A teacher-initiated course review process

Faculty of the Department of Agronomy at the University of Nebraska-Lincoln have formulated a process for review of courses with the objective of instructional improvement. The teacher-initiated process includes input from peers both in and out of the teacher's subject matter area, and from a p...

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Bibliographic Details
Published in:NACTA journal 1993-03, Vol.37 (1), p.25-28
Main Authors: McCallister, D.L. (University of Nebraska-Lincoln, Lincoln, NE), Waldren, R.P, Moser, L.E, Sorensen, R.C
Format: Article
Language:English
Subjects:
A MODEL
Adult education
AGRICULTURAL EDUCATION
Agronomy
College instruction
EDUCACION
EDUCATION
Educational consultants
EDUCATIONAL COURSES
ENSEIGNEMENT SUPERIEUR
ENSENANZA SUPERIOR
EVALUACION
EVALUATION
Field instruction
HIGHER EDUCATION
NEBRASKA
Pedagogy
Review committees
Teachers
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Summary:Faculty of the Department of Agronomy at the University of Nebraska-Lincoln have formulated a process for review of courses with the objective of instructional improvement. The teacher-initiated process includes input from peers both in and out of the teacher's subject matter area, and from a professional educational consultant. In the courses reviewed to date, the process has been successful at highlighting course strengths, offering an objective evaluation of proposed course innovations, and establishing a teaching support network.
ISSN:0149-4910