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It shows how faculty use mapping to determine whether program outcomes, courses, and purpose align, and how to identify gaps and redundancies. The essay connects mapping to scholarly teaching and student learning through feedback loops and assessment data. It also presents the four curricula—written, taught, learned, and assessed—and illustrates why alignment improves student performance.",{"@graph":69,"@context":126},[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/the-map-to-curriculum-alignment-and-improvement/598593/",{"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/the-map-to-curriculum-alignment-and-improvement/598593.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is curriculum mapping used for in higher education?","Question",{"text":112,"@type":113},"Curriculum mapping helps faculty determine whether curriculum components align, and what adjustments are needed when they do not align. It creates a graphic portrayal of outcomes, courses, and how they relate to program purpose.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does curriculum mapping relate to improving student learning?",{"text":117,"@type":113},"It supports a continuous feedback and assessment approach where agreed skills and learning goals guide course and program design. 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The article illustrates this with an example of a driving class where students face assessed tasks they did not experience during instruction.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},598593,1792316750,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","2  \nThe Map to Curriculum Alignment and Improvement  \nKaren Kopera-Frye, John Mahaffy, Gloria Messick Svare  \nUniversity of Nevada, Reno  \nIf you don’t know where you are going, any road will get you there.  \n-Lewis Carroll  \nCurriculum mapping is a versatile process tool that can help faculty discern whether different curriculum components align; and if not, what adjustments can be made. Through this process faculty create a graphic portrayal of the program outcomes, the courses that comprise the program, and their relationship to the program’s purpose. This article describes both the curriculum mapping process and resulting map, highlighting the versatility of this approach by sharing examples of how it has been used by several academic units.  \nImproving Scholarly Teaching and Student Learning  \nToday, the improvement of scholarly teaching  \nand student learning is a critical charge for institutions of higher education, particularly due to accreditation standards and accountability for educating future professionals. While there are many improvement strategies and methods available, typical initiatives involve a feedback loop based on student learning outcomes, which are previously agreed upon skills and broad learning goals adopted by faculty. Based on these outcomes, faculty members design courses and programs, and then collect pertinent assessment data which is reviewed by faculty for refinement and modification (Allen, 2004;  \nMaki, 2002; Hutchings, Marchese, & Wright, 1991). Thus, the improvement process involves continual monitoring and assessment in order to ensure scholarly teaching and learning found in quality education. The purpose of this essay is to show the versatility of one improvement method, curriculum mapping, as a process that facilitates curriculum alignment, and to share examples of how several of our academic units have used this process. Finally, we will highlight some of the costs and benefits of using the curriculum mapping process, although an extensive discussion of these important issues is beyond the scope of this paper.  \nThe Four Curricula  \nWhat is a curriculum? Often a curriculum is described only as a collection of courses leading to a certificate or degree. Unfortunately, this is how too many students experience higher education – an aggregate of classes lacking clear intentionality of purpose, process, and content. The course catalogue is the only“map” needed to navigate such a curriculum. An effective curriculum is synergistic: “A curriculum is a programme of study where the whole is greater than the sum of the individual parts”(Harden, 2001) . The Pennsylvania State Board of Education (1998) offers a useful definition of curriculum: “A series of planned instruction that is coordinated and articulated in a manner designed to result in the achievement by students of specific knowledge and skills and the application of this knowledge.” A curriculum entails four types of “curricula:” what institutions, programs, and faculty say about the curriculum’s nature and purpose (the written curriculum); how the curriculum is implemented (the taught curriculum); what students gain from their experiences (the learned curriculum); and how student performance is measured (the assessed curriculum) . Similar concepts also have been noted by others (Robley, Whittle, & MurdochEaton, 2005; Wachtler & Troein, 2003) .  \nStudies on the efficacy of curriculum alignment in K-12 grades, such as those reviewed by Cohen (1987) and those in medical education (Harden, 2001; Wachtler & Troein, 2003), suggest what is intuitively obvious to many educators: students will learn and perform better when these four “curricula” align to form one curriculum. When they do not align, things rarely go well. Consider a LearnTo-Drive class. The brochure states that students will learn everything required to obtain a driver’s license (written curriculum), but classes consist mostly of instructor stories, films of accidents, reading ","cbCaimSIDxnjqELF","https://ap.wps.com/l/cbCaimSIDxnjqELF","pdf",324219,"English","# The Map to Curriculum Alignment and Improvement\n## Improving Scholarly Teaching and Student Learning\n## The Four Curricula\n## Purpose of Curriculum Mapping","[{\"question\":\"What is curriculum mapping used for in higher education?\",\"answer\":\"Curriculum mapping helps faculty determine whether curriculum components align, and what adjustments are needed when they do not align. It creates a graphic portrayal of outcomes, courses, and how they relate to program purpose.\"},{\"question\":\"How does curriculum mapping relate to improving student learning?\",\"answer\":\"It supports a continuous feedback and assessment approach where agreed skills and learning goals guide course and program design. Assessment data is then reviewed for refinement and modification to enhance teaching and learning quality.\"},{\"question\":\"What are the four types of “curricula” discussed in the article?\",\"answer\":\"The article defines the written curriculum (what institutions/programs/faculty say), the taught curriculum (how it is implemented), the learned curriculum (what students gain), and the assessed curriculum (how performance is measured).\"},{\"question\":\"Why is alignment among the four curricula important?\",\"answer\":\"When the four curricula align, students learn and perform better; when they do not, learning results often suffer. The article illustrates this with an example of a driving class where students face assessed tasks they did not experience during instruction.\"}]","The Map to Curriculum Alignment and Improvement | PDF",1792087222,18]