Regular curriculum updates can help maintain a course’s relevance, rigor, and effectiveness in providing high-quality education. A faculty member might be called upon to update the curriculum for a course to keep up with current developments and research in the field or they may be tasked with designing an entirely new course. As disciplines evolve, new knowledge and technologies emerge and need to be integrated into the curriculum. Additionally, feedback from peers, supervisors, and previous students might indicate areas where current curriculum could be improved. Changes in accreditation standards or institutional priorities can also necessitate curriculum updates to ensure compliance and alignment with broader educational goals.
At any rate, creating and/or revising course curricula should be completed in a methodical, systematic manner. Below, we offer a quick step-by-step guide to developing a course curriculum. To enhance your curriculum design process, we recommend scheduling an initial meeting with the Center for Excellence in Teaching and Learning (CETL). During this meeting, faculty can discuss their curriculum goals and gather insights on best practices from CETL experts. Exploring effective teaching strategies and methodologies recommended by CETL and incorporating their feedback into the curriculum design process can significantly improve the quality and effectiveness of the curriculum at each stage of the process.
Define Objectives and Goals
Before creating assignments or choosing reading materials, before making a schedule or designing exams, and before anything else, effective curriculum design begins with the creation of clear objectives and goals. This foundational step sets the stage for the entire curriculum development process and involves several steps to ensure that the course is purposeful, aligned with broader educational standards, and designed to meet the needs of students. To begin, faculty should articulate the overarching purpose of the course. This involves asking and answering fundamental questions such as: What is the primary aim of this course? What do we want students to achieve by the end of it? For example, a course might aim to provide a comprehensive introduction to organic chemistry, to develop advanced programming skills, or to explore the social impacts of globalization.
It is important to note that learning goals are different than learning objects. “Learning goals are related to—but different from—learning objectives. A learning goal is a broad statement of an expected learning outcome of a course or curriculum. Learning goals provide a vision for the future and often summarize the intention or topic area of several related learning objectives. Learning objectives are drawn from the learning goals” (Chatterjee & Corral, 2017). Table One below (Chatterjee & Corral, 2017) highlights Some tips for creating learning objectives. “Well-defined learning objectives outline the desired outcome for learners, which will help specify the instructional method. For example, if we want the learners to demonstrate correct intubation procedure in a normal adult 100% of the time, we need the instructional method to involve some sort of hands-on experience so that learners can demonstrate their skills” Chatterjee & Corral, 2017).
Establishing Clear Learning Outcomes
Table 1 Courtesy of Chatterjee, D., & Corral, J. (2017). How to write well-defined learning objectives. The Journal of Education in Perioperative Medicine: JEPM, 19(4).
Once the course’s purpose is defined, the next step is to establish clear learning outcomes. Learning outcomes are specific, measurable statements detailing what students should know, understand, and be able to do upon completing the course. These outcomes should be student-centered and action-oriented, often starting with phrases like “Students will be able to…” For instance, a learning outcome for a history course might be, “Students will be able to analyze the causes and effects of major historical events in the 20th century.” Table One below (Chatterjee & Corral, 2017) highlights Some tips for creating learning objectives.
Bloom’s Taxonomy can be an essential tool for creating effective learning outcomes. This framework categorizes cognitive skills into six levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. By using Bloom’s Taxonomy, faculty can ensure that learning outcomes address various cognitive processes, promoting a deeper and more comprehensive understanding of the subject matter.
- Remembering: Involves recalling facts and basic concepts. Example: “Students will be able to list the major causes of World War I.”
- Understanding: Involves explaining ideas or concepts. Example: “Students will be able to summarize the key principles of quantum mechanics.”
- Applying: Involves using information in new situations. Example: “Students will be able to apply statistical methods to analyze real-world data sets.”
- Analyzing: Involves drawing connections among ideas. Example: “Students will be able to analyze the impact of social media on public opinion.”
- Evaluating: Involves justifying a decision or course of action. Example: “Students will be able to evaluate the effectiveness of different leadership styles.”
- Creating: Involves producing new or original work. Example: “Students will be able to design an experiment to test a scientific hypothesis.”
After drafting the initial objectives, faculty should review and refine the objectives to ensure they are SMART: Specific, Measurable, Achievable, Relevant, and Time-bound (as demonstrated in Table 1 above). This refinement process involves critically evaluating each objective to ensure clarity and feasibility. Faculty might ask questions such as: Is this objective specific enough? Can it be measured through assessments? Is it achievable within the course timeframe? Does it align with the overall goals of the program?
Design the Curriculum Structure
With a clear understanding of the objectives and needs, the next step is to design the curriculum structure. This involves developing a course outline that includes major topics and subtopics, arranging the content in a logical sequence to ensure a coherent flow from simple to complex concepts, and balancing the breadth and depth of the content to cover essential topics without overwhelming students.
Develop Instructional Materials
Developing instructional materials is a key aspect of curriculum creation. Faculty should select appropriate textbooks, articles, and multimedia resources that align with the course objectives. Creating detailed syllabi, lesson plans, assignments, and assessments ensures that the curriculum is comprehensive and well-organized. Additionally, integrating digital tools and platforms can enhance the learning experience by making the content more engaging and accessible.
Design Assessments and Evaluations
Designing assessments and evaluations is essential to measure student learning and ensure that the curriculum meets its objectives. Creating formative assessments, such as quizzes, assignments, and activities, provides ongoing feedback to students. Developing summative assessments, including exams, projects, and presentations, allows for a comprehensive evaluation of overall learning. It is important to ensure that these assessments align with the learning objectives and course content.
Implement the Curriculum
Implementing the curriculum involves several steps to ensure its successful launch. Pilot the course with one section to gather feedback and make necessary adjustments before full implementation. Faculty should engage in the CETL’s Mid-Semester Assessment of Teaching program to receive feedback about the new course while it is in progress. Providing professional development and training for instructors ensures they are well-prepared to deliver the course effectively. Once these steps are completed, the curriculum can be launched across the relevant programs.
Evaluate and Revise
After the curriculum has been implemented, evaluating its effectiveness and making necessary revisions is crucial for continuous improvement. Collecting feedback from students, faculty, and other stakeholders provides valuable insights into the curriculum’s strengths and areas for improvement. Analyzing assessment results, course evaluations, and other data helps identify trends and make data-driven decisions. Meeting with CETL for a post-implementation review allows faculty to discuss outcomes, gather feedback, and plan for further enhancements, ensuring the curriculum remains relevant and effective.
Proper documentation and communication are essential for successful curriculum implementation and maintenance. The CETL strongly recommends that all instructors keep iterations of their syllabi, assignments, and course materials in supported cloud storage such as OneDrive (and even an external drive for backup). Do not use Blackboard course sites as a mode of saving curriculum and other materials as these sites are not available for an infinite amount of time. We recommend storing materials in multiple spaces.
References
Chatterjee, D., & Corral, J. (2017). How to write well-defined learning objectives. The Journal of Education in Perioperative Medicine: JEPM, 19(4).
Toolkit Resources
By Dr. Erin Bell Most instructors present their syllabus during a first-week lecture (in person or a recorded video in online courses); others may choose to create a syllabus scavenger hunt or syllabus quiz, allowing students to engage and interact with the document through learner-centered activities. In any case, a syllabus review during any course typically includes the definition and discussion of course outcomes. Certainly, it is imperative that educators …
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Engaged learning ideas are plentiful, but from time to time, instructors may seek inspiration for their classroom practices. Below, we offer a list of active learning assignments and activities that may be used in class
- Annotated Bibliographies:
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