Queen’s University Quality Assurance Processes (QUQAP) provide the framework for approval of new academic programs, major modifications to programs and regular reviews of existing programs.
The CTL works collaboratively with the Office of the Vice-Provost (Teaching & Learning) to support academic leaders with the teaching and learning components of the QUQAPs framework. Such as:
- Orienting academic programs to the QUQAP Cyclical Review and Self-Study process
- Facilitating teaching and learning focused conversations as part of new academic program, major modification, or cyclical review efforts
- Reviewing elements of a program’s articulated curriculum design to offer timely and constructive feedback
- Coaching academic leaders to identify, collect, and discuss evidence on how students are being taught and assessed in their academic programs of study (such as curriculum mapping, focus groups, and surveys)
Based on our view of curriculum improvement as an ongoing, collaborative, and student-focused, the CTL’s QUQAP services emphasize faculty-led, evidence-informed dialogue.
The following links, resources, and materials are often utilized and referenced as part of QUQAP activities.
Access resources such as the QUQAP Guide, templates, and the schedule of cyclical program reviews through the Office of the Provost’s QUQAP site.
This handbook offers tips and strategies for engaging in the Queen’s University Quality Assurance Process (QUQAPs) Cyclical Program Review (CPR).
Various aspects of the QUQAP framework require programs to articulate their alignment with the institution’s mission and academic plans
Various aspects of the QUQAP framework require programs to describe curriculum, research, and student mobility goals
The DEAP tool is intended to be engaged in annually and relates to various sections of the QUQAP framework
PICRDI outlines and leads recommendations on anti-racism, diversity, and inclusion at Queen’s including within curriculum and academic study. Academic programs should refer to the PICRDI report as they work to address systemic racism in teaching and learning via their curriculum.
Academic programs should refer to the Extending the Rafters report as they work to actively address the Truth and Reconciliation Commission (TRC) Report
This resource should be used to examine the variety of ways that academic programs are advancing equity in educational settings. These recommendations are not exhaustive, nor should they be used as a checklist; rather they provide a focused and intentional starting point for discussion about I-EDIAA advancement in your programs.
This resource offers guidance on writing and reviewing program or course level learning outcomes.
A copy of Appendix 2 from the Ontario Universities Council on Quality Assurance (OUCQA) Quality Assurance Framework detailing Degree Level Expectations (DLEs). Undergraduate and Graduate DLEs identify the main purposes of each postsecondary qualification. They are consistently referred to within QUQAP framework.
The CTL offers one-on-one consultations with individual instructors, and meetings with departments and other groups directly involved in teaching, who are interested in exploring and/or developing their programs or courses. To request a consultation with a member of the CTL, please email firstname.lastname@example.org.