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Dillon Hall in the Fall

Curriculum Design Support

The CTL offers one-on-one consultations with individual instructors, and meetings with departments and faculties interested in program and course design.

Instructors are invited to participate in CTL workshops and events that focus on writing learning outcomes and linking learning outcomes and assessment practices. These events are open to the entire academic community. Upcoming workshops and events can be found on the CTL Registration page. At the departmental and faculty level, the CTL co-facilitates faculty retreats centred on curriculum design and learning outcomes. These retreats are known to be an excellent opportunity for faculty to exchange ideas and provide critical feedback on discipline-based research on teaching and learning.

The CTL also offers a credit course on curriculum design. Course Design for Constructive Alignment introduces participants to the principles and practice of effective course design by actively involving them in course creation. The course is of particular interest to instructors, teaching assistants, and future members of the professoriate. For a complete course description and registration details, visit CTL Courses.

The following resources on course design are available at the Leddy Library and the CTL Resource Library.

Robert B. Barr and John Tagg (1995), “From Teaching to Learning: A New Paradigm for Undergraduate Education”, Change, Nov/Dec 1995.

John Biggs (2003), “Aligning teaching and assessment to course objectives”, Teaching and Learning in Higher Education: New Trends and Innovations (conference), University of Aveiro, April 2003.

Chris Rust (2002), “The Impact of Assessment on Student Learning: How Can the Research Literature Practically Help to Inform the Development of Departmental Assessment Strategies and Learner-Centred Assessment Practices?”, Active Learning in Higher Education, vol 3, no 2, pp. 145-158.

Judith Grunert O’Brien, Barbara J. Millis and Margaret W. Cohen (2008), The Course Syllabus: A Learning-Centered Approach. Second edition. Jossey-Bass (John Wiley and Sons, Inc.)

John Biggs and Catherine Tang (2007), Teaching for Quality Learning at University. Third edition. The Society for Research into Higher Education and Open University Press

John Biggs (1996), “Enhancing Teaching through Constructive Alignment”, Higher Education, vol 32, no 3, pp. 347-364.

Richard Hall, (2002), “Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches”, British Journal of Educational Technology, vol 33, no 2, pp. 149-158.

For more information, contact Erika Kustra by email at kustraed@uwindsor.ca or by phone at 519-253-3000, ext. 4842.