Driven by evidence-based practice and decision-making, we guide and support faculty in all aspects of their teaching practice, including curriculum development, program review and course (re)design.

Development, Review & Redesign

New Program Development

RDP is responsible for the quality of its curricula. 

The CTLS ensures stewardship of curricula and can assist you in any curriculum development project. 

Learning Designers guide you (as the content expert) and your curriculum through the stages of development, approval, review and revision.

Program Review

The CTLS provides guidance to faculty during the program review process. They ensure that the current curriculum is documented correctly, aligns with policies and meets standards.

Course Re(design)

If you have a course that is in need of a major renovation, we can assist with aligning course and program outcomes, lesson planning, incorporating engaging learning activities, embedding technology, reviewing forms of assessment and preparing for online delivery.

Program Learning Outcomes

Goal: Identify what a successful graduate from the program will know, understand, be able to do and the behaviours/attitudes that they will have.

Considerations: Developing program learning outcomes might include any of these areas:

  • Literacies
  • Communication
  • Intellectual Capacity
  • Ethics
  • Wellness
  • Citizenship
  • Experiential Capacity
  • Indigenous Knowledge and Awareness
Institutional Learning Outcomes


  • Information, digital, reading, visual, scientific, quantitative, financial and technological literacies


  • Effective communication across formats, including oral, written, visual and digital

Intellectual Capacity

  • Analytical thinking, curiosity, creativity, problem solving, logical thinking, depth and breadth and life-long learning


  • Ethical awareness, reasoning and behaviour, professional and academic standards and social responsibility


  • Understanding and valuing one's self holistically including all dimensions of wellness, resiliency, time management, personal organization, self-care and self-management


  • Local to global citizenship, environmental awareness, social responsibility, civic engagement, historical awareness, cultural knowledge, diversity awareness, inclusion and social justice

Experiential Capacity

  • Professional and practical skills, professional preparedness, practical experience, application of theory to practice, ability to work autonomously, in groups/teams and in interdisciplinary contexts

Indigenous Knowledge and Awareness

  • Understanding and respecting the history, culture, languages, perspectives and present-day communities of Indigenous Peoples
Course Learning Outcomes & Elements

Purpose: Course Learning Outcomes are clear statements of what students will be able to do outside the classroom as a result of what they have learned in the course.

Goal: Course Learning Outcomes are comprised of specific knowledge, skills and attitudes to be mastered by learners upon successful completion of the course.

  • Outcomes are clear statements of what students will be able to do outside the classroom as a result of what they have learned in the course
  • Outcomes are written using measurable verbs first categorized by Benjamin Bloom into three domains: Cognitive, Psychomotor and Affective.
    • Are measurable and therefore, amenable to assessment
    • Form the basis of identifying important concepts and designing learning and student assessment
    • Align with Program Outcomes

The CTLS supports faculty with:

Course Development & Delivery

The CTLS assists faculty with implementing learner-centered strategies into their teaching practices. 

We consult with faculty and programs on how to build authentic assessments, plan engaging lessons, encourage student autonomy and foster inclusive classroom communities.  

Teaching Development

The CTLS offers many professional development opportunities for faculty and programs to increase their knowledge and skills around how best to align their practices with Learner-Centred Practice.

Teaching Philosophy

The CTLS assists individual faculty with drafting a Teaching Philosophy, a statement illustrating one’s beliefs and values about teaching and learning and how they manifest in the classroom.

PD Opportunities

We offer professional development opportunities for faculty. 


Join us for these upcoming sessions.

Contact Us

We look forward to collaborating with you.

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