Curriculum Design and Renewal
Curriculum design and renewal, is an ongoing, cyclical, and analytical process, that continually strives to find new and effective ways to offer students learning experiences that are transformational, inspiring, and intellectually challenging. For some departments/units this process is initiated following a program review; for others, their interest stems from the recognition that a revitalization of their current curriculum is needed or a new program needs to be developed. Regardless of the reason, it usually progresses from evaluating the existing program, to designing an improved program, to implementing the changes and back to evaluating the revised program.
Curriculum…is a design of events that brings about conversion. Curriculum is not worth the journey if it does not convert those who participate in it into something better.
(Schubert, 1991)
The process of curriculum improvement is:
- Collaborative, reflective, analytical
- Evidence-based (multiple sources of data)
- Student-learning focused
Cycle for continuous curriculum improvement in 5 Stages
Stage 1: Set Goals & Align Resources
What questions would like to answer during this curriculum review process?
What data will best help you answer those questions?
Whom will you involve?
What resources will be required?
What are your timelines?
What assessment methods are most appropriate?
Stage 2: Develop/Validate Program Learning Outcomes
- Learning outcomes are direct statements that describe the knowledge, skills, and habits of mind that students are expected to reliably demonstrate after successfully completing a course/program.
- They describe learning that is significant and durable– learning that really matters in the long term.
Stage 3: Gather Evidence Discuss & Interpret Evidence
- Curriculum mapping
- Used to determine where, when, and how learning outcomes are taught and assessed within a program
- Focus groups, surveys, or other means of gathering evidence (students/alumni/TAs/faculty/employers)
- Student Artefacts (portfolios, projects, other products; performance/exhibits, demonstrations)
- Data provided by OIRP & SGS
- Accreditation information
- ‘Model’ programs elsewhere
Strengths Weaknesses Opportunities Challenges (SWOC analysis) |
Strengths Opportunities Aspirations Results or (SOAR analysis) |
- Identify strengths/redundancies/gaps
Stage 4: Improve/Enhance
- Make necessary changes
- Develop criteria you will use to judge the relative success of those changes.
Stage 5: Monitor & Adapt
- Use this information to create action plans
- Continuous gathering of evidence of student learning
Curriculum Mapping Tools for:
UDLEs Baccalaureate/Bachelors
UDLEs Honours__Baccalaureate_Bachelors
GDLEs Master's
GDLEs Doctoral
Planning for Change
Use the following trigger questions to help curriculum development using the UDLEs. (based on the model from Kotter, J.P. (1996). Leading Change. Boston: Harvard Business School Press.)
Planning for Change |
Consider this... |
Establish a sense of urgency |
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Create a guiding coalition |
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Develop a vision and strategy |
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Communicate the change vision |
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Empower for broad-based action |
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Generate short-term wins |
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Consolidate gains, produce more change |
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Anchor new approaches in the culture |
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