Driven by evidence-based practice and decision-making, we guide and support faculty in all aspects of curriculum development. We can assist you with any curriculum development project, including new program development, program review, and course (re)design.
Development, Review, and (Re)design
The Centre of Teaching, Learning and Scholarship assists with:
- New Program Development
RDP is responsible for the currency and quality of its curricula. The CTLS ensures stewardship of curricula and can assist you in any curriculum development project. Learning Designers guide you (as the content expert) and your curriculum through the stages of development, approval, review, and revision.
- Program Review
The CTLS provides guidance to faculty during the program review process. They ensure that the current curriculum is documented correctly, aligns with policies, and meets standards.
- Course (Re)design
Do you have a course that is in need of a major renovation? We can assist with aligning course and program outcomes; lesson planning; selecting and incorporating engaging learning activities; embedding technology; reviewing forms of assessment; and preparing for online delivery.
Outcomes Based Curriculum Design
- RDP uses Curriculum Design based on outcomes that allows instructors to measure what students are able to do at the end of the course.
- Institutional Learning Outcomes
Information, digital, reading, visual, scientific, quantitative, financial, and technological literacies
Effective communication across formats, including oral, written, visual, and digital
Analytical thinking, curiosity, creativity, problem solving, logical thinking, depth and breadth, life-long learning
Ethical awareness, reasoning, and behaviour, professional standards, academic standards, social responsibility
Understanding and valuing one's self holistically including all dimensions of wellness, resiliency, time management, personal organization, self-care, self-management
Local to global citizenship, environmental awareness, social responsibility, civic engagement, historical awareness, cultural knowledge, awareness diversity, inclusion, and social justice
Professional and practical skills, professional preparedness, practical experience, application of theory to practice, ability to work autonomously, in groups/teams, and in interdisciplinary contexts
Indigenous Knowledge and Awareness
Understanding and respecting the history, culture, languages, perspectives, and present-day communities of Indigenous Peoples
- Program Learning Outcomes
Purpose: Program Learning Outcomes (PLOs) are clear statements of what students are able to do upon completion of the program as a result of what they have learned in the program.
Goal: Identify what a successful graduate from the program will know, understand, be able to do, and the behaviours/attitudes that they will have.
Considerations: Developing program learning outcomes might include any of these areas:
- Intellectual Capacity
- Experiential Capacity
- Indigenous Knowledge and Awareness
- Course Learning Outcomes and Elements
Purpose: Course Learning Outcomes are clear statements of what students will be able to do outside the classroom as a result of what they have learned in the course.
Goal: Course Learning Outcomes are comprised of specific knowledge, skills, and attitudes to be mastered by learners upon successful completion of the course.
- Outcomes are clear statements of what students will be able to do outside the classroom as a result of what they have learned in the course.
- Outcomes are written using measurable verbs first categorized by Benjamin Bloom into three domains: Cognitive, Psychomotor, and Affective.
- Are measurable and therefore, amenable to assessment.
- Form the basis of identifying important concepts and designing learning and student assessment.
- Align with Program Outcomes.