Program Development

Welcome to your ultimate guide on creating a stellar curriculum for new programs!

Think of this as your roadmap to designing an educational experience that not only meets program goals but also wows students and prepares them for success. Our guide is here to make the journey exciting and fulfilling. So, buckle up and get ready to dive into the curriculum development process!

Two Galactic Engineering Technicians working in space.
Two Galactic Engineering Technicians working in space. The Galactic Engineering Technicians are wearing space suites and using tools. Generated with Adobe Firefly

Scenario

Let’s imagine the College has approved the development of a new program called Galactic Engineering Technician, a 2-year diploma program. Since this program doesn’t have existing Program Standards through the Ministry of Colleges and Universities, the next step is to develop the curriculum to submit to Credential Validation Services for validation.

Caution
We will use the “Galactic Engineering Technician” program as a fictional sample throughout the process.

 

Each department has access to the CVS Workbook, which has templates to help guide you on the development of new program curricula.

Example: CVS Workbook  [Excel 95 KB] | Template: CVS Workbook [Excel 100 KB]

Vocational Learning Outcomes (VLOs)

The Ministry of Colleges and Universities (MCU) defines Vocational Learning Outcomes (VLOs) as the essential skills, knowledge, and attitudes required by graduates to perform the tasks and responsibilities of their specific occupation at a level of competency that meets the expectations of employers and industry standards. These outcomes are designed to ensure that graduates are well-prepared for the workforce and can successfully fulfill the requirements of their chosen profession.

Key aspects of Vocational Learning Outcomes according to the MCU include:

  1. Occupational Competency:
    VLOs focus on the practical skills and knowledge that are directly applicable to the workplace. They ensure that graduates can perform job-specific tasks effectively and efficiently.
  2. Alignment with Industry Standards:
    VLOs are developed in consultation with industry stakeholders to ensure that the education and training provided align with current industry needs and standards. This helps maintain the relevance and quality of the educational programs.
  3. Transferable Skills:
    In addition to job-specific skills, VLOs also encompass broader competencies such as critical thinking, problem-solving, communication, teamwork, and ethical practices. These skills are essential for adaptability and long-term career success.
  4. Assessment and Evaluation:
    VLOs provide a framework for the assessment and evaluation of student performance. They serve as benchmarks for measuring whether students have acquired the necessary competencies to enter and progress in their chosen fields.
  5. Continuous Improvement:
    The development and revision of VLOs are ongoing processes. They are regularly reviewed and updated to reflect changes in industry practices, technological advancements, and emerging trends in the workforce.
  6. Credentialing and Certification:
    VLOs are integral to the credentialing process in Ontario’s colleges. Successful attainment of these outcomes is a requirement for the awarding of diplomas, certificates, or other formal qualifications.

Vocational Learning Outcomes as defined by the Ministry of Colleges and Universities in Ontario are designed to ensure that graduates possess the necessary skills, knowledge, and attitudes to meet the demands of their occupations and succeed in the workforce. They bridge the gap between education and employment by aligning educational programs with industry needs and standards.

Our friends at the Ontario College Quality Assurance Service have developed a digital resource to walk you through how to develop VLOs.
They also developed a video to show us how to create VLOs effectively: Crafting effective Vocational Learning Outcomes [Crafting Effective Vocational Learning Outcomes Transcript]

When developing VLOs, you can use the VLO Development Template.  

EXAMPLE:

  1. Design creative and functional UFO models by creating detailed blueprints and constructing prototypes, as innovative designs are essential for pushing boundaries.
  2. Analyze theoretical alien technology by examining fictional devices and theorizing operational principles, as understanding these concepts is crucial for innovation.
  3. Develop comprehensive space colony plans by designing habitat structures and resource management systems, as sustainability ensures long-term human survival in space.
  4. Implement advanced propulsion systems by designing and testing models, as efficient propulsion is necessary for safe space travel.
  5. Evaluate ethical implications of space exploration by analyzing case studies and proposing guidelines, ensuring responsible exploration practices.
  6. Communicate effectively with intergalactic entities by developing protocols and engaging in role-playing, as effective communication is vital for extraterrestrial relations.
  7. Lead multidisciplinary teams by coordinating efforts and managing timelines, as leadership is essential for guiding complex engineering projects to success.

Mapping VLOs

Mapping Vocational Learning Outcomes (VLOs) to courses in a program involves a systematic process to ensure that each course contributes to the achievement of the overall competencies required by the program. This alignment helps in creating a coherent curriculum that effectively prepares students for their careers. Here is an overview of how to map VLOs to courses in a program:

  1. Start by thoroughly understanding each Vocational Learning Outcome
    • List VLOs: Start by listing all the VLOs specified for the program.
    • Understand VLOs: Ensure that faculty and curriculum developers have a thorough understanding of each VLO, including the skills, knowledge, and attitudes they encompass.
    • Elements of Performance: Jot down the skills, knowledge, and attitudes students must accomplish to effectively meet the VLO.
  2. Align Courses with VLOs
    • Match VLOs to Courses: Determine which courses address each VLO. Some courses may address multiple VLOs, while others may focus on a single VLO.
    • All VLOs must be assessed at least twice in the program: Ensure that each VLO is assessed to the appropriate level of learning.
    • All courses must address at least two VLOs: Content should be introduced, reinforced, and/or assessed across multiple VLOs.
    • Depth of Coverage: Assess how deeply each course covers relevant VLOs. Identify if the course introduces, reinforces, or assesses mastery of the VLO. Identify where one course builds on another in the program.
  3. Develop a Curriculum Map
    • Create a Curriculum Map: Use the CVS Workbook to map VLOs to courses. List VLOs in the first column on the VLO Map tab of the spreadsheet and list courses along the top of the spreadsheet.
    • Detail Level of Alignment: Use symbols (I for introduces, R for reinforces, A for assesses) to indicate how each VLO is addressed by each course.
  4. Evaluate and Adjust Courses
    • Identify Gaps and Overlaps: Analyze the matrix to identify gaps where VLOs are not adequately covered or overlaps where multiple courses address the same VLO extensively.
    • Adjust Course Content: Modify course content, objectives, and assessments to better align with VLOs. Ensure all VLOs are covered adequately throughout the program.
  5. Implement and Monitor
    • Faculty Collaboration: Engage faculty in the mapping process to ensure they understand how their courses contribute to the program’s VLOs. Encourage collaboration to address any gaps or overlaps.
    • Continuous Monitoring: Regularly review and update the mapping to ensure ongoing alignment with VLOs. Revisit the matrix when courses or VLOs are updated.
  6. Documentation and Communication
    • Document the Mapping: Maintain detailed records of the mapping process, including the matrix and any changes made to courses. This documentation is essential for program reviews and accreditation processes.
    • Communicate to Stakeholders: Share the mapping with stakeholders, including faculty, students, and industry partners, to ensure transparency and alignment with expectations.

SAMPLE:

Here is a sample VLO Map for the Galactic Engineering Technician program. You can see the VLOs listed down the right-hand side of the matrix, while the courses are listed along the top of the matrix. You will see that the symbols I, R, and A are used to indicate how each VLO is addressed in various courses; you will also see that not every course addresses each VLO. Only align VLOs to courses where the VLO is explicitly addressed (taught and/or assessed).

Sample VLO map for the Galactic Engineering Technician program at Cambrian College, showing how various courses across four semesters address specific vocational learning outcomes (VLOs) using the symbols 'I' (Introduced), 'R' (Reinforced), and 'A' (Assessed). VLOs are listed down the right-hand side of the matrix, and courses are listed along the top. The symbols indicate which VLOs are addressed in each course; not every course addresses each VLO. Only align VLOs to courses where the VLO is explicitly taught or assessed.

Mapping Essential Employability Skills (EES)

Essential Employability Skills (EES) are a set of transferable skills, knowledge, and attitudes essential for effective performance in various work environments. These skills, which include communication, critical thinking, problem-solving, teamwork, adaptability, digital literacy, and self-management, are valued across job sectors. Incorporating EES into program development ensures that graduates are equipped not only with specific technical expertise but also with fundamental skills that enhance their ability to navigate and succeed in the workplace. This approach promotes holistic development, preparing students to handle diverse situations, interact effectively with colleagues, and contribute positively to their organizations.

Embedding EES within the curriculum increases the employability of graduates by aligning educational outcomes with industry standards and expectations. It ensures that students are prepared to meet current job market demands, fostering adaptability in a rapidly evolving job market. EES also support lifelong learning and continuous improvement, enabling graduates to pursue further education and stay updated with industry trends. Additionally, these skills enhance global competitiveness, making graduates more attractive to employers worldwide and ready to thrive in various professional settings.

A curriculum map for the Galactic Engineering Technician program at Cambrian College. The map shows the integration of Essential Employability Skills (EES) across four semesters. The first semester includes courses like 'Introduction to UFO Design' and 'Alien Technology 101.' The second semester features 'Advanced Spaceship Construction,' with courses such as 'Galactic Navigation' and 'Spacecraft Materials and Structures.' The third semester focuses on 'Mastery of Spacecraft Engineering,' including 'Alien Communication' and 'Space Systems and Analysis.' The fourth semester covers 'Galactic Domination and Final Project,' featuring 'Space Colony Design' and 'The Art of Alien Diplomacy.' Each course is mapped against various employability skills, such as communication, problem-solving, teamwork, and self-management, with checkmarks indicating the skills addressed in each course.

Assessment Mapping

Mapping assessments to Vocational Learning Outcomes (VLOs) involves aligning specific evaluation activities with the intended skills, knowledge, and attitudes that students are expected to acquire by the end of a program. This ensures that each assessment directly measures whether students have achieved the desired outcomes. By mapping assessments to VLOs, educators can create a coherent and focused curriculum that clearly demonstrates students’ progress and competencies. 

For example, for VLO 1 for the Galactic Engineering Technician program (Design creative and functional UFO models by creating detailed blueprints and constructing prototypes, as innovative designs are essential for pushing boundaries), we have identified that this VLO is addressed in 9 courses: 

  • Introduction to UFO Design
    (semester 1)
     
  • Alien Technology 101
    (semester 1)
     
  • Warp Drive Theories
    (semester 1)
     
  • Spaceship Welding and Craftsmanship
    (semester 2)
     
  • Cloaking and Stealth Technology
    (semester 2)
  • Spaceship AI and Autopilot Systems
    (semester 3)
     
  • Space Suit Design and Fashion
    (semester 3)
     
  • Space Cuisine and Zero-G Cooking
    (semester 3)
     
  • Capstone Project: The Ultimate UFO
    (semester 4)
     

We see in the VLO Map that only three courses identify that the outcome is assessed, so we need to ensure that there is an assessment in those three courses that address the VLO explicitly. Let’s focus on the Spacecraft Welding and Craftsmanship course.

EXAMPLE: Assessment Alignment

For Spaceship Welding and Craftsmanship, we’ve identified the following assessment to address VLO 1.

Assessment Title: UFO Model Design and Welding Project

Value: 25% of final grade

Project Description: Students are tasked with designing and constructing a creative and functional UFO model. This project involves creating detailed blueprints, performing welding tasks to construct the prototype, and presenting the completed model.

What Learners Will Demonstrate:

  1. Establish Clear Communication Channels with Industry
      • Initial Meeting: Schedule an initial meeting with industry partners to discuss the goals of the Work Integrated Learning (WIL) program, the specific VLOs, and the importance of aligning work tasks with these outcomes.
      • Regular Updates: Maintain regular communication with industry partners through emails, calls, and scheduled on-site check-ins to ensure ongoing alignment and address any concerns.
  2. Develop Detailed Documentation
      • VLO Guidelines: Provide industry partners with a detailed document outlining the VLOs, including specific competencies that students are expected to demonstrate.
      • Competency Checklist: Create a checklist or rubric that outlines the competencies related to each VLO. This document should include clear criteria for evaluation and examples of tasks that align with each competency.
  3. Training and Orientation for Industry Partners
      • Orientation Sessions: Conduct training sessions for supervisors and mentors at the industry sites to familiarize them with the VLOs and the assessment process.
      • Resource Materials: Provide comprehensive resource materials, including guides and handbooks, that detail how to support students in achieving the VLOs.
  4. Collaborative Planning
      • Work Plan Development: Work with industry partners to develop a work plan that outlines specific tasks and projects students will undertake during their placement. Ensure these tasks directly align with the VLOs.
      • Set Expectations: Clearly set expectations for both students and industry partners regarding the nature of the work, the learning outcomes, and the evaluation process.
  5. Ongoing Monitoring and Support
      • Regular Check-Ins: Schedule regular check-ins with students and industry supervisors to monitor progress, provide support, and ensure alignment with the VLOs.
      • Feedback Mechanisms: Implement feedback mechanisms for students and industry partners to provide ongoing input on the WIL experience and make necessary adjustments.
  6. Competency Assessment and Sign-Off
      • Competency Evaluation Form: Provide industry partners with a competency evaluation form that they will use to assess and sign off on the student’s demonstrated competencies at the end of the placement.
      • Final Review: Schedule a final review meeting with the industry supervisor to discuss the student’s performance, review the completed competency evaluation form, and ensure all VLOs have been addressed.
  7. Reflective Component for Students
      • Reflective Sessions: Introduce reflective sessions for students to assess their learning and growth during the WIL experience.

Reflection
VLO1 states: Design creative and functional UFO models by creating detailed blueprints and constructing prototypes, as innovative designs are essential for pushing boundaries. We want to verify that our assessment meets the expectations of the VLO.

  • 1) Are students asked to “design creative UFO models”? Yes
  • 2) Are students asked to “design a functional UFO model”? Yes
  • 3) Are students asked to create detailed blueprints? Yes
  • 4) Are students asked to construct a prototype? Yes
  • 5) Are my students evaluated on any of the Essential Employability Skills? Yes

By verifying that all elements of the VLO are addressed, we can confidently say that students met the VLO before the end of the program. Knowing what the students meet this outcome in Semester 2, but it is assessed again in third semester and fourth semester, I would need to consider how I build upon these skills. In semester 3, Spaceship AI and Autopilot Systems, I may ask the students to develop an autopilot system for their prototype. They would still need to design the autopilot system and ensure the functionality of their prototype. In semester 4’s Capstone, I may ask students to build a new prototype for an external partner during a Work-Integrated Learning opportunity.

View the full assessment description for UFO Design.

Work-Integrated Learning (WIL)

Work Integrated Learning (WIL) is an educational approach endorsed by the Ministry of Colleges and Universities that integrates academic learning with practical workplace experiences. This method bridges the gap between theoretical knowledge and real-world application, providing learners with opportunities to gain hands-on experience in their field of study. During WIL, learners should be engaged in the work where they are practicing achievement of VLOs. The development of soft skills is a secondary benefit but shouldn’t be the sole focus.

WIL encompasses various forms, including:

  • co-op programs
  • internships
  • apprenticeships
  • service learning
  • field placements
  • applied research projects
  • campus incubators
  • clinical placements
  • practicums

By participating in WIL, learners establish valuable industry connections, apply their skills to the field, enhance their employability, and develop essential professional skills, all while contributing to their academic achievements. You can learn more about WIL in the Higher Education Quality Council of Ontario (HEQCO)’s WIL Guide.

If our example program, Galactic Engineering Technician, included a WIL option for learners, we would have to set up the WIL experience. To ensure that the industry partners taking on learners are aware that the learners should be doing work that aligns with the Vocational Learning Outcomes (VLOs) and that they are expected to sign off on competencies demonstrated in the field, I would implement the following process:

  1. Establish Clear Communication Channels with Industry:
    • Initial Meeting: Schedule an initial meeting with industry partners to discuss the goals of the Work Integrated Learning (WIL) program, the specific VLOs, and the importance of aligning work tasks with these outcomes.
    • Regular Updates: Maintain regular communication with industry partners through emails, calls, and scheduled on-site check-ins to ensure ongoing alignment and address any concerns.
  2. Develop Detailed Documentation:
    • VLO Guidelines: Provide industry partners with a detailed document outlining the VLOs, including specific competencies that students are expected to demonstrate.
    • Competency Checklist: Create a checklist or rubric that outlines the competencies related to each VLO. This document should include clear criteria for evaluation and examples of tasks that align with each competency.
  3. Training and Orientation for Industry Partners:
    • Orientation Sessions: Conduct training sessions for supervisors and mentors at the industry sites to familiarize them with the VLOs and the assessment process.
    • Resource Materials: Provide comprehensive resource materials, including guides and handbooks, that detail how to support students in achieving the VLOs.
  4. Collaborative Planning:
    • Work Plan Development: Work with industry partners to develop a work plan that outlines specific tasks and projects students will undertake during their placement. Ensure these tasks directly align with the VLOs.
    • Set Expectations: Clearly define expectations for both parties regarding student performance, assessment methods, and ongoing support throughout the placement.
  5. Ongoing Monitoring and Support:
    • Regular Check-Ins: Schedule regular check-ins with students and industry supervisors to monitor progress, provide support, and ensure alignment with the VLOs.
    • Feedback Mechanisms: Implement feedback mechanisms for students and industry partners to provide ongoing input on the WIL experience and make necessary adjustments.
  6. Competency Assessment and Sign-Off:
    • Competency Evaluation Form: Provide industry partners with a competency evaluation form that they will use to assess and sign off on the student’s demonstrated competencies at the end of the placement.
  7. Reflective Component for Students:
    • Student Reflection: Require students to submit a reflective report or portfolio detailing how their work during the placement aligned with the VLOs and what competencies they have developed.
    • Feedback Session: Conduct a feedback session with students to discuss their reflections and ensure they have met the learning objectives.

Examples of WIL grading criteria:

WIL Checklist [Word Doc 21 KB] 
WIL Rubric [Word Doc 19 KB] 
Galactic Engineering Technician floating in space.
By following these steps, our Galactic Engineering Technician program can ensure that the WIL experience is meaningful, aligned with VLOs, and supports students in developing essential skills for their future careers.