NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1373399
Record Type: Journal
Publication Date: 2022
Pages: 35
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2334-4822
Data-Driven Iterative Refinements to Educational Development Services: Directly Measuring the Impacts of Consultations on Course and Syllabus Design
Hershock, Chad; Pottmeyer, Laura Ochs; Harrell, Jessica; le Blanc, Sophie; Rodriguez, Marisella; Stimson, Jacqueline; Walsh, Katharine Phelps; Weiss, Emily Daniels
To Improve the Academy, v41 n2 Article 9 p212-246 Fall 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 analyzed 94 clients' syllabi (32 faculty, 62 graduate students and postdocs) before and after consultations. Faculty and non-faculty clients demonstrated significant change following consultations (6% and 10% gains in syllabus rubric scores, representing 50% and 31% of possible gains and effect sizes of 0.73 and 1.04 standard deviations, respectively). We compared faculty clients to quasi-experimental control groups that did not receive consultations. Syllabi from non-clients scored lower and did not demonstrate similar changes across semesters. Attendance at a CTL seminar on course and syllabus design did not explain variation in clients' syllabi. We discuss implications for assessment of CTL services and how we leveraged formative assessments to inform and iteratively refine our educational development practices.
Michigan Publishing. 839 Greene Street, Ann Arbor, MI 48104. Tel: 734-764-3417; e-mail: mpublishing@umich.edu; Web site: https://www.toimprovetheacademy.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A