Curriculum Development and Innovation

Twitter read: Medical students work for equity-based curricular change

rebekahg — Mon, 27 Feb 2023 15:00:00 +0000

and have shared from about students pushing for antiracist curricular change at their institution.

Specifically, medical students at are advocating for medical education that focuses on the histories and present realities of inequitable and segregated medical care. Their focus has been on insurance inequities, with a broader focus on segregated health care for racialized individuals.

While this article has provided a summary, the student activists behind this initiative have written about the Segregated Care Student Workgroup they founded and the ways in which this workgroup ensured that the issue of segretated health care was one that all students were exposed to.

See the graphic below for the curricular opporunities they created to introduce and explore this issue with medical students.

Learn more about this work from their article as well as this with one of the authors from January of 2023.

Students Push Medical Schools to Teach About Segregation in Health Care -
— Left of Black (@LeftOfBlack)

from AMA J Ethics. 2023;25(1):E31-36. doi: 10.1001/amajethics.2023.31.

CITATION: Clark, Lindsay, Terence M. Hughes, Ruhee Shah, Ashesh Trivedi, and Leona Hess. 2023. . AMA Journal of Ethics, 25(1), 31-36.

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Event: Decolonizing the curriculum

rebekahg — Tue, 21 Feb 2023 15:00:00 +0000

This event from is running February 24 at 1pm GMT.

This event titled - "" will host both (Leeds University) and (University of Iceland) as speakers and as moderator.

(the ) as a tick-box exercise? Challenges and resistances towards decolonialising initiatives within the

Input by as discussant
moderated by

Join us:
— Decolonising Development (@COSTDecolDEV)

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Readings on Curricular Renewal

rebekahg — Mon, 06 Feb 2023 15:00:58 +0000

Interested in reading what others have said about curriculum renewal?

Take a look at these readings we've found:

Briggs, Charlotte L. (2007) Curriculum Collaboration: A Key to Continuous Program Renewal. The Journal of Higher Education, 78:6, 676-711, DOI: .

Kirwin, Jennifer, Danielle M. Miller, & Margarita DiVall. (2019) Lessons Learned from Evaluating a Process for Systematic Curriculum Review. American Journal of Pharmaceutical Education. 83(1) 67-83; DOI: .

Kulasegaram, Kulamakan et al. (2018) The Alignment Imperative in Curriculum Renewal. Medical Teacher. (40)5, 443-448, DOI:

Mcleod, Peter & Yvonne Steinert (2015) Twelve tips for curriculum renewal. Medical Teacher. (37)3, 232-238, DOI:

Neville-Norton, Melissa & Sally Cantwell. (2019) Curriculum Mapping in Nursing Education: A Case Study for Collaborative Curriculum Design and Program Quality Assurance. Teaching and Learning in Nursing. 14(2), 88-93. DOI: .

Olivera, Beverley et al. (2010). Mapping the curriculum for quality enhancement: Refining a tool and processes for the purpose of curriculum renewal. Proceedings of AuQF 2010: Quality in Uncertain Times., 80-88.

Wormley, David N. (2004). Challenges in Curriculum Renewal. International Journal of Engineering Education. 20(3), 329-332.

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New Resources! CPR templates

rebekahg — Mon, 30 Jan 2023 15:00:00 +0000

The Office of the Vice Provost Academic has been working hard since last summer on a set of new Cyclical Program Review templates that will make the Self Study more user-friendly.

With our winter meetings ahead of us, and in partnership with our colleagues in the Office of Institutional Planning and Analysis (OIPA), we've continued to tweak these templates and have released an updated set for use by programs on this year's rota.

Those programs that have piloted the templates have spoke very positively about their structure and ease of use. We look forward to continuing to get feedback to improve the quality of the CPR process so we can maintain, and improve, the quality of programs here at 91��ɫ!

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Academic read: Mapping Decolonization in Canadian University Curriculum

rebekahg — Mon, 23 Jan 2023 15:00:00 +0000

Colleagues at Western University have published on five common approaches Canadian universities are engaging in to decolonize and/or Indigenizing their curriculum.

These approaches are:

Including Indigenous knowledges and perspectives across the disciplines
Capacity building through curriculum support and informal learning/unlearning opportunities
Mandatory Indigenous course requirements
Increasing Indigenous autonomy by elevating and creating Indigenous programs and offices
Creating partnerships with Indigenous organizations

Authors argue that while most of these approaches are minor changes, there is promise for more substantive change if Indigenous Peoples, lands, and knowledges are centred, especially through leadership and structure.

Read the whole article here:

CITATION: Brunette Debassige, Candace, Pauline Wakeham, Cindy Smithers-Graeme, Aisha Haque, and Sara Mai Chitty. 2022. . The International Indigenous Policy Journal, 13(3), 1-24.

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Twitter read: Antiracist changes to program title at USC

rebekahg — Mon, 16 Jan 2023 15:00:00 +0000

has that University of Southern California's is removing the term "field" from its curriculum because of the possible connotations it has toward slavery.

Specifically, the "Office of Field Education" has been renamed the "Office of Practicum Education" to ensure there aren't inadvertant references to chattel slavery and/or immigrant/migrant work.

While this change has caused quite a lot of conversation on twitter, mostly negative, I ask how often we use words, concepts, and curricular traditions without questioning their origins ("" is one term that comes to mind) and/or interpretations from others with histories unlike our own.

An office within the University of Southern California's School of Social Work says it is removing the term "field" from its curriculum because it may have racist connotations related to slavery.
— NPR (@NPR)

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Curriculum Support and Visioning for the Future

rebekahg — Mon, 02 Jan 2023 15:00:46 +0000

Curriculum is a one of those concepts in academia that can mean nothing and everything all at once.

When invoked, it can be embolden with meaning far beyond its actual parameters to the point of becoming empty. It can also be invoked in ways that are so empty that the landscape of meaning becomes clearer than if it wasn’t used at all.

But curriculum is a real thing, in both its presence and its absence. And being more considerate of the whole – the ends, means, and all in between – can ensure a more thoughtful, explicit set of teaching and learning experiences for students, professors, and the research and content that is important for the program.

That is why the Office of the Vice Provost Academic created a permanent position in 2021 related to program and curriculum development and innovation: to support programs in the explicitly articulation of their curriculum, and the future of their curriculum, in ways that support students’ learning.

The way we often have approached curriculum can seem very bureaucratic or administrative and separate from the experiences professors have with their students. While ensuring quality, reporting, and governance remains key, this new position in the VPA’s office can also serve as a complement and support in the visioning, and articulation of that vision, in a program’s future for faculty and students alike.

With the development of a new website, this blog, and the continuation of a community of practice around curriculum, we hope we to improve our programs, and our students’ experiences in these programs for years to come.

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