A course-based approach to conducting program review
Abstract External program review is often considered the “gold standard” approach to evaluating academic programs in higher education. Despite the importance of program review, skepticism persists regarding its ability to meaningfully engage faculty and have sustaining impact on program improvement....
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer
2024-01-01
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| Series: | Discover Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/s44217-023-00085-4 |
| _version_ | 1827381994922704896 |
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| author | Alana Hoare Catharine Dishke Hondzel Shannon Wagner Shelley Church |
| author_facet | Alana Hoare Catharine Dishke Hondzel Shannon Wagner Shelley Church |
| author_sort | Alana Hoare |
| collection | DOAJ |
| description | Abstract External program review is often considered the “gold standard” approach to evaluating academic programs in higher education. Despite the importance of program review, skepticism persists regarding its ability to meaningfully engage faculty and have sustaining impact on program improvement. This paper builds on the academic Program Review Learning Community conceptual model and presents a process for applying a project management facilitation technique that leverages a course structure. The Program Review Course allows for multiple programs to be reviewed concurrently as part of an interdisciplinary cohort. Within the cohort, faculty teams gain access to templates, information sessions, workshops, and discussion forums, with opportunities for engagement both within and across multiple disciplines. Using learning modules, this approach is designed to create efficiency and collaboration in delivering program review tools and customized supports. Utilizing a course structure for program review fits well with a new way to think about program review because successful learning communities are often embedded within institutional structures. Use of this approach is expected to increase clarity and consistency, improve administrative feasibility, provide guidance for those new to program review, promote collegiality within and across programs, and involve team members in the creation of action planning. The authors propose that a course-based approach for conducting program review, with teams of disciplinary faculty joining an interdisciplinary cohort and supported by quality assurance practitioners and educational developers is a novel way to provide structure and academic development while meeting legislative requirements. |
| first_indexed | 2024-03-08T14:13:04Z |
| format | Article |
| id | doaj.art-5052ae4a69144830949875a5504a7060 |
| institution | Directory Open Access Journal |
| issn | 2731-5525 |
| language | English |
| last_indexed | 2024-03-08T14:13:04Z |
| publishDate | 2024-01-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj.art-5052ae4a69144830949875a5504a70602024-01-14T12:33:29ZengSpringerDiscover Education2731-55252024-01-013111010.1007/s44217-023-00085-4A course-based approach to conducting program reviewAlana Hoare0Catharine Dishke Hondzel1Shannon Wagner2Shelley Church3Thompson Rivers UniversityLambton CollegeThompson Rivers UniversityThompson Rivers UniversityAbstract External program review is often considered the “gold standard” approach to evaluating academic programs in higher education. Despite the importance of program review, skepticism persists regarding its ability to meaningfully engage faculty and have sustaining impact on program improvement. This paper builds on the academic Program Review Learning Community conceptual model and presents a process for applying a project management facilitation technique that leverages a course structure. The Program Review Course allows for multiple programs to be reviewed concurrently as part of an interdisciplinary cohort. Within the cohort, faculty teams gain access to templates, information sessions, workshops, and discussion forums, with opportunities for engagement both within and across multiple disciplines. Using learning modules, this approach is designed to create efficiency and collaboration in delivering program review tools and customized supports. Utilizing a course structure for program review fits well with a new way to think about program review because successful learning communities are often embedded within institutional structures. Use of this approach is expected to increase clarity and consistency, improve administrative feasibility, provide guidance for those new to program review, promote collegiality within and across programs, and involve team members in the creation of action planning. The authors propose that a course-based approach for conducting program review, with teams of disciplinary faculty joining an interdisciplinary cohort and supported by quality assurance practitioners and educational developers is a novel way to provide structure and academic development while meeting legislative requirements.https://doi.org/10.1007/s44217-023-00085-4Academic program reviewProfessional learning communityPostsecondary educationQuality assuranceAppreciative inquiryAcademic development |
| spellingShingle | Alana Hoare Catharine Dishke Hondzel Shannon Wagner Shelley Church A course-based approach to conducting program review Discover Education Academic program review Professional learning community Postsecondary education Quality assurance Appreciative inquiry Academic development |
| title | A course-based approach to conducting program review |
| title_full | A course-based approach to conducting program review |
| title_fullStr | A course-based approach to conducting program review |
| title_full_unstemmed | A course-based approach to conducting program review |
| title_short | A course-based approach to conducting program review |
| title_sort | course based approach to conducting program review |
| topic | Academic program review Professional learning community Postsecondary education Quality assurance Appreciative inquiry Academic development |
| url | https://doi.org/10.1007/s44217-023-00085-4 |
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