Curriculum & Program Development

Objective Focus brings many years of successful curriculum design, development and evaluation in a wide range of disciplines at both the undergraduate and graduate levels. Coupled with its unbiased perspective, this knowledge and experience is an invaluable asset in the continuing assessment of curricular relevance and quality.

An educational institution is largely defined by the public perception of its mission and goals as well as the degree to which they are supported by curricula that lead to the success of its graduates. Central to the achievement of these objectives is an intellectual and creative environment in which individual courses and programs build toward substantive and holistic outcomes. Therefore, curriculum planning, review, updating and evaluation must be a priority for both faculty and administrators.

Whether defining the overarching thrust of an institution’s mission or the program requirements of its individual schools and/or departments, a curriculum is a work of architecture. Each of its courses has a singular identity and purpose but supports others as well as the agenda of the whole. Thus curriculum design is a critical process in which the relevance, sequence, interrelationship and content of individual courses must be astutely conceived, well balanced, thoroughly understood and constantly reexamined.

A good curriculum is dynamic and maximizes the assets of faculty, matching individuals to courses where their particular strengths are best deployed. It recalibrates as faculty change, knowledge expands, or technology, materials and disciplines evolve. Maintaining this flexible balance requires steady monitoring of teaching outcomes and an ongoing, informed and unbiased assessment of a program’s relevance and effectiveness.

Objective Focus brings an essential external perspective, up-to-date knowledge and protean experience in curriculum design to this critical process.

Objective Focus facilitates a critical and impartial review of existing programs, helping to assess the quality of teaching and student outcomes. This includes a review of their professional relevance and the degree to which graduates are prepared to meet the expectations of their disciplines and the job markets.