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The Course Improvement Flowchart: A Description of a Tool and Process for the Evaluation of University Teaching

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Title: The Course Improvement Flowchart: A Description of a Tool and Process for the Evaluation of University Teaching
Language: English
Authors: Morgan, Philip
Source: Journal of University Teaching and Learning Practice. 2008 5(2):1-14.
Availability: University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Peer Reviewed: Y
Page Count: 16
Publication Date: 2008
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Evaluation, Instructional Effectiveness, Flow Charts, Program Improvement, Instructional Improvement, Evaluation Methods, Research Methodology, Quality Assurance, Feedback (Response), Accountability, Credibility, College Instruction, Foreign Countries
Geographic Terms: Australia
ISSN: 1449-9789
Abstract: The use of evaluation to examine and improve the quality of teaching and courses is now a component of most universities. However, despite the various methods and opportunities for evaluation, a lack of understanding of the processes, measures and value are some of the major impediments to effective evaluation. Evaluation requires an understanding of what to evaluate, how to evaluate it, how to collect and analyse the information and how to action and implement what has been learned. The aim of this paper is to describe an instrument to document not only the evaluative process, but also evaluative outcomes. The Course Improvement Flowchart (CIF) provides a template for the application of an action inquiry framework. Throughout this process, the CIF template can be used to document key recommendations emanating from multiple sources of feedback so that a proactive statement of intent or action plan for teaching and course improvement is written. The resultant improvements that may be achieved in teaching and course quality may lead to more satisfying teaching experiences, improved student outcomes and heightened professional growth as a teacher.
Abstractor: As Provided
Number of References: 23
Entry Date: 2016
Accession Number: EJ1105448
Database: ERIC
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  Data: University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
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  Data: The use of evaluation to examine and improve the quality of teaching and courses is now a component of most universities. However, despite the various methods and opportunities for evaluation, a lack of understanding of the processes, measures and value are some of the major impediments to effective evaluation. Evaluation requires an understanding of what to evaluate, how to evaluate it, how to collect and analyse the information and how to action and implement what has been learned. The aim of this paper is to describe an instrument to document not only the evaluative process, but also evaluative outcomes. The Course Improvement Flowchart (CIF) provides a template for the application of an action inquiry framework. Throughout this process, the CIF template can be used to document key recommendations emanating from multiple sources of feedback so that a proactive statement of intent or action plan for teaching and course improvement is written. The resultant improvements that may be achieved in teaching and course quality may lead to more satisfying teaching experiences, improved student outcomes and heightened professional growth as a teacher.
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      – SubjectFull: College Instruction
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Australia
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