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Our approach to curriculum (re)design focuses substantially on both the outcome of the new or revised curriculum and on the collaborative process a unit goes through to create it. This balance ensures that the work moves forward purposefully while also being inclusive of all stakeholders. Our process is both structured and flexible and can be customized to fit your program’s particular needs and context.
Regardless of the specifics of any particular curriculum project, our work is driven by five key design principles:
Including emphasis on equitable experiences and outcomes for students, equitable participation in the design process for stakeholders, and explicit attention to equity in the curriculum itself
Emphasis on purposeful and intentional design decisions, resulting in a clear and purposeful curriculum
Including a design process that is transparent to all stakeholders and a resulting curriculum in which goals, requirements, and pathways are transparent to all students
Learning-centered emphasis in all curricular decisions, with the focus consistently on what students will learn and how they will achieve this learning
Emphasis on alignment between overall goals for student learning, curricular pathways, course objectives, pedagogies, and assessment
With these principles in mind, an experienced CTE team will help you and your colleagues organize your goals for your students, determine the best ways to ensure students achieve those goals, and develop assessments that will tell you what you really want to know. Partnerships with the offices of Organizational Excellence and Institutional Research and Analytics (formerly Institutional Assessment and Studies) allow us to leverage our combined expertise in curriculum design, change management, and assessment.
Click on the hovering icons in the below image to explore the key questions driving the interconnected and iterative steps in the design process. You can also view this information in the dropdown below the image.
Gather Data and Orient Team
What does the team need to know as they begin? Why this change and why now? Who all should be involved in informing the (re)design?
Draft Learning Outcomes and Proficiencies
What is the purpose of the new curriculum? At the end of the program, what should students know, value, and be able to do? How will all stakeholders contribute to answering these questions?
Map and Analyze Existing Curriculum
How well is the curriculum already accomplishing the unit’s goals for student learning? How do faculty understand their teaching in relation to the overall purpose and learning outcomes for the curriculum?
Decide Curricular Paths and Requirements
What path(s) through the curriculum will allow all students to achieve the learning outcomes? How will all stakeholders contribute to making these decisions?
What do students need to do to demonstrate that they’re achieving the learning outcomes? Are you assessing what you really want to know? Does the assessment of the new curriculum align with assessment required by accrediting bodies?
A list of course requirements is only the container of the curriculum; the curriculum itself is the sum of students’ learning experiences in the program. How, then, will new and redesigned courses help students achieve the new learning program learning outcomes? How will faculty exercise agency over their individual courses while also ensuring their courses contribute to and align with the goals of the curriculum as a whole?
Implement, Assess, and Revise
How will the new/revised curriculum be rolled out? How will the unit regularly check in with the curriculum to make sure it is meeting students’ needs? How will the unit communicate about the curriculum to new faculty, students, and other stakeholders?
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