(346) Developing a Holistic Course Review Process Embracing Collaboration between Assessment and Curriculum Committees

Objective : To implement a holistic course review process that utilized data, self-assessment, and peer assessment to provide support to faculty and assure quality of our curriculum.

Methods: Our existing process was analyzed to gain consensus on purpose and goals and identify opportunities for improvement. Literature and peer institution processes were reviewed to identify best practices. A joint Curriculum Committee (CC) and Assessment Committee (AC) working group was charged to develop the comprehensive process that included course director (CD) self-assessment, analysis of student performance and student evaluations, and peer review. The CD self-assessment tool was refined based on feedback from AC and CC. Ten courses piloted the process.

Results: A holistic, collaborative, systematic course review process was developed, piloted and ultimately implemented in our PharmD Program. The process includes oversight by a joint CC/AC working group. The CD self-assessment consists of 32 items assessing content, structure, teaching/learning methods, assessments, and course-directorship. Courses undergo full review every three years or after substantive change. The working group completes a peer review based on the CD self-assessment, student performance data, and student evaluations. Action items, including accolades or areas in need of revision, are presented to the CC and AC as needed. CDs are sent a final review with suggestions, concerns, or commendations for the course prior to submission of the next year’s syllabus for approval. Faculty feedback from the pilot indicated support for this more holistic and collaborative process.

Conclusions: The pilot served to validate a more collaborative course review process that includes a reflective CD self-assessment tool. This process will serve as a critical component of our curricular quality improvement processes in the future.