Curriculum Mapping

Curriculum mapping involves aligning specific course- and/or grade-level activities toward attainment of specific learning outcomes, which are basically what it is the instructor expects the student to do. Curriculum mapping is a process to initiate, review, and validate curriculum alignment. The process results in curriculum maps that provide the visual linkages between course- or grade-level activities and learning outcomes. Curriculum maps also serve as a method of communication among instructors across courses and/or grade levels within educational programs. This entry discusses the development of curriculum mapping, its purpose and benefits, and how mapping takes place.

The learning outcomes can be based on grade-level objectives, program competencies, or standards. Learning outcomes can also refer to learning objectives, ranging from assignment outcomes to course outcomes and course outcomes to program or level outcomes. Curriculum mapping stems from the 1980s work of Fenwick English which began as mere detailing of what instructors were teaching and how it was taught. In the 1990s, the work of Heidi Hayes Jacobs added more depth and breadth to the focus of curriculum mapping.

Curriculum mapping can occur at the course and/or program level. Various studies have examined the value of curriculum mapping, offering tools for effective curriculum mapping and describing/instructor preferences and [Page 446]perceptions of curriculum mapping, but there has been little published research on specific curriculum mapping processes.

Curriculum mapping provides a road map for curriculum planning to achieve previously identified skills, competencies, and/or learning outcomes. Curriculum mapping is a process used in both K–12 and higher education and can be used both within and across grade levels or specific courses. Mapping can involve lesson plans for individual classes or grade-by-grade programmatic planning for an entire school.

Benefits of curriculum mapping include providing short- and long-term goals to meet educational outcomes and identifying gaps and areas for improvement. Curriculum maps are tools to keep faculty focused and can prevent curriculum drift in addition to identifying and preventing curriculum repetition. The curriculum map can identify when concepts should be introduced, reinforced, and mastered within specific courses and/or levels. Curriculum mapping can identify placement of specific assignments, exams, and projects within specific courses, grades, and/or program levels. Attainment of specific learning outcomes can prepare the student for the subsequent course and/or grade level.

Sustained curriculum mapping efforts can improve faculty buy-in/participation and promote curriculum revision when faculty are provided with the resources for curriculum mapping. Curriculum mapping processes need to be outlined with a concrete plan for review and possible revision. Faculty development regarding curriculum mapping procedures and mapping tools, in addition to leadership support and faculty accountability, must be communicated and reinforced. Scheduled mapping discussions within courses, levels, and institutions or programs will ensure maintaining focus and curriculum alignment toward meeting learning outcomes. Mapping also can serve as a process to monitor what faculty do and as an avenue for data collection that can provide valuable assessment and evaluation data for course and/or program improvements.