(BNG 2023) Integration of Student and Faculty Voices in Curriculum Design

Aug-01-2023

This comprehensive assessment evaluated learning and teaching in January Term (JT) at Saint Mary’s College of California. We utilized qualitative and quantitative data through direct and indirect measures of student learning and faculty teaching experiences through course grades, course evaluations, and focus groups with students and faculty. Qualitative findings highlight student and faculty appreciation of JT as a place to explore interdisciplinary topics, interact with non-major colleagues or classmates, and focus intensely on one topic. At the same time, it also revealed challenges related to the intensive timeframe and incongruent understandings of the purpose of JT itself. Grade distribution analysis illuminates grade inflation and inequities between racial groups, while there were no major issues based on the students’ major or gender. The next step involves the revision of JT program learning outcomes, faculty discussion of grading expectations and effective course design, and implementation of strategies to close the equity gap

Presented by : Claire Williams and Makiko Imamura, Saint Mary’s College of California

(Slides) Integration of Student and Faculty Voices in Curriculum Design