The American Sociological Association identified 12 major recommendations for the undergraduate major, which include 11 learning goals articulated in the sociological literacy framework. In total, these recommendations identified upward of 70 different curricular elements that optimal sociology programs should consider satisfying. This article shows how curriculum mapping combined with an organized set of resources (the Curriculum Mapping Toolkit for Sociology [CMTS]) facilitates productive discussions that identify program goals, program strengths, program weaknesses, and pathways for program improvement. Data rely on the CMTS itself, which tracked department engagement with different elements of program review, and appraisals of department representatives who committed to presenting the opportunity for curriculum review to their colleagues. Although the COVID-19 pandemic disrupted many departments’ capacities to work fully with the CMTS, data demonstrate that the CMTS was met with strong interest by department leaders and their department colleagues. Its application positively impacted program quality and collegial relationships. Department leaders evaluated the CMTS as being “useful” or “very useful” and considered the collective work involved as being both manageable and productive.

中文翻译：

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使用社会学课程映射工具包进行项目审查：社会学系公开资源的评估

美国社会学协会为本科专业确定了 12 条主要建议，其中包括社会学素养框架中阐述的 11 项学习目标。总的来说，这些建议确定了最佳社会学项目应考虑满足的 70 多个不同的课程要素。本文展示了课程映射如何与一组有组织的资源（社会学课程映射工具包 [CMTS]）相结合，促进富有成效的讨论，从而确定项目目标、项目优势、项目弱点和项目改进途径。数据依赖于 CMTS 本身，它跟踪部门对项目审查不同要素的参与情况，以及致力于向同事提供课程审查机会的部门代表的评估。尽管 COVID-19 大流行破坏了许多部门与 CMTS 充分合作的能力，但数据表明，部门领导及其部门同事对 CMTS 表现出了浓厚的兴趣。它的应用对项目质量和学院关系产生了积极影响。部门领导评价 CMTS“有用”或“非常有用”，并认为所涉及的集体工作既易于管理又富有成效。