Map your curriculum
Curriculum and Milestone Maps
Curriculum maps are tables that link your program learning objectives (PLOs) to courses in your program. Milestone maps are similar, but instead of courses, they link graduate program milestones like qualifying exams, the thesis, dissertation, or dissertation defense to PLOs. For the sake of brevity, the rest of this guide will use the term “curriculum map” to apply to both types of maps.
Developing a curriculum map is a team endeavor. While an Assessment Leader, program coordinator, or director of studies should lead the process, all program instructors should provide input, because they are in the best position to describe what they teach and how their courses align with overall program learning objectives. This is especially important in courses that are taught by multiple instructors that may cover different topics, ideas, and skills. Curricular mapping provides an opportunity for faculty to discuss the curriculum from a program perspective, rather than a course perspective.
At its core, a curriculum map provides an opportunity for instructors to discuss the curriculum from a program perspective, rather than a course perspective. By clearly indicating the level of achievement expected of students in each course, curriculum maps highlight opportunities for collecting evidence of student learning.
A basic curriculum map lists all courses (or milestones) in chronological order along one axis and all PLOs on the other. At the intersection of each course and PLO, instructors indicate if students are expected to meaningfully accomplish the PLO during the course.
How to create a curriculum map
Curriculum maps can be constructed in many ways, but at their core they reveal alignment between courses and program learning objectives.
Step 1: Create a list of all courses or milestones.
This includes required courses offered by the home department or other departments, and general education courses required for the major. You can also list out-of-the-classroom or extra-curricular experiences if they are required for all students. Restricted electives can be listed as course groups with titles rather than listing each course in its own line.
Step 2: Layout your map.
In the first column of the table, list your PLOs. In the headers of the columns to the right, list your courses. Typically, these are conceptualized; however, the default in Nuventive is alphabetical order.
Step 3: Map expectations for learning.
At the intersection of each course and PLO, indicate the expected level of achievement students should develop in the course. For undergraduate and graduate degree programs, levels should be described as “Encountered,” “Practiced,” or “Mastered.” For certificate programs, levels can just be “Encountered” or left blank. Including program instructors in this process is essential. They are in the best position to describe what they teach and how it aligns with PLOs.
| Achievement Level | Description |
|---|---|
| Encounter |
Students gain knowledge, demonstrate comprehension, and apply knowledge within the discipline. |
| Practice |
Students expand application of knowledge, reinforce abilities through practice, and receive formative feedback from instructors. |
| Master |
Students demonstrate domain-specific mastery of knowledge and skill proficiency. |
Step 4: For programs with options – Map your degree options
If your program offers students options, you can create separate curriculum maps to provide an opportunity for instructors to discuss the curriculum from a program perspective. When submitting your annual assessment report, Nuventive only accepts one curriculum map. Your curriculum map in Nuventive should only list courses and electives that apply to all options in your program.
Sample curriculum and milestone maps
Use the tabs below to review sample maps designed for Undergraduate, Graduate, and Certificate programs.
Map revealing curriculum gaps
This map indicates that students do not have an opportunity to practice or master skills associated with PLO 2. In addition, students do not have the opportunity to practice PLO 6 prior to demonstrating mastery in the capstone.
Map revealing skills integration
This map showcases the opportunity for students to integrate skills associated with PLOs 3 and 4 while taking Course 306.
How to enter a curriculum map in Nuventive
Step 1: Log into Nuventive using your Penn State Access ID and password.
Step 2: Select the program you want to edit from the drop-down menu that appears when you click on the white bar at the top of the page (e.g., Program – Accounting (BS) – Harrisburg).
Step 3: Click the left-hand menu (three-line icon to the left of the program drop-down) and navigate to MAPPING.
Step 4: Courses and PLOs are automatically added from the Bulletin to the table. If necessary, organize courses in chronological order by clicking the vertical ellipsis icon at the upper right, and then clicking Order Courses from the Options menu.
Step 5: Select the letter that indicates the level of student expectations at the intersection of each course and PLO. E = Encounter, P = Practice, M = Master.
For additional details, including screenshots, refer to the Nuventive User Manual for Assessment Leaders.