Curriculum maps have long served as useful guides in the careful design of a curriculum's pedagogical aims and where they are to be achieved, however such a map cannot indicate how students are actually moving through the curriculum. This article discusses traffic models. When employed in the study of courses drawn from multiple departments, traffic models can show from which outside departments students originate when they appear in other courses. This can lead to a department of, say, visual art realizing that business students specializing in advertising or marketing tend to enroll in one of their classes dealing with digital media. Such a realization could launch a conversation between these two academic units to explore new potential joint degree programs or other formal collaborations. This article presents a traffic model, a tool developed in the Center for Teaching Excellence at the University of Kansas, that captures key pieces of information about student enrollment traffic across courses. The traffic models described here succinctly depict how many students move through classes, in what order and on what time lines. Among many other applications, the traffic model allows assessment of whether the practice of pedagogical scaffold matches its design.