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A University of Toronto Mississauga cross-disciplinary initiative develops process guidelines, templates, dissemination plans, data visualization strategies, and student-facing narratives. Findings identify discipline-specific differences while also revealing common ground across departments in purpose, process, and curriculum map utilization.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/curriculum-mapping-across-the-disciplines-differences-approaches-and-strategies/598935/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/curriculum-mapping-across-the-disciplines-differences-approaches-and-strategies/598935.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does curriculum mapping aim to achieve in this paper?","Question",{"text":112,"@type":113},"It supports documenting, aligning, visualizing, and assessing curricular information such as learning outcomes, assessment materials, instructional techniques, and student pre-/post-testing results.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which goals guided the cross-disciplinary curriculum mapping initiative at the University of Toronto Mississauga?",{"text":117,"@type":113},"The initiative focused on guidelines, cross-disciplinary templates and samples, narratives to support curricular change, visualization strategies, dissemination and sustainability planning, and informing students how to use curricular maps.",{"name":119,"@type":110,"acceptedAnswer":120},"How did departments differ according to the study’s findings?",{"text":121,"@type":113},"Differences were categorized by purpose for initiating the process, the approach to mapping, dissemination of completed maps, how pedagogical jargon was handled, and faculty buy-in.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598935,1793134030,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Curriculum Mapping Across the Disciplines: Differences, Approaches, and Strategies  \nFiona Rawle, Tracey Bowen, Barbara Murck, and Rosa Junghwa Hong University of Toronto Mississauga  \n2017 CELT Vol X [celt. uwindsor.ca](celt. uwindsor.ca)  \n[www.stlhe.ca](www.stlhe.ca)  \nDOI: 10. 22329/celt.v10i0 .4765  \nCurriculum mapping can be used to document, align, visualize, and assess curricular data, such as learning outcomes, assessment materials, instructional techniques, and student pre-and post-testing scores. A cross-disciplinary Curriculum Mapping Initiative currently underway at the University of Toronto Mississauga aims to: (1) develop guidelines for the curriculum mapping process; (2) develop cross-disciplinary curriculum mapping templates and samples to guide departments through the curriculum mapping process; (3) communicate narratives for how to use curriculum mapping to inform curricular change; (4) develop visualization strategies for curricular data; (5) initiate a plan for dissemination and sustainability; and (6) initiate a plan for informing students about how to use curricular maps in their academic experiences. Through this curriculum mapping initiative, we have discovered that discipline-specific differences exist in approaches to curriculum mapping. The purpose of this paper is to communicate these cross-disciplinary similarities and differences in purpose, process, and utilization of curriculum mapping strategies. We found that different departments had some common ground in the curriculum mapping process, but also key differences. The differences could be categorized according to: purposefor initiating the curriculum mapping process; approach to curriculum mapping; dissemination of completed maps; dealing with pedagogical jargon; and faculty buy-in.  \nCurriculum mapping  \naligning student  \nis an active process for learning outcomes and  \ncurriculum activities (Kopera-Frye, Mahaffy, & Svare, 2008) . Much has been written in the literature regarding the curriculum mapping process, especially in the medical and engineering disciplines (French, Shah, Rankin, Bagiati, & Breslow, 2012; Komenda et al., 2015) . Curriculum mapping is often undertaken to assist with accreditation procedures (DeLuca & Bellara, 2013; Kelley, McAuley, Wallace, & Frank, 2008; Perlin, 2011), or for formalized curricular  \nreview and improvement (Veltri, Webb, Matveev, & Zapatero, 2011). Curriculum mapping can be used to map learning outcomes throughout a single course or across programs, to map course progression, to track both the teaching and assessment of student learning outcomes, or as part of the curricular alignment process (Lam & Tsui, 2013) . Curriculum mapping can also be used to identify gaps (Lam & Tsui, 2013), and can lead to increased transparency (Harden, 2001) .  \nThe Curriculum Mapping Initiative at  \nthe University of Toronto Mississauga A cross-disciplinary curriculum mapping initiative atthe University of Toronto Mississauga is focused on:  \n(1) developing guidelines for the curriculum mapping process; (2) developing cross-disciplinary curriculum mapping templates and samples that can guide other departments through the curriculum mapping process; (3) communicating strategies for how to use curriculum mapping to inform curricular change; (4) developing curricular visualizations; (5) initiating a plan for dissemination and sustainability, with a focus on continuing the curriculum mapping process at the University of Toronto Mississauga, and (6) initiating a plan for informing students about curricular maps, and how they can use the maps throughout their academic experiences. Participating departments (initially Biology, Geography, Sociology, Historical Studies, Language Studies, and Institute of Communication, Culture, Information and  \nTechnology) were specifically chosen to represent across-disciplinary diversity, as well as a wide range in terms of how much progress had already been made in the curriculum mapping proce","cbCaia3KwtIvVxMb","https://ap.wps.com/l/cbCaia3KwtIvVxMb","pdf",359143,14,"English","# Curriculum mapping initiative goals\n## Discipline-specific differences in purpose, process, and utilization\n# Curriculum mapping in the literature\n## Literature search strategy and databases\n## Publication distribution by discipline\n## Higher education publications by discipline (table)\n# Curriculum mapping concepts and applications","[{\"question\":\"What does curriculum mapping aim to achieve in this paper?\",\"answer\":\"It supports documenting, aligning, visualizing, and assessing curricular information such as learning outcomes, assessment materials, instructional techniques, and student pre-/post-testing results.\"},{\"question\":\"Which goals guided the cross-disciplinary curriculum mapping initiative at the University of Toronto Mississauga?\",\"answer\":\"The initiative focused on guidelines, cross-disciplinary templates and samples, narratives to support curricular change, visualization strategies, dissemination and sustainability planning, and informing students how to use curricular maps.\"},{\"question\":\"How did departments differ according to the study’s findings?\",\"answer\":\"Differences were categorized by purpose for initiating the process, the approach to mapping, dissemination of completed maps, how pedagogical jargon was handled, and faculty buy-in.\"}]","Curriculum Mapping Across the Disciplines - Differences, Approaches, and Strategies | PDF",1792087875,35]