I teach in the Master of Public Administration (MPA) program at Albany State University in Georgia. My supervisor and colleagues recently introduced me to course mapping.
Having developed and taught courses in public administration systems for many years, I did not initially see the benefit of using a structured template. Like many instructors, I already thought carefully about learning objectives, readings, and assignments.
However, as I engaged more directly with course mapping, I began to see it differently. Rather than viewing it as a compliance exercise, I came to understand it as a way of making course design more visible.
A course map provides a structured way to examine how learning objectives connect to course activities and how individual courses contribute to broader program goals. It also creates opportunities for more consistent and constructive communication among faculty.
In that sense, course mapping is less about completing a template and more about clarifying how learning is designed.
