WIP - Building A Stronger Curriculum: A Comprehensive Model for Enhanced Evaluation

Cameron Robert Rusnak; David Heise; Zeyad Mahmoud Alfawaer

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: Faculty Development Works in Progress Session 2
Tagged Division: Faculty Development Division (FDD)
Page Count: 8
Permanent URL: https://peer.asee.org/57352

Paper Authors

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Cameron Robert Rusnak Lincoln University - Missouri

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Dr. Cameron R. Rusnak is an Assistant Professor of Engineering at Lincoln University. Throughout his academic career, he has been dedicated to enhancing undergraduate education by continuously refining his teaching methods to improve student learning outcomes. His efforts focus on creating an engaging, supportive, and effective learning environment that fosters both academic growth and practical understanding.

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David Heise Lincoln University

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Zeyad Mahmoud Alfawaer Lincoln University

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Abstract

This work in progress (WIP) describes a proposal for a multifaceted approach to evaluation. The evaluation of a course or academic program serves as a critical tool in determining whether the educational objectives are being met and plays an essential role in advancing the pedagogical practices within the course or program. These evaluations typically involve both student assessments and departmental reviews, providing a comprehensive perspective on the course's effectiveness. However, challenges often arise during the execution of these evaluations. In some instances, the feedback can be vague or convoluted, failing to offer clear, actionable insights into areas where the course or program may need improvement. This lack of specificity can hinder efforts to enhance the learning experience of students. At [Anonymous University], we are innovating beyond traditional evaluation methods to enhance the effectiveness of our academic programs. Historically, our evaluation procedures have relied primarily on end-of-semester student evaluations and sporadic, unannounced department head assessments. While these methods provide some insight, we recognize the need for a more comprehensive and nuanced approach. To address this, we have developed a "5-facet" evaluation model. This approach includes five key components: student evaluations of the course, student evaluations of the instructor, exit interviews with students, interdisciplinary peer-to-peer evaluations, and department head evaluations. Each facet provides a unique perspective, collectively offering a well-rounded assessment of both instructional effectiveness and course design. The advantage of this 5-facet approach lies in its ability to streamline the evaluation process while offering more targeted feedback. Instructors gain clearer insights into areas needing improvement, enabling them to refine their teaching strategies and course content more effectively. The ultimate goal is to ensure that our students receive the highest quality education possible. This paper presents the proposed 5-facet evaluation approach and details its implementation, while also examining the specific benefits and considerations of each component. Through this method, we aim to set a new standard for academic evaluations, one that better supports both faculty development and student success. This work in progress is intended for presentation as a lightning talk.

Citation
Format

Rusnak, C. R., & Heise, D., & Alfawaer, Z. M. (2025, June), WIP - Building A Stronger Curriculum: A Comprehensive Model for Enhanced Evaluation Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/57352

TY - CPAPER
AB - This work in progress (WIP) describes a proposal for a multifaceted approach to evaluation.
The evaluation of a course or academic program serves as a critical tool in determining whether the educational objectives are being met and plays an essential role in advancing the pedagogical practices within the course or program. These evaluations typically involve both student assessments and departmental reviews, providing a comprehensive perspective on the course&#39;s effectiveness. However, challenges often arise during the execution of these evaluations. In some instances, the feedback can be vague or convoluted, failing to offer clear, actionable insights into areas where the course or program may need improvement. This lack of specificity can hinder efforts to enhance the learning experience of students.
At [Anonymous University], we are innovating beyond traditional evaluation methods to enhance the effectiveness of our academic programs. Historically, our evaluation procedures have relied primarily on end-of-semester student evaluations and sporadic, unannounced department head assessments. While these methods provide some insight, we recognize the need for a more comprehensive and nuanced approach. To address this, we have developed a &quot;5-facet&quot; evaluation model. This approach includes five key components: student evaluations of the course, student evaluations of the instructor, exit interviews with students, interdisciplinary peer-to-peer evaluations, and department head evaluations. Each facet provides a unique perspective, collectively offering a well-rounded assessment of both instructional effectiveness and course design. The advantage of this 5-facet approach lies in its ability to streamline the evaluation process while offering more targeted feedback. Instructors gain clearer insights into areas needing improvement, enabling them to refine their teaching strategies and course content more effectively. The ultimate goal is to ensure that our students receive the highest quality education possible. This paper presents the proposed 5-facet evaluation approach and details its implementation, while also examining the specific benefits and considerations of each component. Through this method, we aim to set a new standard for academic evaluations, one that better supports both faculty development and student success.
This work in progress is intended for presentation as a lightning talk.
AU - Cameron Robert Rusnak
AU - David Heise
AU - Zeyad Mahmoud Alfawaer
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - WIP - Building A Stronger Curriculum: A Comprehensive Model for Enhanced Evaluation
UR - https://peer.asee.org/57352
ER -