Program Development

St. Lawrence College needs new programming to be sustainable both financially and as a relevant supplier of post-secondary education to our communities. The development and assessment of new programs must be an open, transparent, college-wide endeavour that utilizes the specialized skills of various departments across the college. All programs suggestions must be assessed for labour market demand, student demand, and required investment by the college.

This section provides an overview of the program development process and all supporting documentation.

Pathway Articulations

St. Lawrence College welcomes partnerships with other post-secondary educational institutions and has the following resources to facilitate such collaborative efforts.

Curriculum Mapping

Curriculum Mapping Process

The Curriculum Mapping process includes five phases: Preparation, Curriculum Enhancement, Reporting, Execute Action Plan, and Implementation and Review.

Curriculum mapping is a process of reviewing, revising, and enhancing program and course curriculum. Through focused conversations within program teams, curriculum mapping provides a structured opportunity to make integrated changes to courses that improve the overall program. The mapping process allows faculty to:

  • align courses with vocational or program learning outcomes
  • scaffold common themes between courses
  • update the content and skills to connect with disciplinary trends
  • discuss improvements based on contemporary trends in education

Who are the key participants in curriculum mapping?


The Program Team

primarily composed of faculty members actively teaching in the program


Curriculum Mapper

the facilitator of the mapping process, a faculty or staff member identified by the SCTL and trained in curriculum design.


Associate/Campus Dean

assigns faculty to participate, establishes the context of possible changes, and supports program team throughout the mapping process

During the preparation phase, the Curriculum Development team liaises with Associate/Campus Dean(s) to identify the scope and key objectives of the mapping process and gathers pertinent information (e.g., Program Review Final Report, existing curriculum map, program of study, courses outlines, etc.) for the curriculum mapper and program team to use throughout the process. The Curriculum Mapper works with the Program Team to provide an orientation to the process.

The Curriculum Mapping Process aligns with the St. Lawrence College Curriculum Mapping Guidelines.

Over the course of one semester, faculty dedicate time each week to enhance the curriculum. The curriculum mapper, using a mix of meetings and individual work, facilitates the program team through this process. Curriculum elements discussed during the mapping process include:

  • Review of the current Vocational/Program Learning Outcomes
  • Discussion of course sequencing and content
  • Course alignment to Vocational Learning Outcomes and Essential Employability Skills
  • Assessment mapping and signature assessments
  • Appropriate delivery modes (i.e., online or hybrid)
  • Integration of SLC Strategic Initiatives: real-world learning, digital fluency, numeracy, and literacy
  • Integration of contemporary issues in teaching and learning: inclusivity, sustainability, indigenization

The final product of the process is the Curriculum Mapping Report. In addition to outlining the enhancements to the program developed during the curriculum mapping process, the report includes an updated program of study and curriculum map. The curriculum map is a visual representation of how the program supports student achievement of the vocational/program learning outcomes.

The Associate or Campus Dean(s) sign the report and the curriculum mapper and program team present a summary of the curriculum changes to Academic Council.

Included in the Curriculum Mapping Report is an action table that outlines the steps required to implement the changes identified during the mapping process. The actions will vary depending on the nature of the changes identified. The Curriculum Development team works with the Associate or Campus Dean to support program teams in the completion of these actions.

The final stage of curriculum mapping is the full implementation of the enhanced program. Collecting feedback on the curriculum changes and including those in the annual review of the PQMS report provides feedback on the curriculum changes implemented and supports future evidence-based curriculum.

When do programs participate in curriculum mapping?

Programs typically engage in curriculum mapping every five years. Usually, curriculum mapping occurs during the academic year after completion of the formal program review in the PQMS process. Alternatively, the creation of new Program Standards or Vocational Learning Outcomes may precipitate engagement in curriculum mapping.

The SCTL works with Associate and Campus Deans to finalize the schedule for curriculum mapping.

Become A Curriculum Mapper

A Curriculum Mapper facilitates the program team through the mapping process. Curriculum Mappers exhibit a passion for outcomes-based learning, quality assurance standards, and collaboration. Faculty selected to participate in this professional development opportunity receive a weekly offload for each program assigned. Send questions regarding the roles and responsibilities of the Curriculum Mapper to the Manager of Curriculum Development.

Full-time faculty interested in the possibility of becoming a Curriculum Mapper are asked to complete the Expression of Interest Form.

Course Design

Plan and Prepare Your Course

SLC uses two core documents to express the intended learning in a course and the connection between the course and the larger program of study: the Course Outline and Learning Plan.

Course Outlines provide a detailed description of the knowledge, skills, and attitudes students will learn in a course. These are stated in the form of Course Learning Outcomes (CLOs). CLOs guide course evaluation and instruction and are derived from and act as stepping stones towards mastery of the Vocational Learning Outcomes (VLOs), the learning outcomes that students have achieved by the time they graduate from the program. Unique Learning Plans are created by faculty members for each section of a course. They provide the delivery schedule and information about the assessments and resources that enable students to achieve the outcomes articulated in the Course Outline.

Follow these steps to develop your Learning Plan, Assessments, and prepare to teach your course. If you have any questions or if you would like assistance in developing your Learning Plan, please contact your Curriculum Development Team.

1. Review Your Course Outlines

Course Outlines can be accessed on the S-drive (S:\CourseOutlines\Public) or contact your School/Campus Office.

The course description provides an overview of the course content, purpose, course hours, and delivery method.

The Course Learning Outcomes describe the knowledge, skills, and attitudes that successful students will demonstrate by the end of the course.

Identify how your course supports the intended VLOs and EESs, if applicable.

Once developed, submit your Learning Plan to the appropriate Campus or Associate Dean(s) for approval.

2. Plan and Prepare Your Course

Constructive Alignment - The foundation for course development at SLC – is an approach that supports student achievement of the course and program learning outcomes.

3. Situate Your Course Within its Program(s)

Contact your School/Campus Office for more info.

A Curriculum Map is a visual representation of the sequence of courses in a program that demonstrates how each course helps students build competency in each of the VLOs; a map can help you situate your course within the larger program context. Curriculum maps are available from either the Program Coordinator or a member of the SCTL Curriculum Development Team. Note: This is not applicable for General Education (GENE) courses and courses from programs designed by other institutions.

Conversations with faculty who teach pre-requisite courses, courses in the same semester, and subsequent courses can help identify opportunities for enhancing your course.

4. Access Existing Course Materials

Contact your School/Campus Office for previous versions.

Past versions of your course in Blackboard are accessible with the permission of the previous instructor or your Associate/Campus Dean. Once you have received permission, contact IT Service.

5. Identify Timing and Logistical Constraints

What time of the day/week is your class? Be aware that classes run for 50 minutes per hour of instruction; your classes should finish ten minutes before the start of the next class. Contact you School Office for more info.

Consider how holidays (Labour Day, Thanksgiving, Family Day, Easter, etc.) and break weeks will influence your scheduled classes and assessment timing. Most courses run in a 14-week semester; refer to the calendar found in the “Major Dates” section of the Intranet.

Class lists are available through your Faculty Centre in and through Blackboard in the Users sections. Be aware that class lists will update as students join and drop the course.

How might you engage students in an early morning class? Similarly, how can you mitigate potential student concerns during a 5:30-8:30pm class (e.g., no time for meals, bus schedules, childcare, etc.)? How might the course be designed with the success of all students, including those with diverse needs and backgrounds, be created? Talk to your Faculty Coach, Program Coordinator, Associate/Campus Dean, Inclusivity Specialist, and Counselling and AccessAbility Services for help.