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HUMBER COLLEGE ORGANIZATION AND PROCESSES

HUMBER COLLEGE ORGANIZATION AND PROCESSES. CURRICULUM DEVELOPMENT. Curriculum Development. Topic : Curriculum development What is a curriculum? How do we prepare for a project proposal? Required approvals Details of curriculum – learning outcomes, content On line experience

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HUMBER COLLEGE ORGANIZATION AND PROCESSES

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  1. HUMBER COLLEGEORGANIZATION AND PROCESSES CURRICULUM DEVELOPMENT

  2. Curriculum Development

  3. Topic : Curriculum development • What is a curriculum? • How do we prepare for a project proposal? • Required approvals • Details of curriculum – learning outcomes, content • On line experience • International curriculum • Ensuring curriculum is current

  4. What is a Curriculum? • A written plan of the scope of the program • Outlines the skills and concepts which needs to be taught • Focuses on specific outcomes which should be achieved by students • Specifies assessment tools • Gives conditions (topic, length, start time, populations, etc.) • In each country, province – will follow existing standards and requirements The students should receive learning that contributes towards their professional, personal, academic development. “teaching” and “learning” needs to be considered

  5. Curriculum – extent Curriculum Development Set of programs (new school, new department) Program Specialty within a program (QA within a Clinical Research or within IT program) Course Module of a course Some general questions to ask: What is it the educational aim? (direction of development) How the new curriculum will fit with the existing profile of a school, program, course, etc.?

  6. Curriculum over time planned Intention by the designer taught Delivered by faculty and management learned By students By faculty and by students Long term effect – employment /success rate applied

  7. Applied Curriculum – challenges regarding content • Basic science curricula • In most cases, previous courses exist • Rich scientific information available (publications, books) • Applied curricula • Often new programs are designed as technology is changing (CR, bioinformatics) • Lack of resources (no textbooks) – based on practice • Scope (open to interpretation, may change every year)(eg. TV?) • Constant updates of curriculum are required • Reliance on advisors from the sector (their expertise , opinions – gaps, needs) • Estimation of needs of the job market is challenging

  8. Topic : Curriculum development • What is a curriculum? • How do we prepare for a project proposal? • Required approvals • Details of curriculum – learning outcomes, content • On line experience • International curriculum • Ensuring curriculum is current

  9. Processes • Assessment of needs for a specific profession • Use existing resources (stakeholders) • Interaction with relevant industry/sector • Meet with individuals or groups (networking) • Representatives from industry • Breadth - Should represent different specialties (eg. in pharma industry I would choose representatives from biotechnology products, medical devices, drugs, natural health products, etc.) • Level - Should include representatives from management – (proper understanding of needs) • Checking trends • Checking other educational institutions

  10. Buy In !!!! • After a first concept • Prepare a short summary of a concept • Indicate benefits for your institution • Potential for high number of applicants • Prestige of institution (cutting edge program, eg. nanotechnology) • Uniqueness - creation of Centre of Excellence • Alignment with existing programs • Have similar programs (targeting similar sector) • Have programs with courses which could be taught simultaneously for both programs • Potential for setting international cooperation • Present to the managers (sales skills ??) • Work with your supervisor to get agreements at your institution

  11. Project Concept • Understanding external environment • (SWOT analysis – strength, weaknesses, opportunities, threats) • Number of institutions, which could employ graduates • Profile of institutions (eg. business program grads may work with insurance companies, banks, etc.) • Employment needs: • Potential future of the sector • Current employment needs • Position levels (entry vs. leader vs. low level manager, etc.) • Set of required skills • Basic skills • Skills “good to have” (competitive advantage)

  12. Cont. • Potential salary (will program attract potential students?) • Does the profession requires accreditation; if yes, what are the chances to have accreditation after the program completion. • Existing competition

  13. Competition • Universities or Colleges • How many programs available • None – great ! We are the first one (funds will be required to market the program) • Few – great ! we can learn from them re. curriculum • Many – Could be good too! See how we can differentiate from existing programs (what can we offer what is not offered by others… diploma, MSc)(marketing will be required…) • Location of these programs – how many institutions will compete for the same students

  14. Project Concept Understanding internal environment • University profile • University strategic direction (interested in setting up more applied degree?) • Budget/human resources • Tools needed to provide the training (costly laboratory equipment? …or just pencils? …or computers?) • Required facilities (classroom, workshops) • Potential of collaboration with another institution (some courses delivered in another place) • Eg. MSc courses taken at one institution, dissertation written in another institution

  15. Logistics - planning committee • 5-15 people • From different disciplines/institution • Committed • Knowledgeable • Set up a long first meeting • Present the idea • Solicit feedback, Create opportunity for everyone to speak up • Ask for short presentations from “professionals” • Address specific questions to understand external factors • Create a list of questions/issues • To be resolved • To be researched • Ensure minutes are prepared • Delegate different tasks to different people

  16. Topic : Curriculum development • What is a curriculum? • How we prepare for a project proposal? • Required approvals • Details of curriculum – learning outcomes, content • On line experience • International curriculum • Ensuring curriculum is current

  17. Canadian approval process of proposals • Degree programs • Postsecondary Education Quality Assessment Board (PQAB) Multiple binders – evaluation of merits • Ministry of Training, Colleges and Universities (MTCU) Relatively short document – evaluation for funding 2. Non-degree programs – Board of Governor’s + MTCU 3. New courses – Dean 4. Changes to the existing courses – Coordinator

  18. Proposal approval process – degree programs • The submission (prepared against the PEQAB requirements) is sent to the Minister of Training, Colleges and Universities (MTCU). • The Minister then officially refers the application to PEQAB for review(PEQAB is an arms-length agency from government) • PEQAB conducts a site visit. • Report is sent to the applicant. • The applicant prepares a response to the report and returns it to the PEQAB secretariat • The PEQAB then makes its recommendation to the Minister whether or not consent should be granted. • The Minister (in consultation with MTCU staff) makes a final determination (if it is positive, the applicant signs consent). • In the initial application, request for program funding is included • College receives funding and program approval numbers – allows to add to OCAS database (Ontario College Application Services)

  19. Postsecondary Education Quality Assessment Board (PEQAB) • Introduction • Degree level • Admission, promotion, graduation • Program content • Program delivery • Capacity to deliver • Credential recognition (employment and further studies) • Regulation and accreditation • Nomenclature • Program evaluation

  20. PEQAB submission, cont. 11. Academic freedom and integrity 12. Student protection 13. Economic need 14. Duplication 15. Optional materials 16. Policies

  21. Approval process – non degree programs • Approved by Humber's Board of Governors • Program submission to the Credentials Validation Service (reviews the program outcomes and title against provincial standards). • If satisfied, approval numbers for OCAS is received • Documentation to support the request for funding to MTCU finance branch. • The finance branch sends letter with approval. • CVS – reviews/approves all non-degree programs; created based on college initiative to ensure one std

  22. MTCU • College • Program title • Program duration • Delivery format (type of formats over each semester) • Statement that the following is in place • Approval from Credential Validation Service (OCAS number) • There is demand for the program • The program meets relevant standards • Approval from Board of Governors • Tuition fee (plus comparison of tuition fees with other institutions)

  23. Topic : Curriculum development • What is it? • How to prepare for a project proposal • Required approvals • Details of curriculum – learning outcomes, content • On line experience • International curriculum • Ensuring curriculum is current

  24. Planned Learning Outcomes • Learning outcomes vs. content of the program/course • Learning outcomes indicate which knowledge and skills a student should achieve on successful completion of the program. • Learning outcomes are a base for design of assessment methods and teaching strategies. • Learning outcomes are important in determination of student progress

  25. Planned Learning Outcomes/content • When designing learning outcomes, the following components should be considered: • knowledge of a specific discipline • application of knowledge • practical (action) skills • What needs to be taught as action (eg. medical students) • What kind of “tools” are required, • What are the expectation of employers, etc. • generic skills • Required skills

  26. Cont. • developing a person as a learner (especially in longer programs) – (time management skills, overall independence, etc.) and as a professional (attitude, reliance, etc.) • What is the appropriate balance across the components of intended outcomes?

  27. Establishing Content • Content in general – based on learning outcomes concepts, interpretations, practical applications • Issue - balance of content, depth, breadth • Issue - generic skills - type of skills, how they need to be integrated into content • Detailed topic design • Detailed design must follow the general guidelines of each institution.

  28. Working on content details • Details (some established before course/program approval) • General description • Learning outcomes • Detailed learning outcomes for each course, module • Assessments • Methods for learning and teaching • What learning approach will achieve the learning outcomes, e.g. problem based learning, group based learning, WIL (Work Integrated Learning)? • This would define the type of program • Length, size of each course (number of hours/years) • Study plan • Compulsory courses • Elective (optional) courses • Timetable

  29. Working on content details • Sequence of topics • Logical flow of courses, topics • Potential specialties • The same course may be delivered for two programs with a slightly different angle) • Resources • resources to support student learning (e.g. textbooks, speakers, computers) • Program/Course evaluation plan • When, how often, by whom, change implementation • Other special issues

  30. Teaching strategies • The selection of teaching strategies and specific learning and teaching interactions needs also take into account: • level of topic delivery - (consider background of students – post high school or postgraduate?) • constraints (time, budgetary, location, facilities)

  31. Learning outcomes vs. assessment • Elements of assessment • Methods of measuring learning (progress and final) – test, narrative vs. MCQ, project, presentation, portfolio, practical skills • Criteria of assessment (if %, what min % needs to be achieved, what does it mean 60%? ( a tool should be created to help to standardize % levels) • There need to be a link between outcomes and assessment (eg. Course on protocol writing skills – test or protocol)

  32. Links Learning outcomes - skills and knowledge learned by a student on successful completion of the topic Assessment /Evaluation Proper assessment should link the content of the program/course and type of teaching and learning with the learning outcomes.

  33. Teaching Methods • Premises of teaching : • Develop professionals by teaching knowledge, interpretations, skill and professional attitude • Focus on understanding of concepts, which would be a base to further self-learning • Allow for critical questioning of regulations, concepts, etc. • Engage students in research, self-development • Present realistic views, including limitations (regs and how they are followed, if..) • Create respectful environment; allow for contradictory views • Respect diversity in educational background, culture, gender (includes disabilities) • Present professional attitude • Fairly evaluate students (evaluations appropriate to learning outcomes) • Be concern about welfare of students • Utilize different teaching strategies to reach all learning styles

  34. Topic : Curriculum development • What is a curriculum? • How to prepare for a project proposal • Required approvals • Details of curriculum – learning outcomes, content • On line experience • International curriculum • Ensuring curriculum is current

  35. Teaching online theenglishteacheronline.com

  36. Teaching online – some observations • Students are very comfortable with using electronic learning tools (profs are less comfortable… : )) • Detailed and clear explanations • Multiple interacting links are required to ensure that the information is accessible • Communication tool as pop–up required in “emergencies” • Clarity in lecture objectives, deadlines • Quizzes after each lecture • Many testing tools, such as tests, puzzles, case studies, questions for discussions (chats with faculty works only in very small groups)

  37. On line, cont. • The students can successfully pass exams but they learn much less (experiment with CLIN 502/508) • Students are focused on passing exams (not necessarily on learning the subject)(lacking – excitement) • Course online is a time saver (lowers cost of teaching) – students are very independent and find needed information (this could be not true for 1st year university students)

  38. Topic : Curriculum development • What is it? • How to prepare for a project proposal • Required approvals • Details of curriculum – learning outcomes, content • On line experience • International curriculum • Ensuring curriculum is current

  39. Internationalization of the Curriculum • Many programs may recruit students from different countries • Most programs are suitable for international content • Similar content is taught in different countries (IT) • Mostly, international knowledge is requires (eg. CR – GCP) • Some programs may have national content (eg. RA, or specialist in some governmental sectors)

  40. Internationalization of the Curriculum • Issues to consider: • Communication • foreign languages • cross-cultural communication issues (training in intercultural skills should be provided) • Will the curriculum be a base for grads to be recognized in other countries? • Combined curriculum leading to joint or combined degrees (i.e. Humber and China – in business school) • Combined programs based on the character of the program (language studies)

  41. Internationalization of the Curriculum • Internationalization can be implemented in various ways across the curriculum • To introduce international topics in the curriculum discussion, eg.: • A clinical trials is conducted by an international company. What are the differences among countries in executing a clinical trial? • Encourage domestic and international students to present a critical perspective on global issues (global warming – affected countries)

  42. Topic : Curriculum development • What is it? • How to prepare for a project proposal • Required approvals • Details of curriculum – learning outcomes, content • On line experience • International curriculum • Ensuring curriculum is current

  43. Validation • Comparison of a program with other programs • Employment after the program • Number of applicants • Total number • Completed applications • Profile of enrolled students • Attrition, retention, graduation • Graduate satisfaction • Official stats • Blogs ! • Employers’ satisfaction

  44. Currency of curriculum • Formal feedback • Program review • SFQ (Student Feedback Questionnaire) • KPI (Key Performance Indicators) • Informal feedback • Students’ feedback • Faculty observations • Feedback from employers

  45. Program Review • Mandated by Ministry and PEQAB (Postsecondary Education Quality Assessment Board) • Every few years • Involves faculty, administration , student focused group, sector employers • Evaluates • currency, • relevancy of the curriculum, • quality of the faculty, • the learning environment, • resources both financial and physical, • and the program’s current plans for improvement. • Recommendations for future actions should also be included. • Reviewed by the ViceP of Academics and the team • Decision about closing/continuing the program

  46. Student Feedback Questionnaire (SFQ) Done for the purpose of evaluation of faculties 6 weeks after semester beginning About 30 qs (MCQ) Some issues with content can came up May follow-up with faculty and students

  47. Key Performance Indicators (KPI) • Conducted among students at the mid of each semester • Many content related issues come up • Conducted among graduates and employers • Very valuable

  48. How to solicit informal feedback • Keep in touch with: • Graduates • Probably employed in the field – can bring valuable feedback • They can easy identify gaps in the program • With time – grads can suggest valuable updates of the program (currency) • Soliciting feedback – during or after school completion – less bias • If international students – may indicate international needs • Faculty • If employed in industry – understand industry needs • Professional organizations • Read student blogs

  49. Yearly student feedback in CR/RA programs • Done in July (after internships) • Anonymous • Evaluation of each teacher and each course content (two different issues) • Scale 0-5 plus space for narrative comments • Teachers style • Content to be added • Content to be ignored (seems to be not applicable) • Teaching methods (to be changed) • Collected info serves to improve courses from year to year (up to 10% changes of curriculum is allowed?)

  50. Thank you

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