Al-Eyd, G., Achike, F., Agarwal, M., Atamna, H., Atapattu, D. N., Castro, L., Estrada, J., Ettarh, R., Hassan, S., Lakhan, S. E., Nausheen, F., Seki, T., Stegeman, M., Suskind, R., Velji, A., Yakub, M., & Tenore, A. (2018). Curriculum mapping as a tool to facilitate curriculum development: A new School of Medicine experience. BMC Medical Education: 18(185), 1-8. Retrieved from https://doi.org/10.1186/s12909-018-1289-9
Ang, L., D'Alessandro, S., & Winzar, H. (2013). A visual-based approach to the mapping of generic skills: Its application to a marketing degree. Higher Education Research & Development, 33(2), 181-197. doi: 10.1080/07294360.2013.832164. Retrieved from http://dx.doi.org/10.1080/07294360.2013.832164
Arafeh, S. (2016). Curriculum mapping in higher education: A case study and proposed content scope and sequence mapping tool. Journal of Further and Higher Education, 40(5), 585-611. doi:10.1080/0309877X.2014.1000278
Bath, D.M., Smith, C ., Stein, S., & Swann, R. (2004). Beyond mapping and embedding graduate attributes: Bringing together quality assurance and action learning to create a validated and living curriculum. Higher Education Research and Development, 23(3), 313-328.
Permalink: http://ezproxy.lib.ucalgary.ca:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ680845&site=ehost-live
Bester, M., & Scholtz, D. (2012). Mapping our way to coherence, alignment and responsiveness. South African Journal of Higher Education, 26(2), 282-299. Retrieved from http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ989941&site=ehost-live
Bone, E. K., & Ross, P. M. (2019). Rational curriculum processes: Revising learning outcomes is essential yet insufficient for a twenty-first century science curriculum. Studies in Higher Education, 44, doi: 10.1080/03075079.2019.1637845
Carroll, N. L., Markauskaite, L., & Calvo, R. A. (2007). E-portfolios for developing transferable skills in a freshman engineering course. IEEE Transactions on Education, 50(4), 360-366.
Clemmons, A. W., Donovan, D. A., Theobald, E. J., & Crowe, A. J. (2022). Using the Intended-Enacted-Experienced Curriculum Model to Map the Vision and Change Core Competencies in Undergraduate Biology Programs and Courses. CBE Life Sciences Education, 21(1), ar6–ar6. https://doi.org/10.1187/cbe.21-02-0054
Desha, C. J., Hargroves, K., & Smith, M. H. (2009). Addressing the time lag dilemma in curriculum renewal towards engineering education for sustainable development. International Journal of Sustainability in Higher Education, 10(2), 184-199.
Dyjur, P., & Lock, J. (2016). A model to build capacity through a multi-program curriculum review process. Journal of Professional, Continuing, and Online Education, 2(1). Retrieved from https://journals.library.ualberta.ca/jpcoe/index.php/jpcoe/article/view/29/12
Dyjur, P., & Lock, J. (2016). Three strategies for moving curriculum mapping online. Educational Developments, 17(2), 15-19.
Ervin, L., Carter, B., & Robinson, P. (2013). Curriculum mapping: Not as straightforward as it sounds. Journal of Vocational Education & Training, 65(3), 309-318. doi: 10.1080/13636820.2013.819559. Retrieved from http://dx.doi.org/10.1080/13636820.2013.819559
French, E., Summers, J., Kinash, S., Lawson, R., Taylor, T., Herbert, J., Fallshaw, E., & Hall, C. (2014). The practice of quality in assuring learning in higher education. Quality in Higher Education, 20(1), 24-43. Retrieved from http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1027700&site=ehost-live
Fritze, O., Lammerding-Koeppel, M., Boeker, M., Narciss, E., Wosnik, A., Zipfel, S., & Griewatz, J. (2019). Boosting competence-orientation in undergraduate medical education: A web-based tool linking curricular mapping and visual analytics. Medical Teacher, 41(4), 422–432. https://doi.org/10.1080/0142159X.2018.1487047
Goff, L. et al. (2015). Learning outcomes assessment: A practitioner's handbook. Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/heqco.LOAhandbook_Eng_2015.pdf.
Gulbis, K., Krüger, T., Dittmar, M., & Peters, H. (2021). Approaches to mapping an undergraduate medical curriculum to a national competency-based catalogue of learning outcomes. Medical Teacher, 43(4), 439–447. https://doi.org/10.1080/0142159X.2020.1854704
Hansmann, R. (2009). Linking the components of a university program to the qualification profile of graduates: The case of a sustainability-oriented environmental science curriculum. Journal of Research in Science Teaching, 46(5), 537-569.
Permalink: http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ841408&site=ehost-live
Harden, R. M. (2001). AMEE guide no. 21: Curriculum mapping: A tool for transparent and authentic teaching and learning. Medical Teacher, 23(2), 123-137.
Harden, R. M. (2002). Learning outcomes and instructional objectives: Is there a difference? Medical Teacher, 24(2), 151-155.
Permalink: http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ646090&site=ehost-live
Harden, R. M. (1986). Ten questions to ask when planning a course or curriculum. Medical Education, 20(4), 356-365. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.1986.tb01379.x/pdf
Harden, R. M., Crosby, J. R., & Davis, M. H. (1999). AMEE guide no. 14. Outcome-based education: Part 1—an introduction to outcome-based education. Medical Teacher, 21(1), 7-14.
Permalink: http://ezproxy.lib.ucalgary.ca:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ595935&site=ehost-live
Harden, R. M., Crosby, J. R., & Davis, M. H. (1999). AMEE guide no. 14. Outcome-based education: Part 5—from competency to meta-competency: A model for the specification of learning outcomes. Medical Teacher, 21(6), 546-52.
Permalink:
http://ezproxy.lib.ucalgary.ca:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ600117&site=ehost-live
Harden, R. M., Crosby, J. R., Davis, M. H., & Friedman, M. (1999). AMEE guide no. 14: Outcome-based education: Part 5--from competency to meta-competency: A model for the specification of learning outcomes. Medical Teacher, 21(6), 546-552.
Permalink: http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ600117&site=ehost-live
Higher Education Quality Council of Ontario (2014). Tuning: Identifying and Measuring Sector-Based learning Outcomes in Postsecondary Education. http://heqco.ca/SiteCollectionDocuments/Tuning%20ENG.pdf
Holycross, J. (2006). Curriculum mapping--an essential tool for curriculum development. The Journal of Physician Assistant Education, 17(4), 61-64. Retrieved from http://www.paeaonline.org/index.php?ht=action/GetDocumentAction/i/25408
Hubball, H., & Gold, N. (2007). The scholarship of curriculum practice and undergraduate program reform: Integrating theory into practice. New Directions for Teaching and Learning, 112, 5-14.
Hubball, H., Pearson, M. L., & Clarke, A. (2013). SoTL inquiry in broader curricular and institutional contexts: Theoretical underpinnings and emerging trends. Teaching & Learning Inquiry: The ISSOTL Journal, 1(1), 41-57.
Ikuta, T., & Gotoh, Y. (2012). Development of visualization of learning outcomes using curriculum mapping. International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) Madrid,Spain, Oct. 19-21, 2012.
Joyner, H. S. (2016). Curriculum mapping: A before-and-after look at faculty perceptions of their courses and the mapping process. Journal of Food Science Education, 15(2), 63-69.
Permalink: http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1094472&site=ehost-live
Kaupp, J., & Frank, B. (2014). Approaching the loop: A brief review of effective practises in continuous program improvement. Canadian Engineering Education Association [conference proceedings], June 8 - 11, 2014, Canmore, Alberta. Retrieved from
http://ceea2014.files.wordpress.com/2014/06/ceea2014_submission_15.pdf
Kelley, K. A., McAuley, J. W., Wallace, L. J., & Frank, S. G. (2008). Evaluation, assessment, and outcomes in pharmacy education: The 2007 AACP institute. American Journal of Pharmaceutical Education, 72(5). doi: 10:5688/aj7205100
Kertesz, J. (2015). U-Map: Beyond curriculum mapping. Advances in the Scholarship of Teaching and Learning, 2(1), 16-34. Retrieved from http://tlc.suss.edu.sg/research/AdvSoTL-2/pdf/2_U-Map_beyond_curriculum_mapping.pdf
Labouta, H. I., Kenny, N. A., Dyjur, P., Li, R., Anikovskiy, M., Reid, L. F., & Cramb, D. T. (2020) Investigating the alignment of intended, enacted, and perceived learning outcomes in an authentic research-based science program. The Canadian Journal for the Scholarship of Teaching and Learning, 10(3). https://doi.org/10.5206/cjsotl-rcacea.2019.3.9462
Lam, B. H., & Tsui, K. T. (2014). Curriculum mapping as deliberation - examining the alignment of subject learning outcomes and course curricula. Studies in Higher Education, 41(8), 1371-1388. doi: 10.1080/03075079.2014.968539
Lam, B., & Tsui, K. (2013). Examining the alignment of subject learning outcomes and course curricula through curriculum mapping. Australian Journal of Teacher Education, 38(12). Retrieved from http://ro.ecu.edu.au/ajte/vol38/iss12/6
Lammerding-Koeppel, M., Giesler, M., Gornostayeva, M., Narciss, E., Wosnik, A., Zipfel, S, Griewatz, J., & Fritze, O. (2017). Monitoring and analysis of the change process in curriculum mapping compared to the National Competency[based learning Objectvie Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part I: conducive resources and structures. GMS Journal for Medical Education, 34(1), 1-17.
Liu, M., Wrobbel, D., & Blankson, I. (2010). Rethinking program assessment through the use of program alignment mapping technique. Communication Teacher, 24(4), 238-246. Retrieved from http://www.tandfonline.com/doi/pdf/10.1080/17404622.2010.513002
Madiba, M. (2011). Curriculum mapping as inquiry in higher education. Curriculum
inquiry in South African higher education: Some scholarly affirmations and challenges (E. M. Bitzer and M. M. Botha, Eds.), 381–398. Stellenbosch: Sun Media.
Matthews, K. E. & Mercer-Mapstone, L. D. (2016). Toward curriculum convergence for graduate learning outcomes: Academic intentions and student experiences. Studies in Higher Education. doi: 10.1080/03075079.2016.1190704.
Metzler, E., Rehrey, G., Kurz, L., & Middendorf, J. (2017). The aspirational curriculum map: A diagnostic model for action-oriented program review. To Improve the Academy, 36(2).
Permalink: http://onlinelibrary.wiley.com/doi/10.1002/tia2.20062/full
Nasser, R. N., & Mohd, B. T. S. (2022). A systematic and quantitative method to measure the achieved program learning outcomes in higher education. TEM Journal, 11(2), p. 574-584. DOI: 10.18421/TEM112-11
Oliver, B., Ferns, S., Whelan, B., & Lilly, L. (2010). Mapping the curriculum for quality enhancement: Refining a tool and processes for the purpose of curriculum renewal. Proceedings of the AuQF2010 Quality in Uncertain Times, June 3 2010, 80-88. Retrieved from http://espace.library.curtin.edu.au/R/?func=dbin-jump-full&object_id=155120&local_base=GEN01-ERA02
Oliver, S. L., & Hyun, E. (2011). Comprehensive curriculum reform in higher education: Collaborative engagement of faculty and administrators. Journal of Case Studies in Education, 2.
Plaza, C. M., Reierson Draugalis, J., Slack, M. K., Skrepnek, G. H., & Sauer, K. A. (2007). Curriculum mapping in program assessment and evaluation. American Journal of Pharmaceutical Education, 71(2), 1-8. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1858603/pdf/ajpe20.pdf
Rawle, F., Bowen, T., Murck, B., & Hong, R. J. (2017). Curriculum mapping across the disciplines: Differences, approaches, and strategies. Collected Essays on Learning and Teaching, 10(2017), 75-88. Retrieved from https://celt.uwindsor.ca/ojs/leddy/index.php/CELT/article/view/4765/4202
Reniers, J., Mathany, C., Farkas, M., Pollock, H., & Husband, B. C. (2022). Uncharted territory: Curriculum mapping multiple majors simultaneously. The Canadian Journal for the Scholarship of Teaching and Learning, 13(1). https://doi.org/10.5206/cjsotlrcacea.2022.1.8553
Robley, W., Whittle, S., & Murdoch-Eaton, D. (2005). Mapping generic skills curricula: A recommended methodology. Journal of Further and Higher Education, 29(3), 221-231. doi: 10.1080/03098770500166801. Retrieved from http://dx.doi.org/10.1080/03098770500166801
Robley, W., Whittle, S., & Murdoch-Eaton, D. (2005). Mapping generic skills curricula: Outcomes and discussion. Journal of Further and Higher Education, 29(4), 321-330. doi: 10.1080/03098770500353342. Retrieved from http://dx.doi.org/10.1080/03098770500353342
Siyam, N., & Hussain, M. (2022). Academic staff’s attitudes towards a curriculum mapping tool. TechTrends, 66(2), 223–239. https://doi.org/10.1007/s11528-021-00650-4
Smith, S. R. & Dollase, R. (1999). AMEE guide no. 14: Part 2--planning, implementing and evaluating a competency-based curriculum. Medical Teacher, 21(1), 15-22.
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Spencer, D., Riddle, M., & Knewstuff, B. (2011). Curriculum mapping to embed graduate capabilities. Higher Education Research & Development, 31(2), 217-231. doi: 10.1080/07294360.2011.554387. Retrieved from http://dx.doi.org/10.1080/07294360.2011.554387
Stefanidis, A., & Fitzgerald, G. (2010). Mapping the information systems curricula in UK universities. Journal of Information Systems Education, 21(4), 391-409.
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Steketee, C. (2015). Prudential: A medical school's solution to curricvulum mapping and curriculum management. Journal of University Teaching & Learning Practice, 12(4). http://ro.uow.edu.au/jutlp/vol12/iss4/9
Sumsion, J., & Goodfellow, J. (2004). Identifying generic skills through curriculum mapping: A critical evaluation. Higher Education Research and Development, 23(3), 329-346.
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Tariq, V. N., Scott, E. M., Cochrane, A. C., Lee, M., & Ryles, L. (2004). Auditing and mapping key skills within university curricula. Quality Assurance in Education, 12(2), 70-81.
Tractenberg, R. E., Umans, J. G., & McCarter, R. J. (2010). A mastery rubric: Guiding curriculum design, admissions and development of course objectives. Assessment & Evaluation in Higher Education, 35(1), 17-35. doi: 10.1080/02602930802474169.
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Uchiyama, K. P., & Radin, J. L. (2009). Curriculum mapping in higher education: A vehicle for collaboration. Innovative Higher Education, 33(4), 271-280.
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Veltri, N. F., Webb, H. W., Matveev, A. G., & Zapatero, E. G. (2011). Curriculum mapping as a tool for continuous improvement of IS curriculum. Journal of Information Systems Education, 22(1), 31-42.
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Wijngaards-de Meij, L., & Merx, S. (2018). Improving curriculum alignment and achieving learning goals by making the curriculum visible. International Journal for Academic Development, 23(3), 219-231. https://doi.org/10.1080/1360144X.2018.1462187
Zelenitsky, S., Vercaigne, L., Davies, N. M., Davis, C., Renaud, R, & Kristjanson, C. (2014). Using curriculum mapping to engage faculty members in the analysis of a pharmacy program. American Journal of Pharmaceutical Education, 78(7), 1-9.
Banner Image courtesy of DijutalTim, 2006. Retrieved from http://www.flickr.com/photos/dijutaltim/223276483/
Ang, L., D'Alessandro, S., & Winzar, H. (2013). A visual-based approach to the mapping of generic skills: Its application to a marketing degree. Higher Education Research & Development, 33(2), 181-197. doi: 10.1080/07294360.2013.832164. Retrieved from http://dx.doi.org/10.1080/07294360.2013.832164
Arafeh, S. (2016). Curriculum mapping in higher education: A case study and proposed content scope and sequence mapping tool. Journal of Further and Higher Education, 40(5), 585-611. doi:10.1080/0309877X.2014.1000278
Bath, D.M., Smith, C ., Stein, S., & Swann, R. (2004). Beyond mapping and embedding graduate attributes: Bringing together quality assurance and action learning to create a validated and living curriculum. Higher Education Research and Development, 23(3), 313-328.
Permalink: http://ezproxy.lib.ucalgary.ca:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ680845&site=ehost-live
Bester, M., & Scholtz, D. (2012). Mapping our way to coherence, alignment and responsiveness. South African Journal of Higher Education, 26(2), 282-299. Retrieved from http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ989941&site=ehost-live
Bone, E. K., & Ross, P. M. (2019). Rational curriculum processes: Revising learning outcomes is essential yet insufficient for a twenty-first century science curriculum. Studies in Higher Education, 44, doi: 10.1080/03075079.2019.1637845
Carroll, N. L., Markauskaite, L., & Calvo, R. A. (2007). E-portfolios for developing transferable skills in a freshman engineering course. IEEE Transactions on Education, 50(4), 360-366.
Clemmons, A. W., Donovan, D. A., Theobald, E. J., & Crowe, A. J. (2022). Using the Intended-Enacted-Experienced Curriculum Model to Map the Vision and Change Core Competencies in Undergraduate Biology Programs and Courses. CBE Life Sciences Education, 21(1), ar6–ar6. https://doi.org/10.1187/cbe.21-02-0054
Desha, C. J., Hargroves, K., & Smith, M. H. (2009). Addressing the time lag dilemma in curriculum renewal towards engineering education for sustainable development. International Journal of Sustainability in Higher Education, 10(2), 184-199.
Dyjur, P., & Lock, J. (2016). A model to build capacity through a multi-program curriculum review process. Journal of Professional, Continuing, and Online Education, 2(1). Retrieved from https://journals.library.ualberta.ca/jpcoe/index.php/jpcoe/article/view/29/12
Dyjur, P., & Lock, J. (2016). Three strategies for moving curriculum mapping online. Educational Developments, 17(2), 15-19.
Ervin, L., Carter, B., & Robinson, P. (2013). Curriculum mapping: Not as straightforward as it sounds. Journal of Vocational Education & Training, 65(3), 309-318. doi: 10.1080/13636820.2013.819559. Retrieved from http://dx.doi.org/10.1080/13636820.2013.819559
French, E., Summers, J., Kinash, S., Lawson, R., Taylor, T., Herbert, J., Fallshaw, E., & Hall, C. (2014). The practice of quality in assuring learning in higher education. Quality in Higher Education, 20(1), 24-43. Retrieved from http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1027700&site=ehost-live
Fritze, O., Lammerding-Koeppel, M., Boeker, M., Narciss, E., Wosnik, A., Zipfel, S., & Griewatz, J. (2019). Boosting competence-orientation in undergraduate medical education: A web-based tool linking curricular mapping and visual analytics. Medical Teacher, 41(4), 422–432. https://doi.org/10.1080/0142159X.2018.1487047
Goff, L. et al. (2015). Learning outcomes assessment: A practitioner's handbook. Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/heqco.LOAhandbook_Eng_2015.pdf.
Gulbis, K., Krüger, T., Dittmar, M., & Peters, H. (2021). Approaches to mapping an undergraduate medical curriculum to a national competency-based catalogue of learning outcomes. Medical Teacher, 43(4), 439–447. https://doi.org/10.1080/0142159X.2020.1854704
Hansmann, R. (2009). Linking the components of a university program to the qualification profile of graduates: The case of a sustainability-oriented environmental science curriculum. Journal of Research in Science Teaching, 46(5), 537-569.
Permalink: http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ841408&site=ehost-live
Harden, R. M. (2001). AMEE guide no. 21: Curriculum mapping: A tool for transparent and authentic teaching and learning. Medical Teacher, 23(2), 123-137.
Harden, R. M. (2002). Learning outcomes and instructional objectives: Is there a difference? Medical Teacher, 24(2), 151-155.
Permalink: http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ646090&site=ehost-live
Harden, R. M. (1986). Ten questions to ask when planning a course or curriculum. Medical Education, 20(4), 356-365. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.1986.tb01379.x/pdf
Harden, R. M., Crosby, J. R., & Davis, M. H. (1999). AMEE guide no. 14. Outcome-based education: Part 1—an introduction to outcome-based education. Medical Teacher, 21(1), 7-14.
Permalink: http://ezproxy.lib.ucalgary.ca:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ595935&site=ehost-live
Harden, R. M., Crosby, J. R., & Davis, M. H. (1999). AMEE guide no. 14. Outcome-based education: Part 5—from competency to meta-competency: A model for the specification of learning outcomes. Medical Teacher, 21(6), 546-52.
Permalink:
http://ezproxy.lib.ucalgary.ca:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ600117&site=ehost-live
Harden, R. M., Crosby, J. R., Davis, M. H., & Friedman, M. (1999). AMEE guide no. 14: Outcome-based education: Part 5--from competency to meta-competency: A model for the specification of learning outcomes. Medical Teacher, 21(6), 546-552.
Permalink: http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ600117&site=ehost-live
Higher Education Quality Council of Ontario (2014). Tuning: Identifying and Measuring Sector-Based learning Outcomes in Postsecondary Education. http://heqco.ca/SiteCollectionDocuments/Tuning%20ENG.pdf
Holycross, J. (2006). Curriculum mapping--an essential tool for curriculum development. The Journal of Physician Assistant Education, 17(4), 61-64. Retrieved from http://www.paeaonline.org/index.php?ht=action/GetDocumentAction/i/25408
Hubball, H., & Gold, N. (2007). The scholarship of curriculum practice and undergraduate program reform: Integrating theory into practice. New Directions for Teaching and Learning, 112, 5-14.
Hubball, H., Pearson, M. L., & Clarke, A. (2013). SoTL inquiry in broader curricular and institutional contexts: Theoretical underpinnings and emerging trends. Teaching & Learning Inquiry: The ISSOTL Journal, 1(1), 41-57.
Ikuta, T., & Gotoh, Y. (2012). Development of visualization of learning outcomes using curriculum mapping. International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) Madrid,Spain, Oct. 19-21, 2012.
Joyner, H. S. (2016). Curriculum mapping: A before-and-after look at faculty perceptions of their courses and the mapping process. Journal of Food Science Education, 15(2), 63-69.
Permalink: http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1094472&site=ehost-live
Kaupp, J., & Frank, B. (2014). Approaching the loop: A brief review of effective practises in continuous program improvement. Canadian Engineering Education Association [conference proceedings], June 8 - 11, 2014, Canmore, Alberta. Retrieved from
http://ceea2014.files.wordpress.com/2014/06/ceea2014_submission_15.pdf
Kelley, K. A., McAuley, J. W., Wallace, L. J., & Frank, S. G. (2008). Evaluation, assessment, and outcomes in pharmacy education: The 2007 AACP institute. American Journal of Pharmaceutical Education, 72(5). doi: 10:5688/aj7205100
Kertesz, J. (2015). U-Map: Beyond curriculum mapping. Advances in the Scholarship of Teaching and Learning, 2(1), 16-34. Retrieved from http://tlc.suss.edu.sg/research/AdvSoTL-2/pdf/2_U-Map_beyond_curriculum_mapping.pdf
Labouta, H. I., Kenny, N. A., Dyjur, P., Li, R., Anikovskiy, M., Reid, L. F., & Cramb, D. T. (2020) Investigating the alignment of intended, enacted, and perceived learning outcomes in an authentic research-based science program. The Canadian Journal for the Scholarship of Teaching and Learning, 10(3). https://doi.org/10.5206/cjsotl-rcacea.2019.3.9462
Lam, B. H., & Tsui, K. T. (2014). Curriculum mapping as deliberation - examining the alignment of subject learning outcomes and course curricula. Studies in Higher Education, 41(8), 1371-1388. doi: 10.1080/03075079.2014.968539
Lam, B., & Tsui, K. (2013). Examining the alignment of subject learning outcomes and course curricula through curriculum mapping. Australian Journal of Teacher Education, 38(12). Retrieved from http://ro.ecu.edu.au/ajte/vol38/iss12/6
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