Facilitating Curriculum
Development:
Principles, Practices and Tools
Peter Wolf
April 2013
Workshop Goals
• Identify ways to foster engaged curriculum
development
• Develop best practices/principles for
facilitating curriculum development
• Identify activities/tools that can enhance
curriculum development initiatives
Case Study
• Tasks:
– What would you do in this situation
– What would you recommend as the next
step?
• Questions:
– What activities and/or tools might you
use as a facilitator?
– What best practices and/or principles
would you suggest as a facilitator?
Key Questions
1.
•
•
•
•
What are the programme outcomes that
we want to foster in our students?
Competencies
Objectives
Key Indicators
Etc…
Attributes of the ‘Ideal Graduate’
•
•
•
•
University Learning Outcomes
Existing Program Outcomes
Professional Organizations/Accreditation
Other Similar Programs
•
•
Consider disciplinary norms and languages
Articulate what is unique about your
program
Degree Level Expectations
•
•
•
•
•
•
Depth and Breadth of Knowledge
Knowledge of Methodologies
Application of Knowledge
Communication Skills
Awareness of Limits of Knowledge
Autonomy and Professional Capacity
http://www.cou.on.ca/content/objects/Undergrad%20Degree%20Expectation%20FINALen1.pdf
University of Guelph
Learning Objectives (2013)
• Critical and Creative Thinking
– Inquiry and Analysis, Problem Solving, Creativity, Depth and
Breadth of Understanding
• Literacy
– Information Literacy, Quantitative Literacy, Technological
Literacy, Visual Literacy
• Global Understanding
– Global Understanding, Sense of Historical Development, Civic
Knowledge and Engagement, Intercultural Competence
• Communicating
– Oral Communication, Written Communication, Reading
Comprehension, Integrative Communication
• Professional and Ethical Behaviour
– Teamwork, Ethical Reasoning, Leadership, Personal
Organization and Time Management
Bachelors of Arts & Sciences
Sample Program Outcomes
• Pose & solve problems by drawing on &
integrating diverse protocols & methods
• Oral & written communications, for academic &
general audiences
• Conduct traditional & electronic research, in
humanities/social sciences & scientific contexts
Embedding Outcomes
OCAV DLE
University
Outcome
Degree
Outcome
Course
Outcome
Autonomy &
Professional
Capacity
Professional
& Ethical
Behaviour
An ethical
practitioner
who values
diversity of
opinions &
perspectives
Will utilize
Canada’s
Charter of Rights
and Freedom in
determining
resolution to
case studies
Case Study
• Tasks:
– What would you recommend as the next
step?
• Questions:
– What activities and/or tools might you
use as a facilitator?
– What best practices and/or principles
would you suggest as a facilitator?
Key Questions
1.
2.
What are the programme outcomes that we
want to foster in our students?
Where in the curriculum are students
encouraged to develop the programme
outcomes?
Course Progression Maps
Goal – Create a visual representation of
student progression through the curriculum
to explore curriculum flow, balance of
required core programme delivered courses,
required and recommended electives, etc.
Data collected from:
• Calendars
• Course outlines
• Curriculum committees
Course Progression Maps
Programme Outcomes Map
Goal: To match programme outcomes with
individual courses that intentionally foster
the development of selected outcomes.
Data collected from:
• Faculty
• Course outlines
• Curriculum committees
Survey Questions :
•Which instructional methods do you use in this course?
•Which assessment approaches do students engage in for this course?
Course-by-course info:
•For each listed Knowledge, Skill and Value, please indicate which, if any, you
• Outcomes
intentionally foster in this course?
At what level of sophistication?
• Assessment
•For those indicated, please specify how /whether each KSV is taught and/or assessed in
• Learning methods
this course?
•How are the total marks available to students distributed over the course of the
semester?
•Comments?
Methods
ul
tim
ed
ia
n
ed
ia
Pr
es
en
ta
tio
M
Re
ad
in
g
Re
Se
se
m
Si
in
ar
ar
m
ch
:F
ul
at
ac
io
en/
to
R
-fa
ol
ece
Pl
ay
in
g/
G
am
e
M
Le
ct
ur
e
as
s
us
W
rit
sio
in
ns
g
/G
ro
up
La
W
or
bo
k
ra
to
ry
/T
ut
or
ia
l
4
al
Di
sc
6
W
or
k
8
In
-c
l
10
In
fo
rm
De
ba
te
(W
eb
CT
)
G
ro
up
ac
kb
oa
rd
Fo
rm
al
Bl
Frequency
Research Methods
Research Methods - Instructional Approaches
16
14
12
Lecture – 15
Readings – 14
Presentations – 7
Research - 6
2
0
Method
Written
Assignment ( ?
5 pages )
Written
Assignment ( >
5 pages )
Test/Quiz/Exam
( ? 25% of Final
Grade )
Test/Quiz/Exam
( > 25% of Final
Grade )
Skills
Demonstration
Project
(Individual)
Project (Group)
3
Participation (Inclass)
4
Oral
Presentation
(Individual)
5
Oral
Presentation
(Group)
6
Graphics
(Maps, Plans,
Schematics,
Assessed
Research
Methods
Frequency
Research Methods
Research Methods - Assessment
10
9
8
7
Test/Quiz/Exams – 14
Projects/Assignments – 13
Presentations – 5
Participation - 1
2
1
0
Case Study
• Tasks:
– What would you recommend as the next
step
• Questions:
– What activities and/or tools might you
use as a facilitator?
– What best practices and/or principles
would you suggest as a facilitator?
Key Questions
1.
2.
3.
What are the programme outcomes that we
want to foster in our students?
Where in the curriculum are students
encouraged to develop the programme
outcomes?
How do we know whether our
programmes are successful?
Programme Assessment
Programme
Outcomes
Effective?
Efficient?
Appropriate?
Assessment
Learning methods
Content
Programme Assessment
•
•
•
•
•
Student work – Tests, assignments, etc.
360° consultations of stakeholders
External reviews, accreditations, etc.
Benchmarks, research, literature, etc.
Student reflection – (e)Portfolios, journals,
etc.
• Analytics
Four Levels of Evaluation
Level 4
Results
Level 3
Behavior
Level 2
Learning
Level 1
Reaction
Kirkpatrick, D. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler
Four Levels of Evaluation
Level 1
Reaction
Key Question: What was
the student reaction to
learning environment?
Timing: Usually done
immediately or soon after
the learning event(s)
Kirkpatrick, D. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler
Four Levels of Evaluation
Level 2 –
Learning
Key Question: Did
students achieve desired
learning objective(s)?
Timing: Usually done
immediately or soon after
learning
Kirkpatrick, D. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler
Four Levels of Evaluation
Level 3
Behavior
Key Question: Are newly
acquired skills, knowledge,
or attitude used by learner
after learning event is
completed?
Timing: Usually done 1-3
months after learning
Kirkpatrick, D. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler
Four Levels of Evaluation
Level 4 - Results
Key Question: Did
students achieve desired
outcomes of program of
study?
Timing: Usually done 3
months – 2 years after
learning experience
Kirkpatrick, D. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler
Assessment Plan Sample
Participants
Activity
How often
Current
Students
Focus
Groups
Annual
Alumni/
Employers
Focus Groups
Bi-annual
Questions
•
What knowledge, skills and values do you think are most important to
graduates of the programme? (compare with the current outcomes)
•
Describe your most enjoyable learning experiences at Guelph to
date.
•
Comments on other aspects of your Guelph experience (e.g. awards,
academic support)?
•
What would you change about the curriculum?
•
Please suggest changes to help us improve the program: what would
you add/drop from the curriculum? Other changes?
•
What advice would you give to an incoming student?

What knowledge, skills and values do you look for when hiring?

How well do our graduates meet those KSAs

What kinds of work would someone with an undergraduate degree
be doing in your organization?

What advise would you give a student coming into this program
regarding their educational options?

Where do you see new employees in 5 years? What are their
opportunities for advancement?
…
Assessment Plan Sample (cont’d)
Participants
Activity
When
Secondary
Documents
Previous
Review,
Other programs
5 years

To provide an overview of “where we are” in relation to experiential
insights gained from faculty and students.
Faculty
Web survey
followed by
faculty retreat
Every 2 years

Web survey – Solicit feedback on current programme outcomes by
faculty
Questions


Retreat – review results of survey
Based on faculty perspectives, develop a list of programme
(a) strengths
(b) weaknesses
(c) opportunities
(d) limitations?

Compare faculty SWOT with the other stakeholder SWOT

Develop an action plan
Recommended Practices
•
•
•
•
•
•
•
Data-informed
Faculty-driven
Student-engaged
Stakeholder-informed
Culture- & context-specific
Rigorous & authentic
Continuous improvement of sustainable
practices
• Resourced & recognized
A Guide to Developing and Assessing Learning Outcomes at the University of Guelph - http://www.uoguelph.ca/vpacademic/avpa/pdf/LearningOutcomes.pdf
Keep in Sight
• Refining the blend of people, processes &
resources
• Transition requires investment
• Keep momentum
• Continuous improvement is at least as
important as ‘reporting’
• Mistakes will happen
Reflective Questions
• How can you use what you have learned today in
curriculum development initiatives in which you
are involved?
• What does not apply? How come?
• What else do you need to learn to further develop
your curriculum development facilitation skills?
Curriculum Development Facilitation
Best Practices/Principles
• Engaged an unbiased facilitator who can focus on
process and keeping things moving
•
Curriculum Development Facilitation
Tools / Activities
• VUE – Visual Understanding Environment
– Progression Mapping software
– http://vue.tufts.edu/
• Donald Kirkpatrick – 4 Levels of Evaluation
– http://www.kirkpatrickpartners.com/Our
Philosophy/tabid/66/Default.aspx