What is a Curriculum Map?
A curriculum map is a tool that programs use to visualize what their students are learning and when.
Why should my department create a curriculum map?
As part of the program review process, curriculum mapping helps the department reflect on its current curriculum and where it should move in the future. The tool helps you better understand how your courses are sequenced, improve consistency across faculty teaching specific courses, and plan assessments of learning outcomes. In addition, as part of our institution's preparation for the Middle States self-study, we are working toward ensuring that all departments have curriculum maps as part of our assessment efforts.
What is involved in curriculum mapping?
Curriculum maps are simple tables that list department or program learning outcomes (most programs have these in WEAVE) across the top, and individual courses or other program milestones (e.g., comprehensive examples) in rows. You mark what outcomes align with which courses by indicating a level (e.g., introducing, reinforcement, mastery) in the corresponding cell. For example, see #2 in this resource, along with the step-by-step instructions below.
How do I create a map? Is there a template I should follow for Binghamton?
Instructions for creating your map are below. Here are links to Binghamton’s Basic template on and to help you get started. If you already have a curriculum map for accreditation or other purposes, adapt it to our template before you submit.
Where do we submit our curriculum map once it’s complete?
Upload your completed template to the “Supporting Documents” section of WEAVE by July 31, 2026. If you have questions about submitting in WEAVE, contact Nasrin Fatima.
Is there help available if we have questions?
- For undergraduate programs, contact Paul Gorelik.
- For graduate programs, contact Kim Yousey-Elsener.
In addition to responding to questions via email, Paul and Kim will be hosting two Zoom help sessions:
Thursday, February 26, 12-1 pm on
Tuesday, May 19, 12-1 pm on
Do you have any recommendations for sources I can learn more from?
- Website:
- Video: (21 minutes)
- Reading:
- Conduct an internet search for “curriculum map + your specific program or department name”. Often, you can find discipline-specific materials.
Step-by-Step Instructions
- Program Learning Outcomes
- Locate your program learning outcomes (PLOs). If you are unsure, ask the person in your department who enters assessments into WEAVE to check that system.
- Using one of the templates provided, and, add your PLOs across the top row of the table, one in each column
- Required Courses
- Locate a list of all core and elective course numbers and names that contribute to student learning in the program.
- Add the course numbers and names to the first column on the left of the template
- Determine Alignment and Level
- For each course, determine which PLOs are addressed and at what level
- In the corresponding cell, indicate the level using the following scale:
- I - Introduced - Students are first exposed to the concept or skill
- R - Reinforced - Students strengthen and apply prior knowledge and skills
- M - Mastered - Students demonstrate independent proficiency
- A - Assessed - Student achievement of the PLO is formally evaluated through assignments, exams, projects, portfolios, or other assessment tools.
- Hint: If a course addresses the learning outcome at multiple levels, you can indicate multiple levels. Likewise, assessment may appear next to any of the levels (e.g., I ,A)
- Review and Submit the map
- Share your draft map with program faculty for discussion and refinement
- Confirm that course learning objectives and assessments align with the map
- Submit the map in the “Supporting Documents” section of WEAVE.
- Use the map
- Use the map for curriculum planning, program review, and accreditation review.
Examps
EXAMPLE 1 Curriculum Map: English* (B.A. English)
| PLO 1 - Analyze literary texts using critical reading strategies | PLO 2 - Apply literary theories to interpret texts | PLO 3 - Write analytical essays using scholarly sources | PLO 4 - Demonstrate understanding of historical and cultural contexts of literature | PLO 4 - Demonstrate understanding of historical and cultural contexts of literature | |
| ENGL 101: Introduction to Literature | I | I | I | I | |
| ENGL 230: Literary Analysis & Criticism | R | I | R | R | R |
| ENGL 310: British Literature Survey | M | R | M | M | R |
| ENGL 410: Senior Seminar (Capstone) | A | M, A | A | A | A |
*Note, this is an example and does not represent the current work of the Binghamton University Department of English