Résumés
Abstract
A requirement for quality assurance is becoming more prevalent in higher education today as institutions are being asked to demonstrate that they are providing robust, meaningful learning experiences for students. Many institutions are adopting curriculum review frameworks as part of their overall quality assurance strategy. Three leaders at various levels who were engaged in a year-long curriculum review process share reflections about their experiences and challenges while conducting an undergraduate program review. Their theoretical framework for an effective curriculum review process is shared in this paper. The leaders offer institutional, faculty, and course level insights, and make five recommendations for a collaborative curriculum review process: (1) setting clear expectations; (2) maintaining open, consistent communication; (3) incorporating multiple levels of leadership; (4) engaging various groups of stakeholders; and (5) implementing through actionable items.
Résumé
L’assurance qualité est de plus en plus répandue dans l’enseignement supérieur aujourd’hui, car les établissements sont invités à démontrer qu’ils fournissent des expériences d’apprentissage solides et significatives aux élèves. De nombreuses institutions adoptent des cadres d’examen des programmes d’études dans le cadre de leur stratégie globale d’assurance qualité. Un exemple de processus d’examen du curriculum est partagé dans cet article. Trois dirigeants de différents niveaux, qui ont participé à un processus d’examen du curriculum de quatre ans, partagent des réflexions sur leurs expériences et les défis liés à l’examen d’un programme de premier cycle. À l’aide de leur point de vue, cinq recommandations sont proposées pour un processus collaboratif d’examen du curriculum: (1) fixer des attentes claires; (2) maintenir une communication ouverte et cohérente; (3) intégrer plusieurs niveaux de leadership; (4) mobiliser divers groupes d’intervenants; (5) et mettre en œuvre des mesures.
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Bibliography
- Biggs, J., & Tang, C. (2011). Teaching for quality learning at university: What the student does (4th ed.). Berkshire, England: Society for Research into Higher Education & Open University Press.
- Desha, C., & Hargroves, K. C. (2014). Higher education and sustainable development: A model for curriculum renewal. New York, NY: Routledge.
- Diamond, R. M. (2008). Designing and assessing courses and curricula: A practical guide (3rd ed.). San Francisco, CA: Jossey-Bass.
- Dyjur, P. (2016). Curriculum review process at the University of Calgary. Retrieved from http://curriculummapping.weebly.com/uploads/1/4/9/0/14908434/curriculum_ review_process_at_the_university_of_calgary_2016.pdf
- Elassy, N. (2015). The concepts of quality, quality assurance and quality enhancement. Quality Assurance in Education, 23(3), 250–261. doi: 10.1108/QAE-11-2012-0046
- Faculty of Education. (2014). Bachelor of Education curriculum review report: Executive summary. Retrieved from http://www.ucalgary.ca/provost/files/provost/ werklund_bed_curriculum_review_executive_summary_public_doc_july_2014_final. pdf
- Harden, R. M. (2001). AMEE guide no. 21: Curriculum mapping: A tool for transparent and authentic teaching and learning. Medical Teacher, 23(2), 123–137.
- Kaupp, J., & Frank, B. (2014). Approaching the loop: A brief review of effective practises in continuous program improvement. Proceedings of the Canadian Engineering Education Association Conference, University of Calgary, Canmore, AB. Retrieved from http://ceea2014.files.wordpress.com/2014/06/ceea2014_submission_15.pdf
- Kelly, A. V. (2009). The curriculum: Theory and practice. Los Angeles, CA: Sage Publications.
- Lam, B., & Tsui, K. (2013). Examining the alignment of subject learning outcomes and course curricula through curriculum mapping. Australian Journal of Teacher Education, 38(12). Retrieved from http://ro.ecu.edu.au/ajte/vol38/iss12/6
- Oliver, S. L., & Hyun, E. (2011). Comprehensive curriculum reform in higher education: Collaborative engagement of faculty and administrators. Journal of Case Studies in Education, 1–20.
- Robley, W., Whittle, S., & Murdoch-Eaton, D. (2005). Mapping generic skills curricula: A recommended methodology. Journal of Further and Higher Education, 29(4), 321–330. doi: 10.1080/0309877050035342
- Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
- Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52–59.
- Uchiyama, K. P., & Radin, J. L. (2009). Curriculum mapping in higher education: A vehicle for collaboration. Innovative Higher Education, 33(4), 271–280.
- University of Calgary. (2015). Academic quality assurance handbook curriculum reviews. Retrieved from http://www.ucalgary.ca/provost/activities/reviews
- Uvalic-Trumbic, S. (Ed.) (2016). The CIQG international quality principles: Toward a shared understanding of quality. Council for Higher Education Accreditation. Retrieved from https://www.chea.org/userfiles/CIQG/Principles_Papers_Complete_web.pdf
- Zelenitsky, S., Vercaigne, L., Davies, N. M., Davis, C., Renaud, R., & Kristjanson, C. (2014). Using curriculum mapping to engage faculty members in the analysis of a pharmacy program. American Journal of Pharmaceutical Education, 78(7), 1–9.