Curriculum maps help programs align course design (conducted by individual faculty members) with program learning outcomes (defined by the unit or accrediting body). Functionally, a curriculum map simply identifies which program learning outcomes are met by which courses, and to what extent mastery is expected. This allows individual faculty members to update courses with specific program outcomes in mind. Likewise, programs can scaffold learning across levels, design major requirements to ensure goals are met, and assess student learning at the right level and at the right time.
This example from the BS in Biochemistry links courses in a number of different academic departments to the program’s learning outcomes. The creation of this map during curricular revision validated curriculum changes that ensure that all goals are met through the required courses, confirmed that learning is scaffolded from early courses to advanced courses, and enhanced through the major electives. It also emphasizes the need for courses to be taught by each unit to fulfill the goals for students. Finally, it allows the program to identify key courses or timepoints for assessment to confirm outcomes are met.
The undergraduate Horticulture program uses a text-based approach to curriculum
mapping; an example of how they do this for one of their learning outcomes
is provided below.
Learning Outcome 1: Understanding/Problem Solving (Year 1 – 2018)
Demonstrate critical thinking skills and problem solving abilities in areas, such as:
- Basic business concepts
- Integrated pest management (weed science, entomology, plant pathology)
- Genetics
- Plant physiology
- Soil science
- Microbiology
- Agrochemistry
Learning Experience
Students will take courses in plant science, soil science, business, entomology, plant pathology, genetics, plant physiology. Students will be introduced to these concepts in our introductory general horticulture course (HORT 220). The concepts that are key to this learning outcome will be reinforced in two plant identification courses (HORT 260 and HORT 262) and finally the learning outcome will be enforced in our capstone course HORT 480: Case Studies in Horticulture.
Assessment
Direct Assessment will take place by collecting the mystery hormone/plant propagation lab assignment in HORT 220, the garden plan development and renovation of a vacant area in HORT 260 and 262, respectively, and the final case study analysis assignment in HORT 480 (Case studies in Horticulture. Scoring of those assignment will be done with the Problem Solving Value Rubric
Indirect Assessment will occur by a faculty advisor evaluation form, notes in degree works that will show progression in career goals and aspirations, a graduating senior survey, and polling employers of our graduates at least one year after they leave the university.