Mapping Learning Outcomes
Curriculum mapping involves linking course learning outcomes (CLO) to department learning outcomes (DLO) and linking department learning outcomes to College-Wide Learning Outcomes (CWLO). These connections allow us to use course-level information to determine a) how well students are accomplishing the departmental and institutional outcomes, b) whether there is unnecessary overlap in coursework, and c) whether we have gaps in our curriculum. This information helps the areas on campus to effectively utilize their resources and to demonstrate need for more resources in critical areas.
We can portray these maps in many ways. By using a tree-like branching system we can see how the outcomes in any particular course contribute to student learning at the institutional level.
Figure 1: Branching curriculum map structure
By using table-based maps which indicate skill level, we can identify areas where there are gaps and overlaps. This kind of chart can help departments allocate and request resources. For example, the department in Table 3 might have a few things to consider about their curriculum. Ask oneself, “Is there overlap in outcome 1 we can eliminate to save ourselves effort?” “If outcome 3 important enough to us to keep, how do we get the necessary resources to teach it?” “Do we want each outcome to have introductory, developing, and mastery opportunities?”
Table 3: Table-based curriculum map (Student skill level: Infant, Developing, Mature)
| Course | Dept. Outcome 1 | Dept. Outcome 2 | Dept. Outcome 3 | Dept. Outcome 4 |
| CRS 101 | Infant | Infant | ||
| CRS 102 | Developing | Infant | Developing | |
| CRS 203 | Mature | Infant | Developing | |
| CRS 211 | Infant | |||
| CRS 301 | Mature | Developing | Mature | |
| CRS 401 | Mature | Mature |
The following table demonstrates another way to map departmental outcomes to college outcomes and the assessments that will measure the departmental outcomes.
Table 4: Aligning departmental outcomes and their connections
| Learning Outcome | Connects to | Rationale |
| DEPT-LO-1: [write learning outcome here] | · CWLO: [choose linked learning outcome]
· Assessment: [indicate assessment(s) measuring this outcome |
[Write rationale for why this learning outcome links to the particular college wide learning outcome] |
| DEPT-LO-2: [write learning outcome here] | · CWLO: [choose linked learning outcome]
· Assessment: [indicate assessment(s) measuring this outcome |
[Write rationale for why this learning outcome links to the particular college wide learning outcome] |
| DEPT-LO-1: [write learning outcome here] | · CWLO: [choose linked learning outcome]
· Assessment: [indicate assessment(s) measuring this outcome |
[Write rationale for why this learning outcome links to the particular college wide learning outcome] |
| DEPT-LO-1: [write learning outcome here] | · CWLO: [choose linked learning outcome]
· Assessment: [indicate assessment(s) measuring this outcome |
[Write rationale for why this learning outcome links to the particular college wide learning outcome] |
Table 4: Rubric for evaluating a curriculum map
| Criterion | Incomplete | Developing | Satisfactory |
| Measurable statements | · Outcomes are not written as measurable statements. | · Outcomes are written as measurable statements, but could be improved. | · Each outcome is written as a strong measurable statement. |
| Links between outcomes | · Area outcomes are not explicitly linked to College-Wide Outcomes | · Area outcomes are linked to to multiple College-Wide Outcomes.
· No rationale provided for why the link is appropriate |
· Each area outcome is linked to no more than one CWLO.
· Provides a rationale for why the outcomes are linked. |
| Assessments | · No assessment is identified for the area outcome | · Assessments are clearly identified for area outcomes, but the assessments may be weak. | · Selected appropriate assessments to measure each outcome. |
Tips for curriculum mapping
- Learning outcomes are required: Our primary function at Grinnell College is to educate students; thus, each academic area must have at least one measurable learning outcome.
- Goals are optional: Goals are the aspirations for your department, major, or program. These could include any factors representing your area’s values, function, contribution to society, or impact on learning.
o Goals may include factors that influence departmental function (e.g., The department will retain staffing appropriate to our curricular needs.)
o Not necessarily written as measurable and student-centered (e.g., the department will instill an appreciation for scientific approaches to knowledge formation)
- Measurable learning outcomes are easiest to assess: Each learning outcomes for departments, majors, or programs will be assessed. These are the knowledge, skills and attitudes that all students graduating from your department, major, or program should be able to demonstrate on the day they receive their diploma.
o Student-centered—written as what the student will do to demonstrate learning, not what the teacher will do help the student learn
o Only list behaviors that you can “guarantee” all passing students will exibit
- Select a manageable number of learning outcomes: The College will expect you to assess each learning outcome you list, so choose carefully. Consolidate your writing learning outcomes and research learning outcomes with your area learning outcomes.
o Too many represents a heavy assessment burden for the area
o Too few may not provide enough key indicators for decision-making in your area
- Link each area learning outcome to the College-Wide Learning outcome it contributes to most significantly: By aggregating the assessment data from all the area outcomes connected to each CWLO, we can get a picture of how well we’re achieving our institutional outcomes and how various areas across the campus are contributing to our students’ liberal arts education.
o Must each of my area outcomes match a college outcome? Not necessarily. It is OK if your area has a few learning outcomes that are unique and essential to your field and do not fit a college-wide learning outcome.
o May I link my area outcome to more than one college outcome? Please avoid if possible. Try to link each area outcome to only one College outcome. Although overlap may sometime be inevitable because we are dealing with integrated ideas, we will produce the most useful data if our links only represent the strongest, highest priority associations. If you’re finding that many area outcomes link to more than one College outcome, consider re-wording area outcomes to increase specificity.
o Must each college outcome be linked to one or more of our area outcomes? Preferably. Ideally, we want all our college learning outcomes to be reflected within each disciplinary curriculum to ensure your area contributes significantly to the learning considered vital by the College. Lacking these connections, students focused in your area may experience deficiencies in achieving certain College outcomes.
