Guidelines for completing Curriculum Audit Grid

The purpose of preparing the curriculum audit is to evaluate who is teaching the learning outcomes, when they are being taught, where they occur in students' program of study, and how they are approached.  In essence, faculty look at the curriculum in light of the intended outcomes to ensure that students receive appropriate assignments and instruction in the desired order and with enough repetition so that learning outcomes are achieved.  Course syllabi should document intended learning outcomes and methods of assessment so that learning outcomes can be tracked and linked between courses and programs.

A Curriculum Audit Grid is provided as an example grid that may be used to record the audit. 

The Grid lists the program outcomes in the left-hand column, and the numbers for required courses (general education core and major courses) in the top row.  The grid is to be filled by codes I, E, R, and/or R. These codes define the level at which the particular outcome is presented to students in a particular course:

 I=    students are introduced to material

E=    the material is emphasized and taught in depth

R=    the material is reinforced with additional exposure to the information

A=    the competencies/skills are being applied

The Curriculum Audit Grid includes two parts:

Part B for the General Education Learning Outcomes

Part C for the Program Learning Outcomes. 

In Part B under General Education courses included are codes that reflect learning outcomes achieved in the General Education Core Courses.  A General Education Core Audit Grid is provided as a resource for completing the Curriculum Audit Grid.  Under Major and Restrictive Elective courses, appropriate codes are included to reflect the level of teaching the general education outcome in those courses.

In the Part C under General Education courses, codes are included if the particular program outcome is being achieved in the general education core course.  Under major and restrictive elective courses, appropriate codes are included to reflect the level of teaching the program learning outcomes in major and restrictive elective courses.

Simply checking off the boxes in this grid will not be incredibly rewarding.  It will be rewarding if faculty discuss what they teach and what assignments they give for each outcome.  Having faculty write or explain what and how they teach each outcome in any relevant course could help stimulate discussion among faculty and ensure that faculty complement one another's efforts.  Curriculum audits can also result in upgraded course outlines and syllabi and course changes. They are likely to help faculty make greater reference to what others teach in their programs.