Program (Re)Design
Program (Re)Design
Since 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-informed 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.
Program (Re)Design Process
- Support authentic assessment
- Communicate the program's expectations to students
- Offer an opportunity for students to self-assess
- Provide informative feedback to program leadership and faculty
- Provide a reliable means of program assessment
- Introduce (I) – This is typically the first time a student is seeing this concept. Assessments within the course specifically address this outcome.
- Reinforce (R) – After an outcome is introduced, it is reinforced. Students build on what they already know to learn about the outcome in depth. Assessments within the course specifically address this outcome.
- Strengthen (S) – After an outcome has been both introduced and reinforced, it can be classified as ‘Strengthened’. In this category, students will be asked to strengthen their skill and knowledge of the concept through both course-level and program-level assessments.
- Demonstrate (D) – After an outcome has been introduced, reinforced and strengthened, it can be classified as ‘Demonstrate’. In this category, students will be asked to show that they have mastered the concept through both course-level and program-level assessments. The program level assessment data will be used for program assessment and accreditation requirements.
The guide also includes what technology and/or inclusive learning techniques will be utilized in the course or experience. As a means for fostering lifelong and integrative learning habits in students, a program ePortfolio is also recommended. The Center for Teaching Excellence provides support in the design and implementation of instructional strategies at the course level as well as ePortfolio implementation at the program level.
The Center for Teaching Excellence collaborates with the redesign team to create a plan aligned with both institutional assessment requirements and accreditation standards. The implementation plan includes how information will be communicated and disseminated. It also includes resources to help support instructor professional development and reflection, as well as establish procedures to ensure consistency and seamless onboarding of new faculty. Identification of gaps in content expertise and the phasing out of the prior curriculum, as appropriate, are also part of this implementation plan.
The assessment plan details the incorporation of curriculum competencies into assessment, outlining and scheduling the student learning evidence (products/artifacts) that will be collected. It also details mechanisms of how and when to periodically review the curriculum to ensure competencies align with current industry demands. Finally, the assessment plan includes a framework of internal and external data gathering to ensure the curriculum is meeting student and stakeholder needs.
Program (Re)Design Model - Open a PDF
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.
Curriculum Development Template
For additional details regarding each step in the PRD process, click on the corresponding links or contact Sam Shields, Associate Director, at s.shields@tamu.edu