TEF: Course & Curriculum Design

Course & Curriculum Design

This Dimension describes how instructors design, revise, and keep courses up-to-date given the larger frames of program curriculum and the needs of diverse learners.

Sketch of clipboard with grad hat.

Key areas of focus:

  • Consider Curriculum Alignment Framework (CAF) and/or program offerings to inform the design, development, delivery, and revision of course(s)
  • Maintain currency and relevancy of course and/or curriculum
  • Connect course and program curriculum to relevant industry needs
  • Contribute to program curriculum development, review, and/or quality assurance (e.g., external accreditation)
  • Consider varied learner needs and potential barriers to learning in the design and revision of courses and/or curriculum
  • Prepare course and/or curriculum for various delivery environments

Sample Indicators of Effective Practice

The sample indicators are organized into three levels: Involved, Engaged, and Leading. The levels are not dependent on the length of time that one has been an instructor as instructors begin their teaching careers with varied professional and academic backgrounds; however, as one moves from Involved to Engaged to Leading, the complexity of the skills and/or task increases.

Involved

Instructors at this level keep courses current, ensure materials, resources, assessments, and outcomes are aligned, and identify areas of course design that do not meet the needs of diverse learners.

Examples

  • Reviews Curriculum Alignment Framework (CAF) to determine alignment between learning outcomes and course learning activities, materials, resources, and the assessment and evaluation plan.
  • Ensures course descriptions, outcomes, and learning requirements are current and relevant.
  • Explains how course is relevant to the chosen field/industry and how Lethbridge College Student Core Competencies are developed in course.
  • Learns about curriculum development, review processes, and/or quality assurance procedures and how individual courses fit into the larger curriculum.
  • Identifies instances where courses and/or curriculum are designed for a dominant norm and may exclude or marginalize some learners
  • Identifies potential barriers to learning and acknowledges a variety of learner needs in courses and/or curriculum.
  • Considers the delivery method and environment (i.e., face-to-face; blended; online) when updating course(s).

Engaged

Instructors at this level revise course materials, resources, assessments, and outcomes to increase alignment to program and industry needs and to reflect the needs of diverse learners. Instructors begin to contribute to curriculum development, review, and or quality assurance processes.

Examples

  • Revises course learning activities, materials, resources, and assessment and evaluation plan to ensure alignment with Curriculum Alignment Framework (CAF) learning outcomes and needs of diverse learners.
  • Modifies course descriptions, outcomes, and learning requirements to meet changing program requirements.
  • Develops course(s) to align with industry needs and Lethbridge College Student Core Competencies, in order to meet vocational and essential employability skills.
  • Contributes to curriculum development, review processes, and/or quality assurance processes and explains where and how courses fit into the larger curriculum.
  • Revises and updates course and/or curriculum design using a variety of equity, diversity, and inclusion lenses to better reflect the variety of learning needs of the student population.
  • Engages with literature, data, and or student input in order to determine potential barriers to learning and plans for a variety of learner needs in courses and/or curriculum.
  • Adapts course(s) and/or curriculum to meet the needs of the delivery method and environment.

Leading

Instructors at this level mentor colleagues in designing and/or revising course(s) to ensure alignment and consideration of diverse learner needs and potential barriers to learning. Instructors lead curriculum development, review, and quality assurance processes at the program, centre, or college levels.

Examples

  • Designs and develops a variety of course learning activities, materials, resources, and an assessment and evaluation plan that ensure alignment with Curriculum Alignment Framework (CAF) learning outcomes and needs of diverse learners.
  • Leads initiatives to update courses and/or curriculum to meet changing program requirements.
  • Incorporates into the curriculum design process an awareness of industry concerns and Lethbridge College Student Core Competencies (e.g., global citizenship, and career and personal development).
  • Leads curriculum development, review processes, and/or quality assurance procedures and/or helps others understand how their courses fit into the larger curriculum.
  • Leads initiatives to redesign course and curriculum design processes to focus on a variety of equity, diversity, and/or inclusion lenses.
  • Leads conversations and initiatives to solve potential barriers to learning and incorporate learner needs in course and/or curriculum development.
  • Shares innovative approaches to designing course(s) and/or curriculum to meet the needs of a variety of delivery methods and environments (i.e., face-to-face; blended; online).