Curriculum+Mapping+Model

Curriculum Mapping Model is planning based off building blocks. Curriculum mapping is used to determine the degree of consistency between what faculty expect students to learn, what learning experiences faculty design, what faculty tell students about expected learning, what faculty think they teach, and what faculty assess. The main tenets are: curriculum reviews are conducted on an ongoing and regular basis, collaborative inquiry and dialogue are based on curriculum maps and other data sources, action plans aid in designing, revising, and refining maps, teachers are leaders in curriculum design and curricular decision-making processes, curriculum mapping are created and accessible using 21st century technology, curriculum maps represent both the planned and operational learning, and curriculum mapping is a multifaceted, ongoing process designed to improve student learning (Veltri, 2011).
 * **Description of the Approach**

The mapping process is designed to engage faculty members in a structured analysis of the extent to which program curricula intentionally and transparently integrate intended program outcomes. The process includes six stages. In stage 1, individual instructors develop maps of their courses in real time as they teach over the span of a semester. Stage 2 all instructors of a particular course are working together to aggregate the maps. In stage 3, all faculty members involved will review all the maps in a program or set sequence of courses. Stage 4 includes all faculty members and focuses on identifying areas in need of alignment, revision, and elimination. Stage 5 is a plan of action and stage 6 is the result. The curriculum is fluid and adaptable as the needs of students, policies, and new research findings change over time. The success of this process is how the data is used after the maps are completed (Uchiyama, 2009).


 * **Information Resources**
 * Journals
 * Koppang, A.. Intervention in School and Clinic, v39 n3 p154-161 Jan 2004. (EJ732488)


 * Uchiyama, Kay Pippin; Radin, Jean L.. Innovative Higher Education, v33 n4 p271-280 Jan 2009. (EJ822525)


 * Veltri, Natasha F.; Webb, Harold W.; Matveev, Alexei G.. Journal of Information Systems Education, v22 n1 p31-42 Spr 2011. (EJ931447)


 * **Strategies and Ideas for Implementation**
 * What should leaders of curriculum development consider when implementing this approach? Curriculum mapping is the balance between what is actually taking place in the classroom with what is planned. When implementing this approach curriculum leaders should consider what is in the best interests of the students.

If you have experience working with the approach, describe possible challenges and benefits of implementing the approach.