BCD: An Integrative Model for Program Development and Assessment in Higher Education

Abstract

Academic programs are foundational to higher education and student learning, yet in many cases programs are developed or revised without a cohesive approach grounded in evidence-based pedagogical and organizational theories. A fragmented approach to program (re-)development hinders the creation of comprehensive, data-informed, and sustainable academic programs that foster student and faculty success while meeting accreditation standards. Using a Graduate Certificate Program in Molecular and Biomedical Sciences as a case study, this paper describes the formation and implementation of a novel model for higher education program development, which combines three frameworks: Backward Design, Continuous Quality Improvement (CQI), and Democratic Leadership. This BCD model addresses program development, faculty collaboration, and data-driven assessment for continuous improvement. The combined application of these three frameworks results in integrated curricula, meaningful data, and sustained stakeholder engagement. The BCD model offers a comprehensive and scalable paradigm for program leaders, faculty members, assessment professionals, and higher education administrators who aim to enhance the quality of academic programs and align curriculum to accreditation standards.