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Hershock, Chad; Pottmeyer, Laura Ochs; Harrell, Jessica; le Blanc, Sophie; Rodriguez, Marisella; Stimson, Jacqueline; Walsh, Katharine Phelps; Weiss, Emily Daniels – To Improve the Academy, 2022
Evidence-based practice in educational development includes leveraging data to iteratively refine center for teaching and learning (CTL) services. However, CTL data collection is often limited to counts and satisfaction surveys rather than direct measures of outcomes. To directly assess impacts of consultations on course and syllabus design, we…
Descriptors: Consultation Programs, Educational Development, Instructional Design, Curriculum Design
Campbell, Rebecca; Blankenship, Benjamin – To Improve the Academy, 2021
Institutions are redesigning gateway courses--lower-division courses known to create student success bottlenecks--to influence persistence and completion goals. These initiatives, student success course redesigns (SSCR), are specialized versions of course design institutes (CDIs). This investigation into SSCRs uses content analysis to examine the…
Descriptors: Curriculum Design, Curriculum Implementation, Academic Achievement, Introductory Courses
Palmer, Michael S.; Streifer, Adriana C.; Williams-Duncan, Stacy – To Improve the Academy, 2016
Herein, we describe an intensive, week-long course design institute (CDI) designed to introduce participants to the scholarly and evidence-driven process of learning-focused course design. Impact of this intervention is demonstrated using a multifaceted approach: (a) post-CDI satisfaction and perception surveys, (b) pre-/post-CDI surveys probing…
Descriptors: Statistical Analysis, Curriculum Design, Surveys, Course Descriptions
Palmer, Michael S.; Bach, Dorothe J.; Streifer, Adriana C. – To Improve the Academy, 2014
To enrich the resources for measuring the impact of educational development work, we have created a rubric to assess the degree to which a syllabus achieves a learning orientation. The rubric provides qualitative descriptions of components that distinguish learning-focused syllabi and uses a quantitative scoring system that places syllabi on a…
Descriptors: Educational Development, Scoring Rubrics, Course Descriptions, Summative Evaluation