Curriculum mapping
Curriculum mapping is a common element of curriculum renewal for graduate attributes. It is the collection of information about where and how students develop graduate attributes in the curriculum and co-curriculum. This information can be used to support the faculty in improving the teaching and learning of these generic graduate attributes in several ways.
Curriculum mapping is best if it draws on data from a variety of sources:
- A curriculum self/peer-assessment collects information from Unit of Study coordinators on which of the Faculty's graduate attributes are addressed in various units of study. This is the teacher’s perspective on the ‘taught curriculum’. Use a Self-assessment Survey tool or a Conversational Curriculum mapping process
- Data from students’ experiences of learning in their units of study. This is the ‘learning experience’ of the curriculum and can include unintended /incidental learning. Consult your faculty USE data.
- Data from assessment showing how the learning outcomes are achieved This is the ‘learned’ curriculum, the actual learning outcomes or what students actually learn from their experiences of the intended and unintended curriculum. Consult your faculty Assessment database (e.g. CUSP)
- Data from unit of study outlines and other curriculum documentation that claims the teaching of different graduate attributes. The ‘espoused’ curriculum, although this can be quite different from the ‘learned’ curriculum) Consult your faculty UoS template data (eg SUMO).
The same process can be applied to mapping the co-curriculum as this is also important for the development of graduate attributes.
Curriculum mapping data allows the faculty to map how each graduate attribute is developed across the various years of a degree. For example it will identify which units of study in each year of the undergraduate curriculum target the development of 'communication skills'.
Such ‘curriculum mapping’ information is only a starting point for curriculum renewal. Identifying the coordinators of those units of study that target a particular attribute makes it possible for those individuals to work together to consider the ways that attribute is developed.
Such conversations about curriculum can also include, and benefit, students. Mapping can assist in communicating to students how these attributes are developed over the course of their studies.
The conversations and collaborations between members of the faculty help to connect the curriculum of individual units and provide a more coherent process of development of graduate attributes. The discussion helps identify redundancy and over-teaching of some attributes in the faculty. For example does every unit of study coordinator have to spend long hours marking essays in every unit of study to teach students written communication skills? It also identifies any gaps in the developmental process and where curriculum might possibly extend students' mastery of particular attributes.
This sort of initial curriculum mapping is intended to give the faculty a broad overview of the teaching and learning of graduate attributes. This data is also needed in some faculties for accreditation. For curriculum renewal more detailed information about the teaching and assessment of particular attributes may be gathered in more focused discussions with appropriate staff.