Assessing the culture of teaching and learning through a syllabus review

Stanny, Claudia J. (Author)
Gonzalez, Melissa (Author)
McGowan, Britt (Author)
Stanny, Claudia J. (author)
Gonzalez, Melissa (author)
McGowan, Britt (author)

Assessment & Evaluation In Higher Education

0260-2938

40

7

898

913

2015

10.1080/02602938.2014.956684

Content analysis of course syllabi can answer a variety of questions about the structure of courses and the campus culture of teaching and learning. The authors report a review of the full population of undergraduate syllabi at one institution during one academic term (n = 1153), including rubric design and training procedures for reviewers. The authors discuss the rich data generated by a comprehensive analysis of syllabus content, including student learning outcomes, descriptions of assignments and projects, and descriptions of activities and strategies instructors use to promote student learning. The review generated inventories of courses that addressed learning outcomes and associated assignments. Librarians and the Centre for Teaching, Learning, and Assessment will use these inventories to approach departments and faculty with shared interests (e.g., information literacy, high impact pedagogical practices, 21st Century skills) and initiate collaborations to develop library workshops, resource materials, and new or improved assignments to promote these learning outcomes. The review findings document changes in the campus culture of teaching and learning and inform efforts for continuous improvement.

Syllabus review
Syllabus development
Syllabus Rubric
Educational Assessment
Information Literacy
High-Impact Pedagogical Practices
21st Century Skills
Inter-rater reliability