## 3 The Method: Broader Terms Curriculum Mapping
### Step 1: Classification of Course Learning Objectives  
To characterize courses and the program degree, the broader terms CM method uses course learning objectives (LOs). According to ([PERSON] and [PERSON] [8] p. 19), course LOs are defined as \"statements of observable actions that serve as evidence of the knowledge, skills and attitudes acquired in a course\". These statements define key program concepts and, through these key concepts, the intricate web of course relations is revealed. Course LOs provide, therefore, access to the \"mechanics\" behind a program plan. The problem of using course LOs is that they presume tacit understanding of concepts specific to disciplinary and scientific sub-areas, and this renders LO-statements seldom clear and unequivocal [21; 22]. Even when LOs are written according to specific rules (e.g., considering [PERSON]'s taxonomy, [8; 23; 24]), the variability in style and scope results in a heterogeneous set, including statements that are often too abstract or too detailed [25; 26]. To disclose their latent information and for effective communication, LO-statements would benefit from techniques used by library and information science professionals in resource classification. Resource classification indicates what a resource is about, and to achieve this goal, a control vocabulary, a set of broader terms (concepts or subject headings, [27]), and supporting classification has to be agreed upon. Control vocabularies are usually chosen among bibliographic classification schemes (such as the Dewey Decimal Classification), lists of subject headings [28], and thesauri [29; 30; 31]. More recently, for its comprehensiveness and up-to-dateness, the Wikipedia index [20] is also used (see [32; 33] for a discussion of the advantages of using Wikipedia's index as control vocabulary). This paper considers principles of resource classification to classify course LOs. Concepts from the Wikipedia index matching course LO-statements are used to define broader terms. To illustrate how this is done, consider the excerpt of LO statements for Mathematics \begin{table}
\begin{tabular}{p{113.8 pt} p{113.8 pt} p{113.8 pt}} \hline \hline
**Course** & **Learning Objectives** & **Broader Terms a** \\ \hline \multirow{4}{*}{Mathematics (C1:MATH)} & Recognize a real-valued function of a real variable; (...) Recall the concept of derivative of a real function and explain its geometric interpretation; (...) & Function of a real variable; Differential calculus: Integral calculus: Linear algebra; System of linear equations \\  & List fundamental concepts in mechanics and understand their importance to engineering; Use the international units (...) & Physics; Mathematics; Calculus: Mechanics; Thermodynamics; Fluid flow \\  & Identify logistic activities in a generic organization; Explain the role of contemporary logistics; (...) Distinguish components of supply chain management (...) & Logistics; Supply chain management; Business; Production Economics; Operations management; Linear programming; Lean manufacturing; Process Control (...) \\  & Discuss the efficient use of energy in industry, buildings and transports; Recognize applicable legislation and defend energy efficiency as (...) & Energy efficiency; Organization; Buildings; Facility management; Logistics; Production planning and control; Solar water heating (...) \\  & List fundamental financial management concepts and functions; Recognize and explain financial statements; Contrast the economic and the financial analysis (...) & Financial management; Accounting; Economics; Finance; Organization; Business governance; Corporate law; Trade; Return on invested capital (...) \\ \hline \hline \end{tabular}  
* Obtained with the Wikipedia index [20].  
\end{table} 
Table 1: Learning objectives and respective broader terms classification for 5 courses. Notes: (1) A non-truncated version of this table can be found in [19].