Herding Faculty: How Course Coordinators Drive Assessment of Learning

Kent Seaver, Director, Academic Operations, the University of Texas, Dallas

Kent Seaver, Director, Academic Operations, the University of Texas, Dallas

The role of a college faculty member is not limited to what goes on in the classroom. Whether it be teaching, research, publications, or assessment, faculty in today's universities wear many hats. One such role is that of the course coordinator, a sort of "wrangler" for assessment data related to one or more specific courses they teach. The coordinator has a difficult job, but one that is vital not only to the consistency of the assessment but also to the delivery of the instruction itself.

The importance of program assessment is well known in academia and is crucial for accreditation. But what is truly known about how the “sausage is made,” or where the data comes from, and how it is collected and analysed? At the Naveen Jindal School of Management (JSOM) at the University of Texas at Dallas, a system is used where each assessed course for an academic program has its own coordinator who is tasked with ensuring consistency and integrity, as well as progress. This coordinator is also a faculty member of the school who teaches the course and, as such, understands the subject matter and how to best deliver the instruction to meet the established course student learning outcomes.

Individual course coordinators are critically important to the Assurance of Learning (AoL) process because they serve as the vital link between program-level learning goals and the daily reality of the classroom. Their responsibilities ensure the collection of meaningful data, its analysis and the subsequent implementation of continuous curriculum improvement. The coordinator is essential to the continuous improvement cycle known as "closing the loop." By reviewing assessment data and using said data to recommend specific changes within their course, they ensure that the assessment process leads to meaningful pedagogical improvements rather than just compliance reporting. As practicing faculty, “closing the loop” also connects theory to practice because what is taught is also what is implemented, ensuring abstract outcomes become concrete, measurable course activities.

Assessment in higher education is not a new process, nor is it one that should be taken lightly. Not only is it often mandated by states and individual accreditors, but it is also necessary to ensure relevancy in an ever-changing world. All too often, assessment is seen as a “checking of the box” when it is a key indicator of how students (graduating and continuing) have mastered the required course and program outcomes to become strong graduates and future industry employees. Many different instructors may be instructing these students in any number of modalities (face-to-face in class, asynchronous online, hybrid, etc.), but the person responsible for managing (ok, herding) the respected faculty and collecting the needed data is the faculty course coordinator. Careful attention is paid to the data from multiple modalities to ensure students on and off campus are learning the same goals, as well as making sure these course-level objectives are aligned with program (and school) objectives.

Diligence and understanding the need for improvement (and accuracy) are what really make the course coordinator position so important. All faculty are interested in the success of the program and, therefore, the success of their students. But it is this faculty course coordinator who is ultimately responsible for identifying the places where change is needed—change that can benefit all stakeholders. For example, AI is sweeping across higher education campuses faster than many people would like. But the ability to harness this technology and use it for the benefit of students is very possible, and creating schoolwide initiatives to utilize this asset in the classroom can be recommended by a course coordinator. As a subject matter expert in a field, who better to monitor industry relevance to ensure course content is accurate?

Assessment has always been a strong asset in JSOM, and the programs know that their reports will be measurements of how well students understand the needed outcomes to become successful graduates and citizens. But the role of the course coordinator can sometimes be unheralded. The person responsible for herding the necessary people and data is core to the success of the school. Without this person, needed change would sometimes go unaddressed. Their ability to work with and consult other faculty to adjust the curriculum for the better is a key instrument in the continued success of the School of Management.

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