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Thank you for joining me in this course about reviewing and improving your course that you’re teaching. I hope you found the hands on activities and advice useful and if there’s three things to keep in mind, it’s one, remember to bring your continuous improvement mindset to this activity. Two, remember to not just rely on student feedback but be able to triangulate with multiple data points. And three, create and maintain your change in action logs so that over time, you understand the course experience in your courses passed and how you wanna use that to keep moving forward. There’s plenty of opportunity for discussion on these topics, so make sure to get involved with the discussions below and above and always make sure to use your colleagues for these discussions as well. Best of luck to you and all of the improvements that you take on.

Thank you for joining me in this hands-on course for reviewing and improving the course experience for your students. As you continue teaching your course and others remember to:

  • Use a continuous improvement approach to reviewing and improving your course
  • Triangulate multiple data points to understand students’ experiences in your course
  • Create and maintain a change log that is both practical and aspirational

Thank you for taking this ‘How to Review and Improve your Course for a Better Student Experience’ course which has been developed with Dawn Marie Gilmore. We hope you have enjoyed it. Remember to mark all the lessons as ‘Mark Complete’ to earn your Course Completion Badge.

Gilmore, D. (2021) Implementing a coaching model for the development of online teachers. International Journal for Academic Development, 26:2, 121-133

Heffernan, T. (2022). Sexism, racism, prejudice, and bias: a literature review and synthesis of research surrounding student evaluations of courses and teaching. Assessment & Evaluation in Higher Education, 47:1, 144-154

Lakeman, R., Massey, D., Nasrawi, D., Fielden, J., Hutchinson, M., Lee, M., Coutts, R., (2022). ‘Lose some weight’, ‘stupid old hag’: universities should no longer ask students for anonymous feedback on their teachers. The Conversation

O'Leary, C., Owende, P., Harvey, J., Jamaa, H., Scally, M., O'Neill, N.; Cairns, J., O'Neill, S., Kilmartin, D., Carthy, A., Browne, M., Farrelly, S., Gorman, R., and Keane, P., (2021). The Design of Student Training Resources to Enhance the Student Voice in Academic Quality Assurance and Quality Enhancement Processes. Irish Journal of Academic Practice. Vol. 9:2, Article 4.

O’Leary, M. (2017). Monitoring and Measuring Teaching Excellence in Higher Education: from Contrived Competition to Collective Collaboration. French, A. and O’Leary, M. (Ed.) Teaching Excellence in Higher Education (Great Debates in Higher Education). Emerald Publishing Limited, Bingley, pp. 75-107

Quality Assurance Agency for Higher Education. (2022). Reviewing higher education. QAA.

Richardson, J. (2005). Instruments for obtaining student feedback: a review of the literature. Assessment & Evaluation in Higher Education, 30:4, pp. 387-415

Tertiary Education Quality and Standards Agency. (2021). Guidance note: Academic quality assurance version 2.2. Australian Government TEQSA.

The International Network for Quality Assurance Agencies in Higher Education (INQAAHE).

Discussions

What key message did you get from this course that you plan to share with your colleagues?

Please share your thoughts and questions in the comments section below.

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