(166) Faculty-Driven Course Assessment Following Curricular Revision

Objective : The objective of this research was to evaluate the impact of a newly implemented curricular assessment process following major curricular revision.

Methods: Faculty coordinators of required P1 through P3 courses in our Doctor of Pharmacy curriculum submit a formal report on their course following each semester, which includes quantitative data and qualitative reflection. Reports are reviewed regularly by the College Assessment Committee. Findings on reports were categorized into quality improvement indicators, which were used to capture areas of success or for future improvements. Categorizations captured changes to course format, changes to course grading scheme, Covid-era related revisions, faculty utilization of the University’s student success platform (for tracking student performance), student achievement of course-specific learning outcomes, changes in diversity, equity and inclusion (DEI) content, and course remediation. Reports were analyzed for the first and subsequent offering of each new course for their categorizations.

Results: Eighty-five categorizations were assigned amongst twenty-six courses analyzed. The most frequent categorizations regarded changes in course format (n=19), followed by changes in course grading scheme (n=18). The least common observation was improvement in student achievement of course learning outcomes (n=1).

Conclusions: After the initial offering of each course, faculty most frequently made changes to the course format, grading schemes, and DEI content. Findings of this study indicate that the curricular assessment process implemented following curricular revision can appropriately indicate aspects within didactic and skills-based coursework which are contributing to successful student performance regarding learning outcomes. Thoughtful faculty reflection on their course provides meaningful qualitative data regarding areas for future improvements, increased monitoring of student performance throughout the semester, and improved considerations for inclusion of DEI content.