Journal of Information Systems Education


Employers, accreditation and governmental agencies increasingly call for Information Systems (IS) programs to ensure, document, and demonstrate that their curricula embody coherent courses of study that systematically integrate statements of intended learning outcomes. This paper presents a comprehensive and structured curriculum mapping framework that is applied to examine an IS baccalaureate program. The framework assists curriculum as well as accreditation self-study committees to evaluate how intentionally IS curricula advance expected program learning outcomes and ensure that students receive appropriate instruction and assignments in the desired order, so that learning outcomes are effectively achieved in a field marked by technology-driven change. As part of a continuous improvement cycle, the curriculum map, evolving IS model curriculum guidelines, and the outcome assessment data from an IS baccalaureate program are used to revise the existing program. Recommendations are made for use of curriculum mapping in evaluating intended program learning outcomes, program design, course design, course implementation, assessment design, and assessment implementation.



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