At the University of Calgary, curriculum review is defined as “an academic staff-led critical examination of their own academic program for the purpose of optimizing the learning outcomes of that program” (University of Calgary, 2015, p. 3). Currently, it is a mandatory process for undergraduate and course-based Master’s-degree programs. With the goal of improving teaching and learning through a clear emphasis on articulating, aligning and assessing learning outcomes for specific programs of study (University of Calgary, 2015).
The curriculum review process helps each program achieve and surpass standards of excellence for students’ learning experiences, and generates an action plan for further enhancement of the program. It was designed as part of a quality assurance process to enable the university to achieve its vision of improving the overall quality of research, teaching and learning, and community engagement.
The following handouts contain more information on the various aspects of the curriculum review process:
Introduction to Curriculum Review
This handout provides a brief overview of the curriculum review process at the University of Calgary.
Introduction to Curriculum Review Handout
Guiding Questions, Timeline and Program-level Learning Outcomes
Guiding questions are critical questions or concerns that guide the curriculum review process (University of Calgary, 2015). Like a research study, a curriculum review uses guiding questions to focus inquiry on specific avenues of curriculum issues. This handout provides further information on guiding questions including examples. Expected timelines for the process is discussed. Information on program-level outcomes (PLOs) which are the knowledge, skills and attributes that students are expected to attain by the end of a program of study and examples are provided.
Guiding Questions, Timeline and Program-level Learning Outcomes Handout
Curriculum mapping is the process of associating course outcomes with program-level learning outcomes (PLOs) and aligning elements of courses with a program, to ensure that it is structured in a strategic, thoughtful way that enhances student learning (adapted from Harden, 2001). In this handout, features of curriculum mapping, the process and examples of tools that can be used are explained.
Curriculum Mapping Handout
Analyzing Curriculum Mapping Data
In this handout, different ways that curriculum mapping data can be presented and analyzed are discussed. Information on how to analyze various types of data and examples are discussed. Example questions that can be used to guide data analysis are provided. Information on involving faculty in data analysis is also provided.
Analyzing Curriculum Mapping Data Handout
Action Plan and Writing the Curriculum Review Report
An action plan is a concise summary of how, over the period between curriculum reviews, the faculty in a program will address findings emerging from the Curriculum Review process (University of Calgary, 2015, p. 8). In this handout, the action plan is discussed alongside possible sections to be included in the final report.
Action Plan and the Curriculum Review Report Handout
Harden, R. M. (2001). AMEE guide no. 21: Curriculum mapping: A tool for transparent and authentic teaching and learning. Medical Teacher, 23(2), 123‐137.
University of Calgary. (2015). Academic quality assurance handbook curriculum reviews http://www.ucalgary.ca/provost/files/provost/curriculum_review_handbook_gfc_dec_2015.pdf