Program Creation / Modification of an existing program

Three steps collaborative process

We propose a three-pronged collaborative process through which our analyst supports your unit in:

  • Setting out expectations through program-level learning outcomes (PLO’s).
  • Mapping these PLO’s to degree-level expectations and uOCompetencies.
  • Demonstrating program relevance regarding student demand and societal need.

Our analyst will be working in close collaboration with the designated lead person for this activity at your academic unit.

development process

Glossary – A short definition of most used acronyms in our context

1. Program learning outcomes (PLO’s)

Objective: to develop PLO’s aligned with stakeholders’ expectations

Program learning outcomes (PLO’s) indicate the set of knowledge, skills, and attributes that students will gain upon successful completion of your program. For students, PLO’s set out expectations. For the academic unit, they’re the basis of the whole curriculum.

Guide for developing Program Learning Outcomes. (PDF Document – 1,8 Mb)

To know more about Program Learning Outcomes

Series of video modules : « How to develop effective Program Learning Outcomes » (close captions in English)

Program Learning Outcomes (PLOs) - What are they and who needs them? Watch the presentation.

2. Mappings

Part one: PLO - Degree level expectations (DLE) - uOCompetencies mapping

Objective: determine the alignment of program learning outcomes with degree-level expectations (DLE’s) and uOCompetencies.

Our analyst will work in close collaboration with you and walk you through the steps during bi-weekly meetings to support you develop program learning outcomes.

A series of self-paced online modules available on Brightspace explains the basic terminology and reviews the whole process. Your academic unit may wish to review these modules, either before or after connecting with our analyst.

Part two: Course-PLO mapping

Objective: determine which course addresses/covers which PLO’s, and at which instructional level: Introduction (I), Reinforcement(R) or Advanced (A).

Our analyst will work in close collaboration with you through an iterative process to assist you in developing this mapping.

3. Proof of demand

Part one: Development of a brochure showing students’ learning paths

Objective: develop a medium to show the program to stakeholders and gauge their interest.

An online brochure template with information added by your academic unit will be employed. This information will appear on a website.

Part two: Stakeholders’ survey

Objective: provide quantified evidence of demand (student demand and societal need) for the new program.

Through a survey using the online brochure and/or any other material. Through online research using accessible databases (e.g., Burning Glass – via the corresponding service).


As these three steps are iterative, it is recommended to allow between three to four months of active work for completion. While it’s hard to predict exactly how much time is needed, expect three or four hours per week (excluding the time for respondents to complete the surveys).