I’m excited to share news with you about a new article that’s just been released with co-authors Michele Jacobsen, Barb Brown, Marlon Simmons and Mairi McDermott. Here’s an overview:
There is a global trend toward improving programs and student experiences in higher education through curriculum review and mapping of degree programs. This paper describes an action research approach to program improvement for a course-based MEd degree. The driver for continual program improvement came from actions and recommendations that arose from an institutionally mandated, year-long, faculty led curriculum review of professional graduate programs in education. Study findings reveal instructors’ perceptions about how they enacted the recommendations for program improvement, including
- developing a visual conceptualization of the program;
- improved connections between the courses;
- articulation of coherence in goals and expectations for students and instructors;
- an increased focus on action research;
- increased ethics support and scaffolding for students; and
- the fostering of communities of practice.
Study findings highlight strengths of the current program and course designs, action items, and research needed for continual program improvement.
This article is the result of a two-year project with our amazing team. It has been incredible to learn with and from them as we embarked on this journey together. We are eager to share what we learned about how to improve students’ experience in our Master of Education program.
Check out the entire article in the Canadian Journal of Higher Education.
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Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.
Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.