Processes and resources for program creation and modification

Develop a better understanding of processes and resources when it comes to creating or making minor or major modifications to a program.

Three steps collaborative process

Three-step process: Development of program learning outcomes, mapping, proof of demand
Three-step process: Development of program learning outcomes, mapping, proof of demand

We propose a three-pronged collaborative process through which our lead analyst supports your unit in:

  • Setting out expectations through program-level learning outcomes (PLOs).
  • Mapping these PLOs to degree-level expectations and uOCompetencies.
  • Demonstrating program relevance regarding student demand and societal need.

Our lead analyst will be working in close collaboration with the designated lead person for this activity at your academic unit.

1. Program learning outcomes (PLOs)

Objective: to develop PLOs aligned with stakeholders’ expectations

Series of video modules: "How to develop effective Program Learning Outcomes" (close captions in English)

Module 1: Program Learning Outcomes (PLOs) - What are they and who needs them?

Module 2: Universal Syntax for Expressing Program Learning Outcomes (PLOs) - Is one way better that another?

Module 3: The Bloom Taxonomy - Sometimes students need to memorize, and sometimes they need to be more creative!

Module 4: The PLOs revision process at the University of Ottawa - How to revise/develop PLOs.

Module 5: Degree Level Expectations, Rubrics and uOCompetencies - Tools to assist in answering these questions: Do we have the right PLOs? Do we have the right number of PLOs?

Module 6: Do’s and don’ts - Lay the foundation right! Right from the start!

2. Mappings

Part one: PLOs - Degree Level Expectations (DLE) - uOCompetencies mapping

Objective: determine the alignment of program learning outcomes with degree-level expectations (DLEs) and uOCompetencies.

How will we do it?

As part of an iterative process, our Lead Analyst, curriculum and learning outcomes, will work closely with you to help establish mapping through alignment tables.

A series of self-paced online video modules are available to explain the basic terminology and reviews the whole process. Your academic unit may wish to review these modules, either before or after connecting with our lead analyst.

Main actors

Professors who will be offering courses and other instructional activities (for consultations and validation of the mapping).

Deliverable

A table (mapping) showing the alignment between the following: Degree Level Expectations (DLE’s), Program Learning Outcomes (PLOs), and uOCompetencies.

3. Proof of demand

Part one: Development of a brochure showing students’ learning paths

Objective: develop a medium to show the program to stakeholders and gauge their interest.

How will we do it?

A brochure can be developed with information added by your academic unit. This information can appear on your website.

Main actors

Professors and students (for consultations and validation of the content of the online template).

Deliverable

A template will be provided for units to modify. This information will appear on your website.

Timeline

As these three steps are iterative, it is recommended to allow between three to four months of active work for completion. While it’s hard to predict exactly how much time is needed, expect three or four hours per week (excluding the time required to allow respondents to complete the questionnaires).