Program Development Service

Developing, revising or evaluating a program should be more than an administrative process and should lead to useful insights that inform genuine changes and enhancements. Program evaluation or development is a collaborative process through which faculty members 1) articulate the expectations of the program through program level learning outcomes; 2) collect data from different perspectives and stakeholders; and 3) analyse how their curriculum aligns with their program learning outcomes

We propose a three-step process, a collection of tools and a series of procedures that can be adapted to the specific needs of a program. Depending on context, the first step may either be the development, or revision, of your program learning outcomes or the analysis of strengths and weaknesses of your program. The last step is typically the curriculum analysis, where data is collected to investigate the program structure and pedagogical relationships between outcomes and ways in which they are being developed throughout the program.
a three-step process

Program Learning Outcomes

Program learning outcomes give students and faculty a clear message about essential disciplinary knowledge, skills and attitudes that students can demonstrate upon completion of the program. They articulate expectations and quality indicators for program evaluation. We will work with you towards writing program learning outcomes that are specific, clear and authentic to your program while being aligned with provincial degree level expectations (DLE).
Example of tools we use to support this step of the process:
•    Guided session for the development and revision of program level outcomes
•    Revision and comments on drafts of your program learning outcomes

Analysis of Strengths and Weaknesses

The strengths, weaknesses, opportunities and challenges analysis is an effective process to collect data from different stakeholders (students, professors, support staff, alumni, etc.) in your program. We can facilitate face-to-face sessions and/or provide templates for online surveys to ensure that participants feel that they can express themselves freely. The data and analysis will inform the development of an action plan and promote sustainable enhancements.
Example of tools we use to support this step of the process:
•    Generic version of our customizable strengths and weaknesses analysis survey
•    Facilitation of face-to-face sessions with faculty/students

Curriculum Analysis

Curriculum analysis evaluates the relevance of a program's structure and curriculum in relation to its own learning outcomes. The process of analyzing the coherence of the curriculum aims to understand how students achieve the program learning outcomes. The analysis of program coherence promotes a basis for communication and dialogue. It allows the program to look at how courses can complement each other, to clarify their role as part of the larger program and to highlight potential overlap or gaps.
Example of tools we use to support this step of the process:
•    Curriculum analysis tool
•    Online syllabus tool (uoSyllabus)

Listen to what professors had to say about the program evaluation process:

France Rioux video
(with English or French subtitles)
Eric Champagne video
(with French or English subtitles)

For more information about quality assurance at the University of Ottawa and for all documentation relating to the creation, modification and evaluation of programs consult the website of the Office of the Vice-President Academic and Provost.

Our team of experienced consultants in program development

Our team of experts at the Centre for Innovative Pedagogies and Digital Learning (CIPDL) will support the process by offering resources, advice, and facilitation to make the review an effective, efficient and rewarding one.

Geneviève Gauthier, Curriculum and Learning Outcomes Analyst for

for the Office of the Vice Provost, Academic affairs works in collaboration with the TLSS and the Office of Quality Assurance to provides support services for the creation and evaluation of programs. Geneviève has 20 years of experience in higher education, having taught at the high school, college and university levels. Geneviève has also provided support for the development and evaluation of programs at other Canadian universities. Her research focuses on focuses on instructor’s assessment judgment and their personal concept of competence in complex assessment contexts.