Implementing A Curricular Change

 Must go through the curriculum development and implementation process

 Systematically (instructional design)
 Specifically (teaching methods and materials, assessment procedures)
 Collectively (communication among all parties as you go)

CURRICULUM PROPOSAL FORMAT

I TITLE:
II Introduction : Must be based on the analysis from the
stakeholders’consultation you have conducted, and the REVIEW OF
RELATED LITERATURE
III Review of Related Literature ( Concepts,Literature,Studies related
to your curriculum proposal. USE THE LATEST APA FORMAT 7th
EDITION IN REFERENCING)
IV The Curriculum Proposal
1. Philosophy

Write down your beliefs, assumptions, and values related to your program and your teaching. Consider your
philosophy within the context of this university:

e.g.

 students should learn to be critical thinkers

 the program is essentially one of training students for a profession
 faculty have a responsibility to encourage independent student learning
 there is a set of information which is the core of the

You might begin this process by examining your mission statement, by 'brainstorming' as a group, by
considering professional program accreditation requirements, or by asking individual faculty to respond.
However, you should come to a consensus, as a department, on your philosophy.

2. Students
 Review the characteristics of the students you typically see at this university and more specifically those of
the students you have in your program. List common characteristics, as well as those that are instrumental
in determining the nature of your courses:

e.g.

students are highly motivated and determined to get good grades


students speak English as a second language

there are many 'mature' students in the program

many students only seem to be present to 'get credit'

3. Goals and Objectives

List the goals and objectives of your program (goals are more general; objectives are more specific). This
list should include the knowledge, skills, and attitudes or values that you expect students to have when they
leave the program and the university:

e.g.

students will be able to critically review research articles in the discipline

students will be able to develop and implement computer simulations
students will be able to analyze and compare psychoanalytic theories
students will be able to create a modern dance routine
4. Structure and Sequencing

Review each individual course in the program to determine its contribution to the goals and objectives. Also
consider which course leads into other courses - the sequence in which students take the courses and/or
are required to take the courses. Try to develop a 'flow chart' or a hierarchical diagram which illustrates the
interrelationships among courses in the program and how they lead to program goals.

This analysis might reveal gaps, redundancies, or illogical sequences in the program (for example, program
goals that are not addressed through specific courses; unnecessary prerequisites, etc.). If so, changes in
course syllabi should be discussed at this point.

5. Instructional Strategies

Each faculty member should list the instructional strategies (methods and materials) they use:

e.g.

 lecture and questioning

 group work
 computer simulations
 library readings
 textbook and assigned readings

These strategies should be analyzed as to the degree to which they:

 the needs of the described student population;

 and match the nature of the university and program goals and objectives.
 The primary consideration here is whether or not the methods and materials are in alignment with the
learning expectations -- if students are expected to learn to do something, the strategies must provide the
opportunity for 'doing'; if students are expected to integrate ideas or become critical thinkers, the strategies
must provide the opportunity for students to integrate and be critical. (For additional advice concerning
instructional strategies, please contact the Instructional Development Centre.)

6. Evaluation of Learning

Each faculty member should list the techniques by which they evaluate student learning

e.g.

 essays
 multiple choice tests
 performance in the library
 independent projects

As with strategies, these techniques should be analyzed as to the degree to which they:

 Meet the needs of the described student population;

 Match the instructional methods and materials used;
 and Match the program goals and objectives, as well as the goals of the university.

A general rule is that one must 'test what is taught'. Evaluations should not only reflect the content of the
course and program, but also the nature and type of expected learning. One cannot measure proficiency at
tennis with a multiple-choice test. Similarly, one cannot measure critical thought with short answer tests.

7. Evaluation of Instruction

How is the effectiveness of instruction in the courses and program evaluated? This is as much a part of the
curriculum as evaluation of learning. These techniques should be listed:

e.g.

 student ratings of instruction

 review of student work
 anecdotal comments, letters, and records
 peer review of course outlines

The department should ensure that all aspects of the program are regularly and systematically reviewed for
the purpose of making changes and improvements in the program.