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Facilitating Curriculum Development: Principles, Practices and Tools

Facilitating Curriculum Development: Principles, Practices and Tools

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Facilitating Curriculum Development: Principles, Practices and Tools

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  1. Facilitating Curriculum Development: Principles, Practices and Tools Peter Wolf April 2013

  2. 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

  3. 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?

  4. Key Questions • What are the programme outcomes that we want to foster in our students? • Competencies • Objectives • Key Indicators • Etc…

  5. 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

  6. 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

  7. 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

  8. 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

  9. Embedding Outcomes OCAV DLE University Outcome Degree Outcome Course Outcome

  10. 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?

  11. Key Questions • 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?

  12. 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

  13. Course Progression Maps

  14. 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

  15. 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

  16. Research Methods Lecture – 15 Readings – 14 Presentations – 7 Research - 6

  17. Research Methods Test/Quiz/Exams – 14 Projects/Assignments – 13 Presentations – 5 Participation - 1

  18. 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?

  19. Key Questions • 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?

  20. Programme Assessment Content Effective? Efficient? Appropriate? Effective? Efficient? Appropriate? Programme Outcomes Assessment Learning methods Effective? Efficient? Appropriate?

  21. Programme Assessment • Student work – Tests, assignments, etc. • 360° consultations of stakeholders • External reviews, accreditations, etc. • Benchmarks, research, literature, etc. • Studentreflection – (e)Portfolios, journals, etc. • Analytics

  22. 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

  23. Four Levels of Evaluation Key Question: What was the student reaction to learning environment? Timing:Usually done immediately or soon after the learning event(s) Level 1 Reaction Kirkpatrick, D. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler

  24. Four Levels of Evaluation Key Question: Did students achieve desired learning objective(s)? Timing: Usually done immediately or soon after learning Level 2 – Learning Kirkpatrick, D. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler

  25. Four Levels of Evaluation • 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 Level 3 Behavior Kirkpatrick, D. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler

  26. Four Levels of Evaluation Key Question: Did students achieve desired outcomes of program of study? Timing: Usually done 3 months – 2 years after learning experience Level 4 - Results Kirkpatrick, D. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler

  27. Assessment Plan Sample

  28. Assessment Plan Sample (cont’d)

  29. 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

  30. 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

  31. 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?

  32. Curriculum Development FacilitationBest Practices/Principles • Engaged an unbiased facilitator who can focus on process and keeping things moving

  33. 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/OurPhilosophy/tabid/66/Default.aspx