Facilitating Curriculum Development:

Principles, Practices and ToolsPeter 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

UniversityOutcome

Degree Outcome

Course Outcome

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. What are the programme outcomes that we want to foster in our students?

2. 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?

•For each listed Knowledge, Skill and Value, please indicate which, if any, you intentionally foster in this course? At what level of sophistication?

•For those indicated, please specify how /whether each KSV is taught and/or assessed in this course?

•How are the total marks available to students distributed over the course of the semester?

•Comments?

Course-by-course info:•Outcomes•Assessment•Learning methods

Course-by-course info:•Outcomes•Assessment•Learning methods

Research Methods - Instructional Approaches

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Lecture – 15Readings – 14Presentations – 7Research - 6

Lecture – 15Readings – 14Presentations – 7Research - 6

Research Methods - Assessment

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Test/Quiz/Exams – 14Projects/Assignments – 13Presentations – 5Participation - 1

Test/Quiz/Exams – 14Projects/Assignments – 13Presentations – 5Participation - 1

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. What are the programme outcomes that we want to foster in our students?

2. Where in the curriculum are students encouraged to develop the programme outcomes?

3. How do we know whether our programmes are successful?

Programme Assessment

Programme Outcomes

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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

Level 1 Reactio

n

Level 2 Learnin

g

Four Levels of Evaluation

Level 4 Results

Level 3 Behavior

Kirkpatrick, D. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler

Level 1Reaction

Key Question: What was the student reaction to learning environment?

Timing: Usually done immediately or soon after the learning event(s)

Four Levels of Evaluation

Kirkpatrick, D. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler

Level 2 – Learning

Key Question: Did students achieve desired learning objective(s)?

Timing: Usually done immediately or soon after learning

Four Levels of Evaluation

Kirkpatrick, D. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler

Kirkpatrick, D. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler

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

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

Four Levels of Evaluation

Kirkpatrick, D. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler

Participants Activity How often Questions

Current Students

         

 

Focus Groups

           

Annual

•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?

Alumni/ Employers

Focus Groups Bi-annual 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

Participants Activity When Questions

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

  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

Assessment Plan Sample (cont’d)

• Data-informed• Faculty-driven• Student-engaged• Stakeholder-informed• Culture- & context-specific• Rigorous & authentic• Continuous improvement of sustainable practices• Resourced & recognized

Recommended Practices

A Guide to Developing and Assessing Learning Outcomes at the University of Guelph - http://www.uoguelph.ca/vpacademic/avpa/pdf/LearningOutcomes.pdf

• Refining the blend of people, processes & resources

• Transition requires investment• Keep momentum• Continuous improvement is at least as

important as ‘reporting’• Mistakes will happen

Keep in Sight

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 FacilitationBest 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/

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