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.
Departmental Support for Curriculum Mapping
ASER staff can help departments to gather the data needed for a curriculum mapping exercise by sending a short Qualtrics form to faculty members teaching the selected courses for this exercise. In this form, instructors will be asked to rate the level of mastery students gain for each SLO (Introduced, Reinforced, or Advanced), identify the degree to which the course focuses on each SLO (Minimal, Moderate, or Main), and describe how the SLO is assessed in the course (if applicable). ASER will compile the information and return it in a visual report that will facilitate a discussion about how the curriculum covers each SLO. If your department is interested in mapping your curriculum with ASER support, please contact our Senior Assessment Analyst, Gabriel Rodriguez at @email.
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))
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.
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)
Clear and measurable student learning objectives (SLOs) are a foundation for meaningful assessment. Strong SLOs help departments communicate what students should know or be able to do, guide curriculum and assessment planning, and support interpretation of assessment results. In addition to our other assessment support services, ASER offers semi-regular workshops focused on developing and revising SLOs.
We also provide the following resources to support departments in this work:
- Characteristics of Exemplary SLOs (Requires University sign-in)
This resource outlines key features of strong student learning objectives and can help departments draft new SLOs or revise existing ones to improve clarity, specificity, and measurability.
- Student Learning Objective Review Rubric (Requires University sign-in)
This rubric is designed to help departments evaluate the quality of their current SLOs and identify areas for improvement. It can be used as a practical tool during faculty discussions, SLO revision workshops, or periodic program review.
The Educational Effectiveness Process (EEP) is a valuable tool for departments, fostering a culture of continuous improvement and providing a robust framework for enhancing student success. By engaging in regular, systematic inquiry and aligning their efforts with institutional goals, departments can ensure they are delivering high-quality education that meets the needs of their students.
The following resources can be used by departments to aid in this work:
- EEP Submission Example (SSO Sign-in required)
- EEP Report Template Form (SSO Sign-in required)
- EEP Calendar