1. Ensure that the curriculum is clearly related to one or more Mission statements of the institution; i.e., it emanates from the Mission.
2. Ensure that by successfully completing the curriculum, students will meet the academic goals and objectives of the department whose goals are, in turn, linked to the institution's Mission.
3. In the trajectory - Mission ->Program Goals ->Program Objectives ->the curriculum represents the Program's "Tasks," i.e., the learning activities the students will engage in.
4. Ensure that the courses given through the curriculum have clearly articulated rubrics which inform students the standards and criteria by which their performance will be assessed.
5. Ensure that the physical environment in which the curriculum is implemented (classrooms, labs, workshops) is comfortable and conducive to learning.
6. Ensure that students have direct access to all of the learning resources, traditional and electronic.
6. Ensure that the curriculum has enough built-in opportunities for students to interact both with the faculty and with the electronic and traditional learning resources.
Let's take Business Adminsitration as an example.
Even though the curriculum is business, a link must be made with the liberal arts because of the liberal arts mission of the institution.
GOALS AND OBJECTIVES:
Goals are the overall intentions of the department. In Business Administration, it could be: the creation of business entrepreuners in the Latino communities of New York City.
Objectives are targets to be met if the Department is to fulfill its goal(s). Generally, departments have one goal and several objectives. In the hypothetical Business Administration Department, for example, the objectives are:
a) To train business students in qualitative and quantitative analysis.
b) To train business students in making business decisions via market research, feasability studies, qualitative and quantitative reasoning.
c) To acquire theoretical knowledge in American History and Micro and Macro Economics.
d) To train business students in statistical analysis.
e) To train business students in business entrepreunership
f) To train business students in writing business English.
As mentioned before, the curriculum comprises the specific tasks and learning activities the students undertake to reach the objectives of the department which, in turn, will make them reach the departmental goal -- in this example, to make business entrepreneurs. So this is where all the courses are created, course descriptions written and syllabi prepared.
Each course must have acrefully articulated standard and criteria by which students' performance can be measured. The rubrics must be explained to, and discussed with the students to establish "transparency." Transparency is making clear to students that their grading would not be a mystery, and that as they progress through the curriculum, and if they are mindful of the criteria, they themselves would give themselves the same grade that an instructor would give.
Must be neat and clean, with a cheerful ambiance, and having the services of a staff that care about learning, and are helpul to students.
Library, labs, workshops, information and technology, and academic support s to help students learn.ervices must all be available.
This is, then, a summary of the different stages of curriculum development.