Program [Re]Design



PRD-small-image.jpgSince 2007, Texas A&M University’s Center for Teaching Excellence has worked to develop, implement, and refine the Program (Re)Design (PRD) model. The model is a faculty-led, data-driven process aimed to assist programs in creating a more learner-centered curriculum. During the process, faculty conceptualize, design, and implement curriculum at both the program and course levels. A faculty-led program redesign team, supported by an educational developer, helps drive and sustain the iterative redesign process. This synergistic partnership is anchored by faculty input and engagement.

This model is a collaborative process aimed at systematic redesign that fosters critical dialogue and collegiality among its stakeholders resulting in a shared commitment to student learning and organizational change. Faculty are encouraged to guide and facilitate learning, explicitly teaching both disciplinary-specific knowledge and transferable skills, such as collaboration and critical thinking. Students are encouraged to take ownership and monitor their learning progress. 

A (re)designed learner-centered curriculum enhances student learning and encourages a progressive mastery of knowledge, skills, and values. It includes meaningful and relevant learning experiences for students, provides opportunities for students to transfer and integrate knowledge, and intentionally incorporates student reflection and higher-order thinking. Experiences and courses are structured around measurable learning outcomes and use evidence-based teaching strategies to engage students. Assessments are aligned with learning outcomes, allowing opportunities for students to practice and receive formative feedback, with summative grades indicating mastery of the learning outcomes.

To reimagine and redesign a new more learner-centered curriculum, the faculty-led redesign team engages in an iterative eight-phase process. This can take programs anywhere from 12 to 24 months to complete. Each program’s curriculum redesign has its own unique characteristics; this model is adaptable to take into account each of those characteristics.

For additional details regarding each step in the PRD process, click on the corresponding links or contact Debra Fowler, Director, at  dfowler@tamu.edu

POD Network | Professional and Organizational Development Network in Higher Education Conference 2017
POD Innovation Award Finalist Poster Presentation

Fowler, D., *Bakenhus, C., Kothmann, *M., Macik, M., Poling, N., & *MacWillie, S. (2016). Redesigning natural resources curricula: A redesign process model at Texas A&M University. Natural Sciences Education.
Rogers, K., Green, E., Chaney, K., Macik, M., Turner, J., Keefe, L., Scallan, B., Korich, J., & Fowler, D. (2016). Beyond the AVMA-COE clinical competencies: Preparing future veterinarians. Journal of the American Veterinary Medical Association.
Fowler, D. A., & *Macik, M. L., & Kaihatu, J., & *Bakenhus, C. A. H. (2016). Impact of Curriculum Transformation Committee Experience on Faculty    Perspectives of their Teaching and its Influence on Student Learning Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25538
Fowler, D., *Macik, M. L., Sandoval, S., *Bakenhus, C., & *MacWillie, S. (2016). Program (re)design model: A sustainable, system-level approach to faculty development. Journal of Faculty Development.
Fowler, D., *Lazo, M., *Turner, J., *Hohenstein, J (2015). Facilitating Program,     Faculty, And Student Transformation: A Framework For Curriculum Redesign.  Journal of Transformational Learning. 3(1).
Brumbelow, J., Fowler, D., Morgan, J., & Anthony, W. (2015) Transformation of a Large Civil Engineering Department Curriculum Using the ASCE BOK2. 122nd Annual Conference and Expedition, Seattle, WA.
Fowler, D., Anthony, W., Poling, N., Morgan, J., and Brumbelow, J. (2014). Data-driven Curriculum Redesign in Civil Engineering. Paper accepted for 44th American Society for Engineering/Institute of Electrical and Electronics Engineers (ASEE/IEEE) Frontiers in Education Conference, Madrid, Spain.
Jarvis, H. D., Collett, R., Wingenbach, G., Heilman, J. L., & Fowler, D. A. (2012). Developing a foundation for constructing new curricula in Soil, Crop and Turfgrass Sciences. Journal of Natural Resources and Life Sciences Education, 41, 7-14. doi: 10.4195/jnrlse.2011.0015u
Fowler, D. A., Froyd, J. E., & Layne, J. (2010). Curriculum redesign: Concurrently addressing content mastery and development of cognitive abilities. Proceedings of the 40th American Society for Engineering/Institute of Electrical and Electronics Engineers (ASEE/IEEE) Frontiers of Education Conference, Washington, D.C.