Further Reading

Banta, T.W. & Blaich, C. (2011, February). Closing the assessment loop. Change: The Magazine of Higher Learning, 22-27.

This article addresses the important but often neglected step of evaluating the effectiveness of outcomes. The article provides a handy list of characteristics of effective outcomes assessment, and outlines some key best practices to help make the process most beneficial (e.g., faculty engagement).

Boud, D. and Associates (2010). Assessment 2020: Seven propositions for assessment reform in higher education. Sydney: Australian Learning and Teaching Council.

Compiled by a collective of dozens of assessment researchers, academic renewal practitioners, and senior academic managers from institutions around the world, this short article outlines seven propositions to help institutions rethink assessment practices. The article emphasizes the importance of treating assessment as a learning exercise, and the importance of involving students in assessment practices.

Dyjur, P. & Kenny, N. (2015, May). Analyzing Curriculum Mapping Data: Enhancing Student Learning through Curriculum Redesign. Handout from presentation at the University of Calgary Conference on Postsecondary Learning and Teaching, Calgary, AB.

This article was written to accompany a session on curriculum mapping presented by the University of Calgary team in 2015. The straightforward outline and numerous examples make this article a useful resource to those who are new to curriculum mapping and would like a broad overview.

Gaff, J.G., Ratcliffe, J.L, and Associates. (1997). Handbook of the undergraduate curriculum: A comprehensive guide to purposes, structures, practices, and change. San Francisco, CA: Jossey-Boss.

As a rather sizable tome, it is unlikely that readers of this guide will want to read this guide in its entirety. However, the organization of the content allows for readers to select the areas of most interest to them. There are sections by faculty/discipline, sections for different portions of the renewal process, and so forth. Each chapter present several different models/options relevant to the topic, and outlines the benefits and limitations of each. Given the age of this text modern contexts will not be represented, so readers should keep that in mind as they review this book.

Goff, L. and Associates. (2015). Learning Outcomes Assessment A Practitioner’s Handbook. Toronto, ON: Higher Education Quality Council of Ontario.

This handbook provides a comprehensive orientation to program outcomes – their significance, the frameworks for their use, and the assessment of them at a course and program level. The handbook also includes a section on assessment of various challenging curricular areas, such as critical thinking, communication, and research. Overall, the handbook is pragmatic, accessible, and would be a worthwhile resource for units to review when considering a curriculum renewal project.

McNay, M. (2009). Western Guide to Curriculum Review. London, ON: University of Western Ontario.

The Western guide provides an overview of considerations for approaching a curriculum renewal project from a different perspective and context than this guide. Western’s guide has a different method of organization, and there are concepts that are not referenced here but may be interesting for units to read (e.g., the section on pedagogies of engagement).

O’Neill, G. (2010). Programme design: Overview of curriculum models. www.ucd.ie/teaching retrieved Nov 2 2016

This overview is useful not only because it offers several models and perspectives on program design, but it offers models that differ from the ‘official’ approaches at Canadian institutions (e.g., a process model as opposed to product model).

Wolf, P. (2007). A model for facilitating curriculum renewal in higher education: A faculty-driven, data-informed, and educational developer–supported approach. New Directions for Teaching & Learning, 112, 15-20.

Wolf’s article offers a brief overview on the curriculum renewal process, following a different model than the one presented in this guide. The article contains useful tips for making it through the process successfully (e.g., identifying a faculty ‘champion’), and generally offers sound guidance of an Ontario-based authority on curriculum renewal practices. Given the article’s length, it is a quick supplemental document to provide a different voice and perspective to readers of this guide.