Curriculum Design Support

Course and Program Design

The CTL offers a range of resources to support course and program design, including one-on-one consultations, workshops, courses, and tailored support for faculty and departments.  Please visit the CTL Registration page for a full listing of upcoming events or contact Erika Kustra at

Additional resources for Course Planning and Redesign are available in our Teaching and Learning Resources page.

Curriculum Development and Review

The CTL also supports faculty and department work on curriculum development and review, including consultations, facilitation of departmental and faculty retreats.

In addition, the Curriculum Mapping Aid (CuMA) is now available. This online tool contains an archive of Senate-approved learning outcomes at the University of Windsor as well as curriculum mapping and reporting functions. To learn more about CuMA and how to use it, please view our documentation, or visit our resource section on Curriculum Mapping.

Additional resources on Curriculum Review and Program Design are available on our Teaching and Learning Resources page. For a consultation or to arrange support for a faculty or department retreat, please contact Allyson Skene at

The CTL also offers a credit course on curriculum design. Course Design for Constructive Alignment introduces participants to the principles and practice of effective course design by actively involving them in course creation. The course is of particular interest to instructors, teaching assistants, and future members of the professoriate. For a complete course description and registration details, visit CTL Courses.

Selected References

The following resources on course design are available at the Leddy Library and the CTL Resource Library.

Robert B. Barr and John Tagg (1995), “From Teaching to Learning: A New Paradigm for Undergraduate Education”, Change, Nov/Dec 1995.

John Biggs (2003), “Aligning teaching and assessment to course objectives”, Teaching and Learning in Higher Education: New Trends and Innovations (conference), University of Aveiro, April 2003.

Chris Rust (2002), “The Impact of Assessment on Student Learning: How Can the Research Literature Practically Help to Inform the Development of Departmental Assessment Strategies and Learner-Centred Assessment Practices?”, Active Learning in Higher Education, vol 3, no 2, pp. 145-158.

Judith Grunert O’Brien, Barbara J. Millis and Margaret W. Cohen (2008), The Course Syllabus: A Learning-Centered Approach. Second edition. Jossey-Bass (John Wiley and Sons, Inc.)

John Biggs and Catherine Tang (2007), Teaching for Quality Learning at University. Third edition. The Society for Research into Higher Education and Open University Press

John Biggs (1996), “Enhancing Teaching through Constructive Alignment”, Higher Education, vol 32, no 3, pp. 347-364.

Richard Hall, (2002), “Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches”, British Journal of Educational Technology, vol 33, no 2, pp. 149-158.