This page provides resources for departments to support their assessment efforts through curriculum mapping and focus groups.
Curriculum mapping is presented as a valuable tool for aligning student learning objectives with the curriculum. It allows departments to identify where key learning goals are addressed in their courses, assess the effectiveness of course sequencing, and determine the extent to which core objectives are covered. The ASER office can offer support in setting up data collection and analysis for the curriculum mapping process to reduce the workload on the department. The page includes examples of curriculum maps from different departments.
Additionally, the page offers resources for conducting focus groups, which are useful for gathering qualitative evidence about students' experiences, attitudes, and suggestions. A focus group protocol is provided to guide facilitators through the process, along with an example handout to help students prepare for discussions. These resources aim to support departments improving educational effectiveness through structured, evidence-based assessment practices.
Linking Student Learning Objectives to the Curriculum
The most effective departmental assessment plan is one that is closely linked to the curriculum and uses available information and resources to the greatest degree possible.
Curriculum mapping makes it possible to identify where within the curriculum your department learning objectives are addressed.
Curriculum mapping provides an inventory of the links between your learning objectives and the curriculum. It can also serve as a catalyst for discussion about proper sequencing of courses, the degree to which the curriculum really supports student learning, and the extent to which core learning objectives are appropriately addressed within the curriculum. Discussing the link between learning objectives and the curriculum may lead to a more general conversation about how the processes within the major facilitate or hinder accomplishment of program goals. You may find the following questions helpful in framing that discussion:
- What are the processes (e.g., courses, activities, practices) under your control that contribute to meeting your department learning objectives?
- Are there processes that don’t contribute to the learning objectives?
- Are there processes in which you and your department should be engaged to attain your learning objectives?
- Are there resources not under the control of your program that might assist you in improving student learning (e.g., general education, related minor program, courses offered outside of your major, library holdings, or other support services for students)?
(Adapted from the Western Carolina University Resource Guide (1999))
For more information about Curricular Mapping, visit the National Institute for Learning Outcomes Assessment (NILOA) and see their Mapping Learning toolkit (pdf).
Curriculum Mapping Matrices Examples (Requires University sign-in)
- Curriculum Mapping Example: A simple example of a curriculum map depicting four courses and five student learning objectives (SLOs)
- Judaic and Near Eastern Studies Department: Curriculum mapping matrix (in progress)
- Finance Department: Table that maps student learning objectives to specific courses
- Physics Department: Curriculum mapping matrix
- History Department: This document has two tables. The first one provides a description for different levels of expertise for the department student learning objectives and the second one shows different levels of expectations for students’ course work.
Tool to create your own Matrix
We provide an Excel file that has a matrix that might be helpful to you in identifying the links between student learning objectives and curricular processes. Along the top of the matrix, list all the courses and other requirements/options (internships, service learning, theses, etc.) for the major. If the list of courses and requirements is too long to fit on one page/view, you may want to create a couple of tabs (Excel sheets), dividing the courses by level or another criterion. Along the side of the matrix, list your department learning objectives. Then, indicate which of the objectives are addressed in each of the courses and requirements.
- Download Learning Objectives and Curriculum Mapping Matrix (Requires University sign-in)
The template matrix illustrates the use of four categories of student learning experiences: Introduced (I): indicates students are introduced to the learning goal/objective; Practice (P): students have opportunities to practice the learning goal; Assessment (A): the objective/goal is assessed; and Capstone (C): indicates an upper division capstone performance where students demonstrate their accumulative performance. The template also provide a counting for each of the four categories for a quick overview (See Note).
Note: In case you want to use the template but need to add or remove columns, you will need to adjust the formula (used to add the Is, Ps, As, Cs) accordingly. For example, if the formula is =SUMPRODUCT((LEN(C5:R5)-LEN(SUBSTITUTE(C5:R5,"I",""))+(LEN(C5:R5)-LEN(SUBSTITUTE(C5:R5,"i",""))))) and you want to add 2 columns, you will need to change R5 to T5, then you can copy and paste this new formula down the column. To change the formula, you will need to un-protect the document using the password: umass.
In you need any help using the template or you would like to learn more about curriculum mapping, please contact our Director of Assessment and Educational Effectiveness, Alicia Remaly at @email.
Focus groups can provide a wide variety of evidence about participants’ experiences, attitudes, views and suggestions, and results can be easily understood and used. Focus groups are structured discussions among 6-10 individuals who respond to specific open-ended questions designed to collect information on the beliefs, attitudes and experiences of those in the group.
These groups allow a small number of individuals to discuss a specific topic in detail, in a non-threatening environment. The success of this method depends on a well-designed focus group script (or protocol), a skilled, unbiased moderator and appropriate groups of participants.
Focus Group Protocol
We have developed a focus group protocol that provides a detailed script for facilitators. It includes language for how to introduce the purpose and scope of the focus group to students and prompts for specific areas that departments may want to explore (e.g., curriculum, advising). Departments can adapt this protocol to their particular needs.
ASER General Focus Group Script (Requires University sign-in)
Focus Group Handout Example
We find it helpful to ask students to reflect on their experiences in and perceptions of their major before launching into the group discussion. This gives students some time to identify and organize their ideas, which typically leads to richer conversations.
ASER sample Focus Group Warm-up Sheet (Requires University sign-in)