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.
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:
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.
The Program Team
primarily composed of faculty members actively teaching in the program
the facilitator of the mapping process, a faculty or staff member identified by the SCTL and trained in curriculum design
assigns faculty to participate, establishes the context of possible changes, and supports program team throughout the mapping process
The Curriculum Mapping process includes five phases: Preparation, Curriculum Enhancement, Reporting, Execute Action Plan, and Implementation and Review.
The Curriculum Development team in the SCTL 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.
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:
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.
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.
Constructive alignment – the foundation for course development at SLC – is an approach that supports student achievement of the course and program learning outcomes.
Program or Vocational Learning Outcomes (VLO's)
Describe what learners will know and be able to do when they graduate from a program.
Course Learning Outcomes
Describe the intended goals of the course. They are performance-based and results oriented statements of what learners will know and be able to do at the end of the course.
Methods used in the course to provide students and instructors evidence of progress toward and achievement of the course learning outcomes.
The activities students will use to practice and gain feedback on their progress toward the course learning outcomes.
Follow the following steps to apply the principles of constructive alignment to your course design.
Access the Course Outline
Course Outlines can be accessed on the S-drive (S:\CourseOutlines\Public) or contact your School/Campus Office.
Review Course Description and Information
The course description provides an overview of the course content, purpose, course hours, and delivery method.
Review Course Learning Outcomes
The Course Learning Outcomes describe the knowledge, skills, and attitudes that successful students will demonstrate by the end of the course.
Review contributions to VLOs and Essential Employability Skills (EESs)
Identify how your course supports the intended VLOs and EESs, if applicable.
*Course outline development typically occurs during curriculum mapping or new program development.
Talk to your coordinator
Contact your School/Campus Office for more info.
Review the Curriculum Map and VLOs/PLOs
A curriculum map illustrates the intended path of student progression toward Vocational Learning Outcomes (VLOs) over the course of a program. The map is a useful tool in understanding how your course fits into the larger program of study. Curriculum maps are available from either the Program Coordinator or a member of the SCTL Curriculum Development Team.
Talk to colleagues
Conversations with faculty who teach pre-requisite courses, courses in the same semester, and subsequent courses can help identify opportunities for enhancing your course.
View previous Learning Plans
Contact your School/Campus Office for previous versions.
Access past Blackboard courses
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 (email@example.com).
Consider your schedule
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.
Plan for break weeks and holidays
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.
Find your list of students
Class lists are available through your Faculty Centre in slc.me and through Blackboard in the Users sections. Be aware that class lists will update as students join and drop the course.
Consider student needs
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.)? Talk to your Faculty Coach, Program Coordinator, or Associate/Campus Dean for help.
Align Assessments to Learning Outcomes
Develop Formative and Summative Assessments
Develop rubrics for transparent and efficient evaluation of student performance
Once developed, submit your Learning Plan to the appropriate Campus or Associate Dean(s) for approval.