The role of curriculum committee related to the Learning and Teaching Model and curriculum development at Royal Roads University

Abstract

Curriculum Committee at Royal Roads University (RRU) is mandated with ensuring that program and course curricula are of sufficient high academic integrity, are consistent with other academic institutions, are delivered in a manner consistent with program outcomes, and align with the recently adopted Learning and Teaching Model (LTM). Yet, the apparent simplicity of the committee’s role is overshadowed by much confusion about what the committee does, how and why it does what it is intended to do, and whether it is effective in fulfilling its mandate. This paper explores the role of Curriculum Committee at RRU regarding the tensions that the committee encounters fulfilling its role. It begins with an historical review of Curriculum Committee, which is followed by a look at some of the factors that influence decision-making during committee meetings. Next, it examines the tensions posed by trying to strike a balance between form, function, and the context of curriculum proposals. The paper concludes with an observation that Curriculum Committee continues to evolve as it incorporates the lessons learned from ongoing self-reflection and feedback from faculty members and the broader university. Recently approved new terms of reference and pending committee restructuring are evidence of CC’s commitment to curriculum excellence, within the context of the LTM, and student success.

A previous version of this paper can be found in the Universal Journal of Educational Research 3(12):1070-1073, 2015.