relationship to the discipline's essential elements. This can enable faculty to assess overall pathway coherence.
- Identify any gaps or redundancies in course content across courses in a sequence.
The documents below can be used to create a sequential curriculum map.
Sequential Map Directions
Sequential Map Template
Program to Institution Curriculum Mapping
Curriculum mapping of a program to the institution is an opportunity to demonstrate how a program contributes to LBCC's Educational Master Plan and thus, demonstrates support of the colleges mission. Conversely, mapping provides the college with the means to determine whether the institution's goals, mission, and they instructional program's learning outcomes reflect its priorities as an academic institution.
Use the following documents to help you map your program to the institution.
Program to Institution Map Directions
Program to Institution Map Template