Editor's reply

brary, e.g., cataloging, computer programming, government documents. Courses radiating off from the core will be coherent in terms of subject matter. (We said students perceived such courses as “similar”; it is true that we inferred this rather than directly measuring students’ perceptions, but that point seems a side issue.) Other objections raised by Boll and Zweizig-e.g., the number of courses mapped, the constraints on choice of courseswe tried to deal with in the article. Certain technical limitations in curriculum mapping have been removed as we grow more familiar with available computer routines (such as ALSCAL in SAS). We now have maps of the same 49 courses in two different time periods; they show both continuity and change in Drexel’s curriculum in an interesting way, and we hope to publish them. We may have been, as Boll and Zweizig suggest, prematurely bold in making certain claims for our mapping technique, but in the main we think not; and we would hope that their criticisms do not make other potential mappers prematurely timid.