- Council of Ontario Universities
For more than 40 years, the Council of Ontario Universities (COU) has been working to improve the quality and accessibility of higher education in Ontario. The COU is affiliated with the Ontario Council of Academic Vice-Presidents (OCAV).
- Creating course outlines: A tip sheet
This tip sheet was developed by the Centre for Teaching Excellence.
- Writing learning outcomes
A tip sheet developed by the Centre for Teaching Excellence.
- Curriculum Development at York University
This web site is designed to allow universities across Ontario to share resources on how to develop degree-level expectations and do curriculum development consistent with the OCAV guidelines.
- Guidelines for Writing Learning Outcomes from the University of Glasgow These guidelines have been developed by Dr Sarah Mann of the University of Glasgow's Learning and Teaching Centre.
A select bibliography of academic literature pertaining to curriculum development and learning outcomes
American Association of Law Libraries (2008). Writing learning outcomes.
A straightforward page on the basics of writing learning outcomes, with clear rationale for why they should be written clearly, and tips on doing so.
Gronlund, N. E. (1995). How to Write and Use Instructional Objectives. (5 th edition). Englewood Cliffs, NJ: Prentice Hall, Inc.
A classic guide and very understandable and approachable text.
Jenkins, A., & Unwin, D. (1996). How to write learning outcomes.
Clear explanation of how to write outcomes, with sample from math and computing. Provides a list of verbs to use in outcomes to link them to levels of Bloom’s taxonomy.
Mager's Tips on Instructional Objectives (1999).
Background detail on writing instructional objectives, but reading the interactive book is much more fun.
Mager, R. F. (1975). Preparing instructional objectives (2nd ed.). Belmont, CA: Fearon-Pitman.
Yes, it’s old, but if you’re looking for some more detail on understanding the components of outcomes/objectives and how to write them, this interactive book is a great resource.
Mager, R. F. (1973). Measuring instructional intent or got a match? Belmont, CA: Fearon-Pitman.
When you’re ready to think about matching your assessments to your outcomes, this book will walk you through how to do it.
York University (n.d.). Curriculum Development Guidelines for Degree-Level Expectations from the Ontario Council of Academic Vice-Presidents.
Excellent links; particularly good for examples of degree level expectations from various disciplines.
In addition, the following general curriculum planning books are available in the Centre for Teaching Excellence library (EV1 325):
Association of American Colleges (1992). Program review and educational quality in the major: A faculty handbook. Vol 3 of Liberal Learning and the Arts and Sciences Major. Washington, DC: AAC.
Clifton, C., & Grant Haworth, J. (Eds.)(1990). Curriculum in transition: Perspectives on the undergraduate experience. Needham Heights, MT: Ginn Press (Simon/Schuster).
Diamond, R. M. (1998). Designing and assessing courses and curricula: A practical guide(Revised Edition). San Francisco: Jossey Bass.
Gaff, J. G., Ratcliff, J. L., & Associates (1997). Handbook of the undergraduate curriculum. A comprehensive guide to purposes, structures, practices, and change. San Francisco: Jossey Bass.
Stark, J. S., & Lattuca, L. R. (1997). Shaping the college curriculum: Academic plans in action. Boston, MT: Allyn and Bacon.