Curriculum Development
If you are developing a new academic program, the resources on this page may provide some helpful guidance.
1. Contact the Provost's Office
If you are writing a proposal for a credit program for submission to Campus Alberta, please contact the Provost’s Office for guidance. You may be able to work with a Program Proposal Support Specialist who can advise you on the necessary documentation.
2. Consult with others
Depending on the type of program, you may need to consult with any of the following:
3. Explore fundamentals
As you get started, jot down a list of questions you have. Some questions will be specific to one consultant’s area of expertise, and others will be broad and may require conversations with a number of different consultants. Some topics you may want to discuss include program modality, program structure, learning aims and outcomes, recruitment and credentialing, alignment with existing programs, alignment with institutional strategic plans, approval processes, etc.
The Taylor Institute can provide support for groups and individuals who are developing a program such as a certificate, diploma, degree or micro-credential at the undergraduate or graduate level.
We can work together to discuss program modality and structure considerations as well as learning aims and outcomes. We can walk you through the process of generating curriculum maps which can help ensure that your program is focused, thorough and aligned. Contact us for more information about a consultation or workshop. We can also consult with you about incorporating experiential learning, Universal Design for Learning, and equity, diversity and inclusion considerations, learning technologies and more into your curriculum and overall development process.
Taylor Institute staff
Resources
The following resources may be helpful when conceptualizing aspects of the new program. For a full list of curriculum review resources, click here.
Conversation Starters for New Online Academic Program Design: Undergraduate Programs
Although this document was originally intended to be used when discussing proposals for new blended or online programs, many of the questions will be relevant to all formats, including face-to-face. The questions will prompt new program proponents to consider aspects of new program development, including resources and student supports needed, curriculum design, alignment with policies and strategic priorities, alignment with other programs, Indigenous engagement, equity, diversity and inclusion, experiential learning, academic advising, and more.
Indigenous Guiding Principles for Curriculum Development
This webpage includes resources for faculty engaged in curriculum development projects in the context of programs or individual courses that involve Indigenous ways of knowing, being, connecting and doing. The concepts, practices and approaches explore and expand upon the Indigenous Guiding Principles for Curriculum Development Projects which are shaped by ii’ taa’poh’to’p, University of Calgary’s Indigenous Strategy and outline core values that should be considered by faculty who are undertaking new program/course development or are redesigning programs/courses.
Guiding Principles of Blended and Online Course Design
This document is intended to spark conversation about blended and online learning and introduce practical strategies for consideration as educators design quality online learning experiences. The principles of accessibility, alignment, balance, engagement, equity, flexibility, inclusivity, integrity, and relevance are discussed and illustrated through examples.
Curriculum Links
Curriculum Links is a custom-built tool used for curriculum mapping in higher education. Useful for both curriculum review and the development of new programs, it can gather information such as learning outcomes, teaching and learning activities, and student assessments. The tool allows for customizable program reports from aggregate data.
Work-Integrated Learning and Program Outcomes
This webpage is intended to assist faculty with the process of structuring and writing learning and program outcomes. Learning outcomes are the knowledge, skills, and values/ attitudes that students are expected to attain by the end of a unit of study. Program learning outcomes (PLOs) are broad statements of what students should be able to know and do upon completion of a program (Harden, 2002).