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Many adopt curriculum review frameworks within broader quality assurance strategies. Three leaders reflect on experiences and challenges from a year-long undergraduate curriculum review, presenting a theoretical framework and five recommendations for a collaborative process, including clear expectations, open communication, layered leadership, stakeholder engagement, and implementation through actionable items.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/living-the-curriculum-review-perspectives-from-three-leaders/596764/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/living-the-curriculum-review-perspectives-from-three-leaders/596764.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper identify as a core driver for curriculum review in higher education?","Question",{"text":112,"@type":113},"Institutions are increasingly required to demonstrate that their programs are effective and aligned, providing high quality learning experiences, with stakeholders needing evidence of quality and improvement regarding student learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is quality assurance supported through the curriculum review process described in the paper?",{"text":117,"@type":113},"The curriculum review uses multiple evidence sources to examine alignment and misalignment among program goals, learning outcomes, instructional strategies, and assessment, which can inform action plans for improving teaching and learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What five recommendations are proposed for a collaborative curriculum review process?",{"text":121,"@type":113},"They are: setting clear expectations; maintaining open, consistent communication; incorporating multiple levels of leadership; engaging various stakeholder groups; and implementing through actionable items.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596764,1792422332,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","CSSHE  \nSCÉES  \nCanadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 48, No. 1, 2018, pages 118-131  \nLiving the Curriculum Review: Perspectives from Three Leaders  \nJennifer Lock  \nUniversity of Calgary  \nLaurie Hill  \nSt. Mary’s University  \nPatti Dyjur  \nUniversity of Calgary  \nAbstract  \nA requirement for quality assurance is becoming more prevalent in higher education today as institutions are being asked to demonstrate that they are providing robust, meaningful learning experiences for students. Many institutions are adopting curriculum review frameworks as part of their overall quality assurance strategy. Three leaders at various levels who were engaged in a year-long curriculum review process share reflections about their experiencesand challenges while conducting an undergraduate program review. Their theoretical framework for an effective curriculum review process is shared in this paper. The leaders offer institutional, faculty, and course level insights, and make five recommendations for a collaborative curriculum review process: (1) setting clear expectations; (2) maintaining open, consistent communication; (3) incorporating multiple levels of leadership; (4) engaging various groups of stakeholders; and (5) implementing through actionable items.  \nRésumé  \nL’assurance qualité est de plus en plus répandue dans l’enseignementsupérieur aujourd’hui, car les établissements sont invités à démontrer qu’ils fournissent des expériences d’apprentissage solides et significatives  \nCJHE / RCES Volume 48, No. 1, 2018  \nLiving the Curriculum Review / J. Lock, L. Hill, & P. Dyjur 119  \naux élèves. De nombreuses institutions adoptent des cadres d’examen des programmes d’études dans le cadre de leur stratégie globale d’assurance qualité . Un exemple de processus d’examen du curriculum est partagé dans cet article. Trois dirigeants de différents niveaux, qui ont participé à un processus d’examen du curriculum de quatre ans, partagent des réflexions sur leurs expériences et les défis liés à l’examen d’un programme de premier cycle. À l’aide de leur point de vue, cinq recommandations sont proposées pour un processus collaboratifd’examen du curriculum: (1) fixer des attentesclaires; (2) maintenir une communication ouverte et cohérente; (3) intégrer plusieurs niveaux de leadership; (4) mobiliser divers groupes d’intervenants;  \n(5) et mettre en œuvre des mesures.  \nIntroduction  \nIncreasingly, higher education institutions are being asked to demonstrate that their programs are effective, well-sequenced, and aligned, offering students a high quality learning experience. Stakeholders require evidence of quality, and quality improvement, with regard to student learning. While the notion of quality is not new (Elassy, 2015), contemporary higher educational institutions are now giving greater priority to quality assurance measures. One strategy for quality assurance is the implementation of a curriculum review at the program level. The curriculum review provides a documentation of alignment and misalignment with regard to program goals, learning outcomes, instructional strategies, and assessment. An evaluation process such as this can lead to action plans that guide next steps in improving the quality of teaching and learning experiences. Institutions preparing to develop quality assurance frameworks that may include curriculum review processes and structures to address quality assurance or what Biggs and Tang (2011) refer to as “quality enhancement—of teaching and learning”(p. 4), can look to authorities such as Diamond (2008) and Desha, and Hargroves (2014) for guidance.  \nThe purpose of this paper is fourfold: (1) to provide an overview of collaborative curriculum review process as part of quality assurance; (2) to share the curriculum review process used at a Canadian university and discuss guidelines for this work; (3) to convey how the theoretical framework has informed the process and the impacts on o","cbCaicm056kUMVj5","https://ap.wps.com/l/cbCaicm056kUMVj5","pdf",427042,14,"English","# Abstract\n# Introduction\n# Overview of the Collaborative Curriculum Review","[{\"question\":\"What does the paper identify as a core driver for curriculum review in higher education?\",\"answer\":\"Institutions are increasingly required to demonstrate that their programs are effective and aligned, providing high quality learning experiences, with stakeholders needing evidence of quality and improvement regarding student learning.\"},{\"question\":\"How is quality assurance supported through the curriculum review process described in the paper?\",\"answer\":\"The curriculum review uses multiple evidence sources to examine alignment and misalignment among program goals, learning outcomes, instructional strategies, and assessment, which can inform action plans for improving teaching and learning.\"},{\"question\":\"What five recommendations are proposed for a collaborative curriculum review process?\",\"answer\":\"They are: setting clear expectations; maintaining open, consistent communication; incorporating multiple levels of leadership; engaging various stakeholder groups; and implementing through actionable items.\"}]","Living the Curriculum Review - Perspectives from Three Leaders | PDF",1792083673,35]