Part of the NACC Accreditation Process involves an exercise in “Curriculum Mapping,” in which programs are “mapped”* according to the NACC Curricular Guidelines. The Curricular Guidelines list 16 different broad topic areas for Graduate Programs and 13 different broad topic areas for Undergraduate Programs. Each broad topic area includes subtopics.
Kindly examine the respective Curricular Guidelines prior to starting the electronic input process. It is important to recognize that not all programs cover all Curricular Guideline topics.
*The following concept of Curriculum Mapping is applied by NACC when reviewing applications:
“The Glossary of Education Reform (n.d.) is a comprehensive online resource describing ‘widely used school-improvement terms, concepts, and strategies’ (para. 2) that was organized by the Great Schools Partnership. This glossary defines curriculum mapping as:
the process indexing or diagraming a curriculum to identify and address academic gaps, redundancies, and misalignments for purposes of improving the overall coherence of a course of study and, by extension, its effectiveness (a curriculum, in the sense that the term is typically used by educators, encompasses everything that teachers teach to students in a school or course, including the instructional materials and techniques they use). (“Curriculum Mapping,” 2013, para. 1).” (Carpenter, 2017)
There are four specific ways that programs can document that they are meeting the NACC Curricular Guidelines. This exercise will apply the mapping curriculum method in the manner listed below.
Program Meets a Curricular Guideline at the Core or Mission Level
Programs can show they are meeting a specific Curricular Guideline by linking it to their program’s mission statement or its general student learning outcomes. These are the “broadest” level of what it is that the program proposes to teach all students.
Since NACC does not expect that all programs will satisfy all Curricular Guidelines or even address all of them at this level, programs should instead pick the Curricular Guidelines that they believe are at the fundamental core of what all students in your program should be learning.
Program Meets a Curricular Guideline at the Course Level
Programs can show that they meet a specific Curricular Guideline through the general content of a specific course. For example, individual courses will often contain overall course objectives and/or course goals. These course objectives and goals are evidence that the course content addresses a specific Curricular Guideline.
Program Meets a Curricular Guideline at the Specific Course Assignment Level
Programs can also document that they address a specific Curricular Guideline by linking the specific Curricular Guideline to individual course assignments. Please make sure that reviewers know which course the specific assignment is attached to when describing it.
Program Meets a Curricular Guideline “Outside” the Classroom
While the primary mechanism for programs to show that they are meeting a Curricular Guideline is through the curriculum, it is also possible that programs can use extra-curricular activities as evidence they are meeting a specific Curricular Guideline. For example:
- A program-sponsored fundraising or philanthropic giving contest could be used as evidence that the program is addressing the Fundraising and Resource DevelopmentCurricular Guideline;
- A program-sponsored Nonprofit Organization Hackathon could be evidence that the program is addressing the Information Technology, Social Media, and Data Management Curricular Guideline;
- A program-sponsored fundraising or philanthropic giving contest could be used as evidence that the program is addressing the Nonprofit Finance and FundraisingCurricular Guideline.
Carpenter, H. L. (2017). Curriculum Mapping Models and Other Processes that Might Work for Nonprofit and Philanthropy Accreditation. Journal of Nonprofit Education and Leadership, 7(SI1), 111-117.