Formative course evaluation: a positive student and faculty experience

Area of Science:

• Educational Program Evaluation
• Undergraduate Curriculum Development
• Collaborative Learning Environments

Background:

• Senior-level coordinated undergraduate courses require effective evaluation methods.
• Traditional evaluations may not fully engage both faculty and students.
• Fostering a collaborative approach can enhance program development.

Purpose of the Study:

• To conduct a formative evaluation of a senior-level coordinated undergraduate program course.
• To assess the effectiveness of a cooperative faculty-student evaluation process.
• To identify areas for program improvement and foster participant commitment.

Main Methods:

• A cooperative formative evaluation was conducted involving faculty and students.
• Participants identified course problems, strengths, and potential solutions.
• A group-focused approach was used to address concerns collectively.

Main Results:

• The evaluation was perceived as a worthwhile and productive project by all participants.
• Students felt their concerns were valued by faculty, promoting engagement.
• The collaborative format led to greater acceptance of recommendations and fostered pride.

Conclusions:

• Cooperative formative evaluation is an effective and time-efficient method for improving undergraduate programs.
• This model promotes a sense of contribution, commitment, and pride among students and faculty.
• The evaluation process provides valuable insights for past success and future development.