A common concern in practice is that curriculum renewal efforts (curriculum is defined here as “a set of connected teaching and learning experiences, beyond an individual course, that form a connected whole”) rarely occur and, when they do, occur at a slow pace often stalling and missing opportunities for adoption of best practices in teaching and learning. Because of the unique challenge change initiatives like curriculum renewal pose, a group of educational developers, from teaching centres at three participating universities (Queen’s University, University of British Columbia, and University of Saskatchewan), met for a two day retreat to better understand how to best support and encourage curriculum renewal efforts and design a framework outlining enabling and limiting factors across four areas:
- What contextual factors enable/limit faculty participation?
- What organizational factors enable/limit progress?
- What foci enable/limit decision making?
- How can educational developers enable/limit this work?