Curricular revisions are ongoing in most health professional programs. Examples include updating instructional approaches or integrating basic science and clinical medicine content. Such changes require participation by contributors with varied disciplinary or professional backgrounds, and a range of skills as educators. How can the work of such diverse teams be managed to produce effective, learner-centered experiences? Over the past 20 years, we have applied an outcomes-driven, backward design framework to guide the work of curriculum planners. We now are using the approach to guide large, inter-disciplinary teams designing novel courses and other learning experiences. The framework asks members to teach and assess for understanding by 1) prioritizing a set of purposeful learning outcomes; 2) planning authentic assessments matched to outcomes, and 3) designing effective and engaging learning activities. The process requires establishing a shared mental model for curriculum development, collaboration, just-in-time team professional development, and a tiered approach to project management. In this interactive session, participants will gain experience with the outcomes-based approach, develop insights into managing the group process, and develop ideas that can be implemented in their own programs.