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Curriculum, Design, Review, and Mapping

Curriculum design is a process involving visioning, developing learning outcomes, curriculum mapping, constructively aligning assessments and teaching methods, and ongoing analysis and review. The following resources and references can help you move through the various stages of this process.

Getting Started

Curriculum Mapping

Curriculum mapping provides a visualization of the elements of a curriculum and how they are related. It involves collecting, recording, and organizing data about curriculum structure, outcomes, methods, and assessments , and depicting this information visually for analysis. The resulting maps facilitate both summative reporting for accreditation and IQAP purposes, as well as formative planning and enhancement by making it easier for Departments and Faculties to identify gaps in their programs, bottlenecks or trouble‐spots that students face, as well as areas of program strength. The following are a few resources to help you in your curriculum mapping process.

Integrating Assessments

Introducing high quality assessments into your curriculum design deeper levels of learning. Resources related to different types of assignments that promote student self-direction and engagement with course material can be found using the links below:

Curriculum Review

Curriculum review allows for ongoing improvement in curriculum design. It is also part of the Quality Assurance process.

Selected References

Biggs, J. (1999). Teaching for Quality Learning at University. Buckingham, U.K.: SRHE and Open University Press.

Gaff, J. G., and Ratcliff, J. L. (eds.) (1996). Handbook of the Undergraduate Curriculum. San Francisco: Jossey‐Bass.

Goff, L., Potter, M. K., Pierre, E., Carey, T., Gullage, A., Kustra, E., Lee, R., Lopes, V., Marshall, L., Martin, L., Raffoul, J., Siddiqui, A., Van Gastel, G. (2015). Learning Outcomes Assessment: A Practitioners Handbook. Higher Education Quality Council of Ontario. Toronto, Ontario, Canada.

Joyner (Melito), H. S. (2016). Curriculum mapping: A before-and-after look at faculty perceptions of their courses and the mapping process. Journal of Food Science Education, 15: 63-69.

Metzler, E., Rehrey, G., Kurz, L. and Middendorf, J. (2017). The aspirational curriculum map: A diagnostic model for action-oriented program review. To Improve the Academy, 36: 156-167.

Uchiyama, K. P., & Radin, J. L. (2009). Curriculum mapping in higher education: A vehicle for collaboration. Innovative Higher Education, 33, 271-280. doi: 10.1007/s10755-008-9078-8

Wolf, P. (2007). A model for facilitating curriculum development in higher education: A Faculty‐driven, data‐informed, and educational developer–supported approach. New Directions for Teaching and Learning, 112: 15‐20.