Open AccessA Systematic Approach to Evaluating Teaching and Learning Initiatives in Post-secondary Education
Author(s) -
Cindy Ives,
Lynn McAlpine,
Terry Gandell
Publication year - 1969
Publication title -
canadian journal of higher education
Language(s) - English
Resource type - Journals
eISSN - 2293-6602
pISSN - 0316-1218
DOI - 10.47678/cjhe.v39i2.485
Subject(s) - psychological intervention , systematic review , scarcity , tracking (education) , critical thinking , higher education , educational research , psychology , medical education , sociology , pedagogy , engineering ethics , computer science , medicine , medline , engineering , political science , psychiatry , law , economics , microeconomics
This article describes a research-driven heuristic for the scholarly evaluation of teaching and learning interventions, which is systematic, collaborative, and discipline focused. We offer this guide to educational developers and other instructional support staff who are tracking the impact of interventions in teaching and learning with academic colleagues who lack backgrounds in educational evaluation or social-science research. Grounded in our experience in three different faculties, the framework may be modified to meet the needs of other contexts and disciplines. To aid such modification, we explicitly describe the thinking underlying the key decision-making points. We offer practical advice that may assist academics and academic developers with evaluation processes, thus addressing the scarcity in the literature of comprehensive, programmatic, scholarly, and systematic assessments of innovations in teaching and learning at the university level.