Skip to main content Skip to navigation
Office of Assessment of Teaching and Learning Types of Curriculum Maps

Different Types of Curriculum Maps

Curriculum maps can be constructed in different ways, depending on what a program wants to know. Below are examples of three variations, with descriptions of what each type of map can tell you about the curriculum.


Basic Curriculum Map

A basic curriculum map can be used to:

  • Identify which core courses support which program-level SLOs.
  • Reveal any gaps.

A course is not necessarily required to address all program SLOs and a course can address outcomes other than the program SLOs. However, significant gaps in the alignment of core courses with the program’s learning outcomes should be discussed by faculty.

Example of a SLO that is not addressed in any course
Example of a SLO that is not addressed in any course
Example of a course that does not address any SLOs
Example of a course that does not address any SLOs

 

Student Learning Outcome Development Map

A curriculum map focused on skill development can:

  • Help determine how the curriculum systematically builds skills and knowledge. How do core courses fit together? Do lower level courses help prepare students for upper-level courses?
  • Show any gaps in the progression of learning opportunities. Are all SLOs being introduced, and then are students given enough opportunity to develop, practice, and master them over time?
  • Identify courses/assignments where assessment measures could be applied.
Example of a gap in opportunities for students to develop in a SLO
Example of a gap in opportunities for students to develop SLO

 

Student Learning Outcome Emphasis Map

A curriculum map focused on emphasis of SLOs can help a program determine the extent to which each SLO is addressed in each course. All SLOs do not necessarily need to be equally emphasized, but any differences should be recognized and discussed by faculty.

  • Is this SLO important to the program?
  • Is this an outcome that is more challenging to teach?
  • Can this SLO be addressed effectively in fewer courses than other SLOs require?
Example of a SLO that does not receive as much emphasis
Example of a SLO that does not receive as much emphasis
Washington State University