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 firstname.lastname@example.org