Résumés
Abstract
A requirement for quality assurance is becoming more prevalent in higher education today as institutions are being asked to demonstrate that they are providing robust, meaningful learning experiences for students. Many institutions are adopting curriculum review frameworks as part of their overall quality assurance strategy. Three leaders at various levels who were engaged in a year-long curriculum review process share reflections about their experiences and challenges while conducting an undergraduate program review. Their theoretical framework for an effective curriculum review process is shared in this paper. The leaders offer institutional, faculty, and course level insights, and make five recommendations for a collaborative curriculum review process: (1) setting clear expectations; (2) maintaining open, consistent communication; (3) incorporating multiple levels of leadership; (4) engaging various groups of stakeholders; and (5) implementing through actionable items.
Résumé
L’assurance qualité est de plus en plus répandue dans l’enseignement supérieur aujourd’hui, car les établissements sont invités à démontrer qu’ils fournissent des expériences d’apprentissage solides et significatives aux élèves. De nombreuses institutions adoptent des cadres d’examen des programmes d’études dans le cadre de leur stratégie globale d’assurance qualité. Un exemple de processus d’examen du curriculum est partagé dans cet article. Trois dirigeants de différents niveaux, qui ont participé à un processus d’examen du curriculum de quatre ans, partagent des réflexions sur leurs expériences et les défis liés à l’examen d’un programme de premier cycle. À l’aide de leur point de vue, cinq recommandations sont proposées pour un processus collaboratif d’examen du curriculum: (1) fixer des attentes claires; (2) maintenir une communication ouverte et cohérente; (3) intégrer plusieurs niveaux de leadership; (4) mobiliser divers groupes d’intervenants; (5) et mettre en œuvre des mesures.
Parties annexes
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