Curriculum design glossary
Below you will find definitions of the terms used in these curriculum design instructions.
Curriculum design practices at Aalto University
An aim of curriculum design is a programme that helps students acquire the competence they will need in their field in the future and to acquire it within the target time frame. On this page, you can acquaint yourself with the Aalto University practices, processes, actors and roles involved in curriculum design.
What do we improve when developing the curriculum?
Curriculum decisions are made not only in designing the two-year curriculum, but also when developing the school portfolio and the selection of teaching offered. School portfolio development means developing the university’s degree programmes and doctoral programmes. Developing the teaching offered means improving courses and their implementations within the framework of the curriculum that is currently in force.
An aim of curriculum design is to produce a future-oriented and learning-centric curriculum. The foundation of curriculum design includes learning-centric teaching, improvement grounded in continual assessment, and intended learning outcomes that are continually developed and formulated to be clearly consistent with the programme’s purpose. The two-year curriculum period gives programmes time to carry out major revisions, should they or the school identify a need to so do.
The curriculum design practices, instructions, guidelines and support are developed according to model of continual development.
What happens in curriculum design?
Curriculum design consists of four processes:
- Developing a programme curriculum: The aim of the process is a programme that helps students acquire meaningful learning for the future and to do so within the target time frame.
- Managing the work of curriculum design at the university and school levels: The aim of this process is to ensure a well-functioning foundation for developing the curriculum. Such a foundation is made up of the principles and goals that guide the work, a functioning process, support to meet the needs of academic staff, and a continual improvement process.
- Decision-making and drawing up the curriculum: The aim of this process is to produce an approved curriculum, publish it, and ensure that it fulfils the criteria set for it.
- Planning the educational selection: The aim of this process is to plan the course implementations, including the timing of courses, so that they are in alignment and promote student capabilities to graduate within the target time frame.
What are the curriculum design goals and methods based on?
The university’s curriculum design is guided by the university’s strategy, national statutes, and European acts and enactments. Curriculum design is also guided by other Aalto regulations, such as the Aalto University General Regulations on Teaching and Studying (OOS) and other relevant decisions and guidelines.
| Finnish statues and European acts and enactments that guide curriculum design |
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| Government Decree on University Degrees and Professional Specialisation Programmes (794/2004) (PDF) |
| The national qualifications frameworks for degrees |
| Regulations, policies and guidelines for curriculum design at Aalto University |
|---|
| The university strategy and the strategy implementation plan |
| The Degree Regulations and the General Regulations on Teaching and Studying |
| Decisions affecting the curriculum: Decision concerning the two-year curriculum, decision on delegating curriculum decisions |
|
University Academic Affairs Committee guidelines on preparation of programmes and curricula: |
| Aalto University Language Guidelines |
| Curriculum policies |
| Curriculum information for approval concerning programmes and study modules,courses, teaching periods, making changes to currently valid curriculum and the curriculum preparation timetable |
How is a curriculum prepared and approved?
Preparation of curricula follows the aims set at the university, school and programme level. These aims are based on the university strategy. The Learning Steering Group (LeSG) under the leadership of the vice president provides guidelines containing the agreed goals of the university for each curriculum period.
The school academic affairs committee and vice dean for education guide the work on the programmes in the schools. If desired, the school academic affairs committee and the vice dean for education may give school-specific guidelines and instructions to support the preparation of the curricula.
The programmes are responsible for setting the development targets in line with the guidelines of the university and the school and with the needs identified in the programme assessments. The development work is performed in the programmes and the departments. The director of the degree programme is in charge of the development work, which usually includes participation by the programme teachers, students and stakeholders. The drafts and preliminary information resulting from the development work is distributed within the university, so that interdependencies may be noted in the planning before the decision-making.
The curriculum is also an administrative decision, the preparation of which proceeds according to the university’s joint timetable. Learning Services (LES) supports the programmes in ensuring that the curricula include descriptions of all the necessary information about the programmes, study modules and courses. Before the finishing changes and decision-making are applied to the documents, the matters agreed to at the university and school level are reviewed, based on the preliminary information, drafts and summaries.
The school’s academic committee or the University Academic Affairs Committee formally approves the curricula before their publication. In the fields of art and technology, curricula are approved in the degree programme committees before the decision-making meeting of the school’s academic committee. The processes of supporting the preparation work and the review stages ensure that the curriculum submitted for approval corresponds with the aims and guidelines.
| Document | Purpose | Preparation and decision-making |
|---|---|---|
| Curriculum design guidelines | Steering the curriculum design in line with the strategy | Preparation by LeSG. Approval by vice president |
| Learning outcomes of programme | Filling in the outlines of and guiding the programme’s own work | Prepared by director of degree programme and programme development group. No formal decision-making. |
| Description of programme purpose | Directing the preparation of the curriculum and e.g. drafting marketing texts | Prepared by director of degree programme and programme development group. No formal decision-making. |
| Draft of intended learning outcomes and programme and minor degree requirements | Sharing information within the university about upcoming changes in programmes, majors and minors before the decision-making, quality assurance | Information prepared by director of degree programme and programme development group. LES coordinates and compiles all the information. Degree programme committee or the equivalent discusses according to the school’s practices. No formal decision-making |
| A summary of the selection of major and minor subjects or corresponding study modules | Sharing information within the university about significant planned changes in the study module selection and in the basic information of majors and minors before the decision-making. Enabling the finishing work to be done on the programme degree requirements and awareness of dependencies. | Information prepared by the persons in charge of the majors and minors. LES coordinates and compiles all the information. Degree programme committee or the equivalent discusses the selection according to the school’s practices. No formal decision-making |
| Selection of courses provided by the teaching unit for the next curriculum period | Sharing information within the university about planned changes in the course selection before the decision-making. Enabling the finishing work to be done on the programme degree requirements and awareness of dependencies. | Information prepared by department or other unit. LES coordinates and compiles all the information. Degree programme committee or the equivalent discusses the selection according to the school’s practices. No formal decision-making |
| Summary of significant changes in the courses. | Sharing information within the university about significant planned changes in the courses before the decision-making. Enabling the finishing work to be done on the programme degree requirements and awareness of dependencies. | Information prepared by department or other unit. LES coordinates and compiles all the information. Degree programme committee or the equivalent discusses the selection according to the school’s practices. No formal decision-making |
| Update of course descriptions | The finishing work on the programme and minor degree requirements | Prepared by the teacher in Curriculum Planner |
| Date and location preferences for teaching and other needs as a basis for planning the timetable | Serves as a basis for planning the timetable | Prepared by the teacher in Curriculum Planner |
| Intended learning outcomes and degree requirements of the programmes, majors and minors | Guide students in planning their studies. Published in the Student Guide. | Director of degree programme and person in charge of the subject are responsible. LES coordinates the review and the finishing work. Degree programme committee or the equivalent deliberates the selection according to the school’s practices. Approval is given by the school’s academic committee or the University Academic Affairs Committee. |
| Course descriptions | Guide students in planning their studies. Published in Sisu. | Responsibility lies with the teacher. LES coordinates the review and the finishing work. Degree programme committee or the equivalent deliberates the selection according to the school’s practices. Approval is given by the school’s academic committee or the University Academic Affairs Committee. |
Study modules
Planned changes to the selection of majors, minors and equivalent study modules. That is:
- new study modules to be established
- study modules that will be discontinued, and
- significant changes in the basic information of study modules, i.e. changes in their scope, language, prerequisites (‘compulsory prerequisites’ in Sisu) and minors, also changes in their target groups, restrictions, quotas, application procedures, order of precedence, and application procedures.
a summary is compiled by each unit and shared within the university. The basic information on new study modules is given at this stage as necessary for setting up the modules in Sisu. LES compiles the summary and shares the information between the units.
Establishing and discontinuing study modules
A new study module may be established only at the start of the two-year curriculum period; however, this does not apply to new modules for new degree programmes. Please note: students may not choose to complete a module that has been discontinued. The discontinuation of modules must take into account students in whose study plans (HOPS) the module was confirmed before the discontinuation took effect. These students must have the opportunity to complete the module within the approved time of studies remaining to them.
Courses
Planned changes to the selection of courses. For example:
- new courses to be established
- courses to be discontinued
- significant changes in the basic information on courses, such as changes to the teaching period of the course, selection criteria for registration, the compulsory prerequisites, the language of education, and the language of learning.
This information is collected into a summary according to unit and shared internally at Aalto. LES compiles the summary and shares the information between the units.
Establishing and discontinuing study modules
The discontinuation of courses that are compulsory or alternative under a programme may take effect only at the start of a two-year curriculum period. The discontinuation of elective courses may take effect at the start of the academic year.
When discontinuing a compulsory or an alternative course included in a programme, the programme with the department or unit responsible for the course must ensure that the studies of students who have selected the course in their personal study plans (HOPS) will not be unduly delayed because of the discontinuation. For example, a way to ensure this is to make sure that the students who have selected the course can select another, alternative one during the same term; or complete the discontinued course in the following academic year by e.g. taking an exam; or complete a substitute course; or complete the discontinued course in another, individually arranged way.
Changes to a currently valid curriculum
Curricula are valid for a period of two academic years. They are not meant to be changed during the two-year period. Students have a right to assume that the information in a curriculum is reliable, that for example the course assessment criteria, the course’s place in the timetable or selection of courses offered, and the studies required for a degree will remain unchanged during the time the curriculum is in force.
As a rule, no changes may be made to a curriculum during the two-year period when it is valid. These include changes to the intended learning outcomes and degree requirements of the programmes and study modules, as well as changes to the course descriptions. At times, changes are unavoidable and justified. This section discusses what kinds of changes are possible and how the matter is decided.
Long-term strategic development of the programmes and careful resource planning by the units is the starting point for ensuring that unexpected needs for change will not occur. It is also important to engage a broad range of academic staff in the curriculum design, so that ideas for improvements and initiatives are heard in time to be included in the process. A good practice is to begin the planning work by hold a meetings for the whole unit, and thereafter regularly report (e.g. in departmental meetings) on the progress of the work and on upcoming stages.
The units must also ensure that particularly the key course of their programmes do not depend on a single academic person in charge. Planning the programmes, study modules and selection of courses offered must take into account any known information concerning new recruitments and other changes.
Basic information
- The appointment of a professor to be in charge of a programme is provided for in the bylaws of the schools.
- Changes in the persons in charge of study modules are decided by the school dean.
- No other basic information may be changed.
Intended learning outcomes and degree requirements
- Alternative courses may be added to study modules if the study module already contains one. However, a compulsory course may not be turned into an alternative one.
- No other changes to degree requirements may be made.
Selection of study modules
- New study modules may not be established in the middle of a two-year curriculum period, unless they are modules for a new programme.
- Study module discontinuations become effective only at the start of the curriculum period. The decision to discontinue should be made and reported in advance.
| Information to be changed | Schedule of change | Decision-making authority |
|---|---|---|
| Basic information | ||
| Professor in charge of programme | As necessary | Dean or other person assigned in the school bylaws or the degree regulations |
| Person in charge of study module | As necessary | Dean or other person assigned in the school bylaws or the degree regulations |
| Other changes to basic information | Not possible | Not possible |
| Intended learning outcomes and degree requirements | ||
| Adding alternative studies to the degree requirements of a study module (in cases where the module already had alternative studies available) | As necessary | Academic decision-making: see ‘Preparing and decision-making on changes’. |
| Other changes to the degree requirements of a programme or study module | Not possible | Not possible |
| Changes to intended learning outcomes | Not possible | Not possible |
| Selection of study modules | ||
| Establishing new major, minor or other study module to an existing programme | Not possible | Not possible |
| Establishing new major or other study module to a new programme | In connection with the programme’s first curriculum | Academic decision-making |
| Discontinuing a major, minor or other study module | Decision as necessary, enters force at start of curriculum period | Academic decision-making |
Basic information and descriptions
- For a justifiable reason, the basic information and description of a course may be amended. In the middle of a curriculum period, however, a course schedule may not be changed so that lectures occur only on alternate years, and a confirmed course implementation may not be removed in some other way from the curriculum in the middle of the curriculum period.
- Changes to the basic information and the descriptions of courses must be confirmed and published by the start of the term in which the course is to be given. After this, no further changes are possible.
Course selection
- For a justified reason, additions may also be made to the selection of courses offered.
- The discontinuation of courses that are compulsory, alternative or elective under the programme becomes effective only at the start of the curriculum period.
- The discontinuation of courses that are entirely optional may take effect at the start of the academic year. This means courses that are not compulsory degree requirements or alternative or elective courses under any programme or minor. The decision to discontinue should be made and reported in advance.
Course implementation
- Course implementations may be added in accordance with the practices of the unit.
| Information to be changed | Schedule of change | Decision-making authority |
|---|---|---|
| Basic information and descriptions | ||
| Responsible teacher or other teacher for a course | As necessary | Head of department or unit according to the procedure |
|
Changes in a course’s:
intended learning outcomes, content, assessment criteria or study methods |
By the end of the term before the course | Academic decision-making: see ‘Preparing and decision-making on changes’. |
| Change to course name, code, scope or level | Not possible | Not possible |
| Other changes in curriculum information for a course or information collected in connection with curriculum | As necessary | According to the unit’s practices |
| Implementations | ||
| Adding a course implementation to curriculum | As necessary | Decision by teacher or head of department or academic decision-making, depending on the unit’s practices. |
| Deleting a course implementation from curriculum (approved period information for an academic year means approval of a course implementation) | Not possible | Not possible |
| Course selection | ||
| Adding a course to curriculum | As necessary | Academic decision-making: see ‘Preparing and decision-making on changes’. |
| Discontinuing a course that is a degree requirement in a programme or minor | Decision as necessary, enters force at start of curriculum period | Academic decision-making: see ‘Preparing and decision-making on changes’. |
| Discontinuing a course that is not a degree requirement in any programme or minor | Decision as necessary, enters force at start of academic year | Academic decision-making: see ‘Preparing and decision-making on changes’. |
Decision-making authority rests with the academic committee that approves the curriculum. Changes are prepared in the same way as in the case of a new curriculum: the degree programme committee or other body that submits the actual curriculum to the academic committee for approval is that same body (if one exits in the unit) that submits proposed changes to a curriculum that is in effect.
In addition, the responsible academic or vice dean for education must be in favour of the change.
- The director of the degree programme or person in charge of the minor is the academic person responsible in changes involving programmes or study modules.
- The academic person responsible in changes involving courses is either the head of department or the professor in charge of the programme or minor, depending on the unit’s practices.
Other instructions related to this topic
To the main page Curriculum design at Aalto University
Curriculum design at Aalto University
Aalto University’s curriculum design guidelines and schedule aims at supporting sustainable, future led degree programmes.
- Published:
- Updated: