Curriculum development is currently being done in a variety of ways: individually, with peers, through an academic committee that may or may not have an industry representative, or through workshops. But the current ways of developing curriculum have challenges and inefficiencies, specifically when using groups and committee (logistical challenges, lack of idea generation or contributions, reaching consensus on the curriculum's contents, and lack of professional diversity). These inefficiencies and challenges can lead to relevant content being potentially left out of the curriculum, and a longer than necessary curriculum development process. These challenges can then negatively impact the program (missing relevant or outdated content), instructors (spending time creating content that may not be as impactful to the students as it could be), and students (not learning the industry-relevant or the latest and greatest). While others have utilized crowdsourcing to enhance the curriculum development process and elicit more inputs from external experts, their efforts were time consuming when it came to arriving at a consensus, some comments from the participants were difficult to interpret, and did not have a good balance between academic and industry participation. In this dissertation, the Expert Crowdsourcing for Curriculum Content Construction (EC4) Framework is developed and experimentally validated, emphasizing four capabilities: the dynamic crowdsourcing of domain experts to provide their inputs directly in the EC4 toolset and build ontological knowledge about the curriculum; the use of a super-majority consensus building method; the incorporation of a configurable professional diversity factor; and as a result an ontological representation of the curriculum. Through four experiments and over 80 participants from across academia, private industry, and government organizations, the research effort was able to demonstrate that the use of dynamic crowdsourcing with the consensus building function produces better overall curriculums; and when applying the Professional Diversity Factor to the Consensus Building Function, it provides curriculum with better breadth, industry demands, and information currency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]