Curriculum mapping can be done in a variety of ways and can be adapted to different collaborative contexts. Use these "How To" pages as guides in developing your process.

There are some important principles that should apply to any process of curriculum mapping:

• Simplicity is good. Design a map (form, sheet, database) that is easy to use and makes sense to all parties.
• Clarity is essential. Discuss the terms of the map (outcomes, expectations, standards) before the mapping begins, to establish shared meanings for all parties.
• Communication is key. Open communication throughout the process will minimize confusion, allow problems to be addressed as they arise, and encourage feedback and review of the process after completion.

***********

See the subpages for specific instructions on how to do curriculum mapping at varying levels of complexity:

• Basic
• Intermediate
• Advanced

You can adapt the curriculum process to your own context, but here are the 8 main steps to include, although your order may vary:

CM Training - Once you have spoken with faculty/administrators and agreed to do curriculum mapping, all parties need to get to know what CM is, the goals of the project, and how to execute it.

Determining Scale - All parties should agree on the scale of the project and the level of detail that will be involved in the map.

Making a Timeline - Setting a timeline for the different stages of the project keeps it moving on time, and sets appropriate expectations for workload and time commitments.

Choosing Technology - Depending on the scale, time, budget, human resources, and technical expertise, the group will need to choose appropriate software to use for your map.

Creating the Map - This step includes designing the map instrument, organizing the course and outcomes/standards/expectations information in the map, and discussing the terms to establish shared meaning.

Collecting Data - Faculty are responsible for filling in the map with the data and details for their courses. The information provided should be clear and detailed enough for the audience who will be reading and using the map. Librarians can provide assistance in this step.

Reviewing the Map - Once the map has been completed by faculty, all parties should review the completed map to look for gaps, redundancies, and opportunities for IL integration. Individual faculty members can review the map as a whole and see how their courses fit in the program, and/or all program faculty can review the map as a group and discuss thoughts, questions, concerns, solutions, etc. Librarians should be involved in the review.

Reviewing the Process - Once the mapping is complete, all parties should share feedback on the process to discuss what went well and how it might be improved in future iterations.

References

For full citations, see References and Resources page.

Brasley, S.S. (2008).

Kopera-Frye, K., Mahaffy, J., & Svare, G.M. (2008).

Tariq, V.N., Scott, E.M., Cochrane, A.C., Lee, M., & Ryles, L. (2004).

Veltri, N.F., Webb, H.W., Matveev, A.G., Zapatero, E.G. (2011).

Many tools and platforms can be used to execute curriculum mapping, including commercial or open source systems, and some institutions custom-build their own (a good opportunity for collaboration or sharing).

The system you choose will be determined by a variety of factors, including budget, human resources, technological expertise, and scale of the mapping process. Here is a selection of curriculum mapping technology options.

• Word processors
• Spreadsheets (e.g. Excel)
• Databases (e.g. Access, Oracle)
• Learning/Content Management Systems (e.g. Blackboard)
• Assessment Management Systems (e.g. WeaveONLINE)

For more information on technologies used for curriculum mapping see: Willett, T.G. (2008). Current status of curriculum mapping in Canada and the UK. Medical Education, 42, 786-793.

For an FAQ and Checklist for curriculum mapping please see:

Jacobs, H.H. (Ed.) (2004). Getting results with curriculum mapping. Alexandria, VA: Association for Supervision and Curriculum Development.

The book has a K-12 focus, but some of the information can still be useful for higher education.