Core Ideas An undergraduate natural resources education is improved at a major research university. The article describes a systematic curriculum redesign process in a university program. The program is improved by using data‐driven program design and assessment. The undergraduate curriculum is focused to ensure program and graduate quality based on industry/academic needs and trends. To remain current, departments and programs offering curricula in natural resource science aim to ensure that students develop the knowledge and skills identified as being crucial by experts in the field. Texas A&M University's Ecosystem Science and Management (ESSM) Department recently completed a large‐scale curricular update assisted by academic developers at the Center for Teaching Excellence (CTE) within the university. Using the comprehensive Program (Re)Design (PRD) model created by the CTE academic developers, the ESSM Department began by forming a PRD team identified from the department's faculty. This article details the process that the ESSM department utilized during their curriculum update, and provides a general overview of the PRD model. Examples of lessons learned (issues, solutions, and so forth) are also examined.

Dr. Debra Fowler serves the Associate Director of the Center for Teaching Excellence at Texas A&M University. Following 16 years working in industry she completed a Ph.D. is in Interdisciplinary Engineering with a specific focus on engineering education from Texas A&M University. Her research areas of focus are faculty perspectives and growth through curriculum design and redesign, interdisciplinary teaching and learning, reflective eportfolios, and professional development of graduate students related to teaching. Maria L. Macik, Texas A&M UniversityMaria Macik is an associate instructional consultant at the Center for Teaching Excellence at Texas A&M University. She earned a B.S. degree in psychology and sociology from Texas A&M University, an M.S. degree in educational psychology, and is currently pursuing a Ph.D. in educational psychology at Texas A&M. Her research interests include: curriculum (re)design, creativity and innovation in higher education, and reflection and transformative learning. Ms. Chelsea Bakenhus is currently a second-year doctoral student studying educational psychology at Texas A&M University. She currently works as a graduate assistant for curriculum redesign projects for the Center for Teaching Excellence. Her areas of interest include curriculum design and redesign, professional development of faculty, creativity in higher education, and the impact of curricular alignment on long-term student outcomes.