Develop the curriculum (unit-level)
Curriculum development is a process that aims for continuous improvement and coherence among academic program offerings. [1][2] Curriculum development is evidence-based and may involve assessing a current program, establishing program outcomes, conducting a curriculum mapping exercise, and/or re-developing a program structure, followed by a period of alignment.
This article offers guidance to units (e.g., schools, departments, faculties) that are considering developing program outcomes and/or conducting a curriculum mapping exercise. They describe the purpose of each exercise, offer supporting materials that the unit may choose to adapt as appropriate for local needs and processes, and resources for further information. Colleagues involved in these processes are welcome to request a consultation to discuss unit needs. If you wish, TLS staff may be able to assist with these processes (resources permitting).
Create program outcomes
Program outcomes are clear statements of the knowledge, skills, and values (or attitudes) that students can develop by participating in a given program. Much as learning outcomes help to guide instructional decisions at the course level, program outcomes help to guide curricular decisions at the unit level.
Read about program outcomes, including why they matter, how to create them, the characteristics of useful program outcomes, and possible next steps. Self-serve materials (a survey, retreat agenda, and slides) are provided to support you in developing program outcomes.
Download resources:
Program outcomes guide (.doc)
Map the curriculum
Mapping the curriculum (also frequently referred to as curriculum mapping) involves collecting, visualizing (via curriculum maps), discussing, and interpreting information about the courses in which students work toward achieving the specific program outcomes, and determining to what extent those program outcomes are addressed. A curriculum map lists the courses in a program and shows which program outcomes each course supports.[3] Curriculum mapping also involves mapping the different teaching strategies and assessment tasks used to support students’ learning.[4][5]
Read about curriculum mapping, including why it matters, how to do it, and possible next steps. Self-serve materials (a survey, discussion questions, retreat agenda, curriculum mapping template and slides) are provided to support you in mapping the curriculum.
Download resources:
Curriculum mapping guide (.doc)
Curriculum mapping template (.xlsx)
References
[1] Wolf, P. (2007). A Model for facilitating curriculum development in higher education: A faculty-driven and educational developer-supported approach. In P. Wolf & J. Christensen Hughes (Eds.), New Directions for Teaching and Learning in Higher Education, No. 112. Jossey-Bass.
[2] Moss Curtis, D., & Moss, D. (2010). Curriculum mapping: Bringing evidence-based frameworks to legal education. Nova Law Review, 34.
[3] Queen’s University Centre for Teaching and Learning. (2022). Curriculum commons: A guidebook for continuous curriculum advancements at Queen’s.
[4] DiPietro, C., Dyjur, P., Fitzpatrick, K., Grant, K., Hoessler, C., Kalu, F., Richards, J., Skene, A., & Wolf, P. (2022). Educational development guide series: No. 4. A comprehensive guide to working with higher education curriculum development, review & renewal projects (P. Dyjur & A. Skene, Eds.). Educational Developers Caucus.
[5] Rawle, F., Bowen, T., Murck, B., & Hong, R. (2017). Curriculum mapping across the disciplines: Differences, approaches, and strategies. Collected Essays on Learning and Teaching, 10, 75-88.
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