Chapter 4 – Course Design & Delivery Review

This chapter examines the quality of design and delivery of courses in the program. Before you start, please review Curriculum Design and Delivery Review Guide (Guide #2) and Survey  Development Guide (Guide #3) for additional information and guidance on course design and delivery review. For ease of reference, the numbering of each item in this chapter matches the numbering used in the Curriculum Design & Delivery Review Guide (Guide #2) and self-study report template.

4.1 Evaluating Course Learning Outcomes  

(Academic calendar, course outlines)

Review the current course learning outcomes by following the instructions provided in Guide #2 Section 4.1.

Append  completed  Appendix 8: Evaluating Course Learning Outcomes to the appendices document of the self-study report.

4.1.1. Results of the Preliminary Scan of CLOs

a) Are the CLO statements written clearly?

b) Are CLOs statements measurable?

c) Are there are any unclear, ambiguous action verbs used in any CLO statements?

d) Are there multiple verbs and therefore multiple outcomes in a single statement?

e) Are CLO statements too long or too short?

f) Any other observations?

4.1.2. Results of the Deep Dive into CLOs

a) Are course learning outcome action verbs aligned with the competency level that is intended to be achieved? For example, if you select a verb to “identify”, is simple recognition enough or do they need to apply, interpret?

b) Are course learning outcome action verbs adequately reflect the year in which the course is offered in the program. Ideally higher-level courses should include several higher order action verbs than a lower-level course.

c) Do course learning outcomes adequately reflect on the credential-level specification of the program.

4.2. Alignment of Learning & Assessments with CLOs

(Academic calendar, course outlines)

Evaluate the alignment of learning and assessment activities with course outcomes by following the instructions provided in Guide #2 Section 4.2.  Append  completed Appendix 10: Alignment of Learning and Assessments with CLOs (per selected individual discipline specific course) to the Appendices document of the Self-Study report

Write a general reflection of examples of misalignments between assessments, learning activities and outcomes that you noticed across discipline specific courses.

Present conclusions and recommendations you would like to consider as a consequence of the above analysis in Chapter 7 of the self-study report template .

4.3. Modes of Delivery  

(Academic calendar, course outlines)

In this section, the program review team is required to evaluate delivery modes used for courses, student needs & capacity considerations to deliver courses via alternative delivery formats.  Based on these findings, recommendations to address issues or opportunities should  be presented in Chapter 7 of the self-study report template.

4.3.1. Identify Current Modes of Delivery for Discipline Specific Courses of Your Program.

Append  completed Appendix 11 : Current Modes of Delivery . Write a brief commentary about your findings in the self-study report template.

4.3.2.  Assess Student Demand for Alternative Delivery Formats

Using student survey results , identify whether there is sufficient demand from students who prefer taking courses via alternative delivery modes. Save recommendations for Chapter 7 of the self-study report template.

4.3.3. Waitlist Analysis for Your Current Courses

Based on waitlist data for discipline specific courses, identify courses that have a long waitlist, or unfulfilled spaces in your program. Present recommendations, if any, in Chapter 7 of the self-study report template.

4.3.4. Faculty Interests to Deliver Courses in Alternative Formats

Using faculty survey results,  identify whether there is sufficient faculty capacity to deliver courses in alternative delivery modes. Present recommendations for Chapter 7 of the self-study  report template.

4.4. Currency of Content and Resources

(Course outlines, is there anything else?)

In this section, the program review team is required to evaluate currency of content and resources used to deliver courses in the program.

Answer the following guiding questions here. Incorporate findings from the student and faculty surveys (and other  program review surveys) to inform your answers. Recommendations to address issues or opportunities should be presented in Chapter 7 of the self-study report template.

• Provide the composition (type, mixture, how many) of content/resources used to deliver courses in the program? For example, resources based on textbooks, journal articles, closed/open resources, audio, videos, interactive media, etc.?
• Are these types of content current and up to date?
• Are your faculty members creating content on their own or using publisher based, public, open resources?
• Have faculty members, department used/considered using open resources to deliver content in courses in your program? If not, the reasons.
• Provide any other information pertaining to the evaluation of course content and resources in this section.

4.5. Use of Technology Tools   

(Course outlines, is there anything else?)

In this section, the program review team is required to evaluate the use of technology tools for delivery courses in the program.

Answer the following guiding questions as you write this section. Incorporate findings from the student and faculty surveys (and other  program review surveys) to inform your answers. Recommendations to address issues or opportunities should be presented in Chapter 7 of the self-study report template.

• List types, variety of technology tools used by faculty to deliver learning and assessment content in courses to students.
• Does your faculty consider pedagogical reasons when selecting these technological tools? Provide examples.
• Are their barriers faculty members face when accessing, using, setting up, receiving support when using these technologies to design and deliver courses?
• How comfortable are your faculty members with technology tools provided and approved by KPU to be used to design and deliver courses in your program? Consider including questions to the faculty survey if this question is not currently covered in the list of standard questions provided by OPA.
• How comfortable is your student population with technology tools used by faculty in your program? Consider including this question in the student survey.
• Does your student population have access related issues when it comes to the use of these technologies? Consider including this question in the student survey.
• What measures does your faculty take to protect the privacy of your students when using these technology tools?
• Provide any other information pertaining to the evaluation of technology tools in this section.

4.6. Student and Faculty Satisfaction Survey Results

(Student and Faculty Surveys)

The program review team was guided to incorporate student and faculty satisfaction information throughout various stages of course design and delivery.

Include other results, findings (if any) pertaining to student and faculty satisfaction that was not covered so far.

Determine if the level of satisfaction is appropriate in general or if it indicates a need for program changes. Specific recommendations pertaining to this should be written in Chapter 7 of the self-study report template.