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Curriculum development in higher education should follow a formal process. Although the focus in formal curriculum theory is on long-term programs of study, the theoretical and practical considerations are also applicable to shorter-form learning experiences (single courses, lessons, or training sessions). With these considerations in mind, we discuss here an iterative model of curriculum design, the starting point of which (indeed, in the construction of any learning experience), is the articulation of the target learning outcomes: everything follows from these, including the selection of learning experiences and content, the development of assessments, and evaluation of the resulting curriculum. We discuss how the iterative process can be used in curriculum and instructional development, and provide a set of practical guidelines for curriculum and course preparation.
Tractenberg et al. (Fri,) studied this question.