Curriculum Development and Renewal Series (CDRS)
News: CDRS has grown! The series now includes 10 sessions, totaling 28 hours. Learn about the new format below. There are learning opportunities for those who have already begun their curriculum learning journey through CDRS and for those who are new!
PD for program coordinators and those leading curriculum activities
The Curriculum Development and Renewal Series (CDRS) provides opportunities for experienced and new program coordinators and those leading curriculum activities to enhance their understanding of curriculum development, review, and renewal. The series focuses on the processes, skills, and resources for curriculum activities such as Program Quality Review (PQR), Annual Curriculum Review (ACR), outcome development and mapping, and course development. This series encourages the development of reflective practice through examining curriculum as a tool to support equity, inclusion and reconciliation. Participants discuss ways to work with industry through the Program Advisory Committee (PAC) and Experiential Learning (EL). Participants reflect on their programs as a piece of a student’s lifelong learning and how to recognize the prior learning of all students. The series follows program curriculum through its lifecycle, allowing participants to see their role in the provincial and College processes as well as how to collaborate with colleagues to create and sustain quality curriculum.
Sessions
Session 1 Situating Ourselves and Our Curriculum
[2 hours] Description: Curriculum design impacts the student experience in a program as learning outcomes are the guide and goal for all learning activities. Participants develop a foundational understanding of Outcomes-based Education and the Ontario College curriculum requirements as they position themselves and their program in the post-secondary landscape. Taking a holistic view of curriculum, participants explore the importance of creating inclusive and equitable curriculum and of responding to the Truth and Reconciliation Commission (TRC) Calls to Action as they relate to education through curriculum design.
Session 2 Program Lifecycle
[3 hours] Description: Over the lifecycle of a program, curriculum is developed, reviewed, and renewed to ensure it meets the needs of students and industry as well as college and provincial requirements. Participants examine the elements of a program and the processes used to maintain it over time. Participants reflect on what stage their program is within its lifecycle to identify opportunities for continuous improvement.
Session 3 Program Quality Assurance
[3 hours] Description: Providing programs that support student success at the college and in industry relies on high-quality curriculum. Participants examine how quality is maintained at the college and program levels through provincial and local quality assurance processes. With Program Quality Review (PQR) as a focus, participants explore how quality assurance and renewal contributes to the continuous improvement of program curriculum.
Session 4 Program Change
[3 hours] Description: Ongoing curriculum renewal supports the quality, relevancy and currency of programs. Major and minor program modifications are typically driven by Program Quality Review (PQR) or provincial or industry direction. Participants review the guidelines, requirements, and mechanisms for change management for single- and multi-delivery programs at the College.
Session 5 Learning Outcomes
[3 hours] Description: Ontario College credentials are framed by an outcomes-based approach and the responsibility for guiding learners toward the program outcomes is shared across the various courses and learning experiences in the program. Participants practice writing and mapping learning outcomes to support clearly articulated and aligned curriculum. Reflecting on the power of learning outcomes in an Outcomes-based educational setting, participants examine how outcomes can be used to design programs that support vocational, professional, and interpersonal skill development.
Session 6 Curriculum for Reconciliation
[2 hours] Description: Realizing the Truth and Reconciliation Commission Calls to Action as they relate to education requires intentional development of curriculum that decolonizes our learning environments and creates space for Indigenous ways of knowing, being, and doing. Participants examine relationality and Indigenous perspectives on education as well as approaches to integrating Indigenous topics and content into programs and courses. Reflective practice allows participants to identify where they are in their journey as well as supporting a discussion of how we can advocate for and participate in College actions towards Reconciliation.
Session 7 Inclusive and Equitable Curriculum
[3 hours] Description: Student-centered programs cannot exist without equity- and inclusion-minded curriculum design. Participants assess curriculum with a critical pedagogy lens and examine the role of Universal Design for Learning (UDL) principles in creating inclusive and equitable curriculum. Participants review how curriculum can be designed in ways that support the international student learning experiences and that lead to inclusive intercultural classrooms.
Session 8 Course Development and Renewal
[3 hours] Description: Course-level curriculum communicates the role of a course in a program and guides the design of the learning experience. Exploring the backward design model of course development, participants practice developing elements of course curriculum. They examine the roles of course outlines and weekly schedules and how use them to balance student workload. Participants examine how the roles, responsibilities, and resources that are part of the course development processes contribute to course quality.
Session 9 Industry and Curriculum
[3 hours] Description: Vocationally-focused curriculum prepares students to enter industry through the development of technical and professional skills. Participants discuss strategies for working with the Program Advisory Committee (PAC) to ensure the program curriculum is responsive to industry needs. Integration of Experiential Learning (EL) and Essential Employability Skills (EES) are explored as ways to best prepare students for the field.
Session 10 Curriculum for Lifelong Learning
[3 hours] Description: To acknowledge that AC programs are just a part of students’ learning journeys, curriculum is designed to support the recognition of students’ past experiences. Participants examine how pathways and credit for prior academic and non-academic learning support students to continue their education.
Program Outcomes
By participating in this series, you will be given the opportunity to:
-
- Apply inclusive curriculum design strategies to the development and revision of various elements of program curriculum to support the principles of equity, diversity, and belonging.
- Discuss how curriculum activities at a program level fit into college processes and the provincial landscape.
- Use strategies to improve collaboration amongst faculty, support, and administrative roles in the management of program curriculum.
- Identify roles and responsibilities that support curriculum activities that occur throughout the lifecycle of a college program.
- Access local and provincial resources used to drive, guide, and support curriculum activities in the college environment.
- Identify ways to honour the Truth and Reconciliation Commission Calls to Action in relation to education.
These sessions support the achievement of the outcomes as follows:
|
1 |
2 |
3 |
4 |
5 |
6 |
| Situating Ourselves and Our Curriculum |
X |
X |
X |
X |
X |
X |
| Program Lifecycle |
X |
X |
X |
X |
X |
X |
| Program Quality Assurance |
X |
X |
X |
X |
X |
X |
| Program Change |
X |
X |
X |
X |
X |
X |
| Learning Outcomes |
X |
X |
X |
X |
X |
X |
| Curriculum for Reconciliation |
X |
X |
X |
X |
X |
X |
| Inclusive and Equitable Curriculum |
X |
X |
X |
X |
X |
X |
| Course Development and Renewal |
X |
X |
X |
X |
X |
X |
| Industry and Curriculum |
X |
X |
X |
X |
X |
X |
| Curriculum for Lifelong Learning |
X |
X |
X |
X |
X |
X |
Frequently Asked Questions
How are the sessions delivered?
Session 1 and Session 5:
- 120 minutes of synchronous learning through Zoom
All other sessions:
- 60 minutes of asynchronous learning through Brightspace PLUS
- 120 minutes of synchronous learning through Zoom
What is the time commitment for participation in CDRS?
- For new participants looking to complete the full series, enroll in Sessions 1-5 in one semester (14 hours) and Sessions 6-7 in another semester (14 hours). These semesters can be consecutive or there can be a gap between enrollment.
- Participants can enroll in individual sessions à-la-carte, working towards the full series over a longer period. Sessions 1 and 6 are 2 hours; all other sessions are 3 hours.
- Participants who completed the original version of CDRS between Spring 2021 and Spring 2023, can continue their learning! To complete all elements of the renewed series, enroll in the revised Session 1, Session 6, and Session 7, a total of 7 hours.
- Participants should be allocated SWF hours for their participation or paid the hourly meeting rate by their department.
Who should participate in the Curriculum Development and Renewal Series?
Experienced or new program coordinators or those leading curriculum activities.
What if I completed the original version of CDRS?
If you completed the original version of CDRS between Spring 2021 and Spring 2023, there are new sessions for you to join! To complete all elements of the renewed series, we recommend you register for the revised Session 1, Session 6, and Session 7, a total of 7 hours.