Action Item Suggestions + Suggested Timelines

Data collected and analyzed may lead faculty members to suggest actionable items around teaching and learning.  For any action item that emerges, the Centre could offer a variety of supports.  For example, a program review may find that faculty and students were enthusiastic about a new interdisciplinary course offered recently in the program.  An action item may be to seek out more opportunities and partnerships to create another interdisciplinary course in their program.  In this case, the Centre may be asked to offer support in helping redesign a course with a more interdisciplinary focus. 

Another example may be that faculty and students are interested in incorporating more blended learning into a program.  An actionable item based on this feedback might be to identify two to three pilot courses to turn into blended offerings.  If this were the case, the Centre would offer support and services to help faculty and students transition to more blended delivery models. 

An activity many departments are considering at VIU is a Program Analysis and Mapping Process which engages faculty in a year to multi-year curriculum mapping experience. Some programs have begun this process and find it helpful to engage the Centre in designing program learning outcomes, mapping them to courses and analyzing assessment and teaching methods among many other areas of this process. If this is of interest, it is recommended to include this as an action item in the Self-Study.

Every program is different, and the needs and interests that emerge from the program review process vary considerably.

The following is a suggested timeline to complete the Teaching and Learning Section. Approximate times for completion are included in parentheses but this depends on the department size (number of faculty), previous activity done by the department in teaching and learning, the department’s direction for sections to include in the self-study etc.

  • September/October:  Program Review Chair meets with the Director of the Centre for Innovation and Excellence in Learning and the Curriculum, Teaching and Learning Specialist supporting the department’s Program Review (approximately 1 hour)
  • October through December: Curriculum, Teaching and Learning Specialist meets and discusses the Teaching and Learning Section of the Self-Study with the Program Review Chair and Department in a scheduled department  meeting outlining suggestions for completion (optional: approximately 2 hours)By mid-December: Complete Section A (Inventory of Practices) with or without assistance of Centre staff, faculty data collated by Program Review Chair for discussions (approximately 1.5 hours per faculty member, data collation approximately 1.5 hours by Chair, writing Section A approximately 2 hours)
  • January/February: Student focus group facilitated (optional); additional faculty data collection sessions held if required; data collated and presented to Program Review Chair (approximately 1-2 hours)
  • January/February: Write Sections B and C with or without assistance of Centre staff, faculty data collated by Program Review Chair during department meetings (approximately 1-2 hours, writing Sections B and C approximately 1-2 hours)
  • By the early March: Program Review Chair collates and presents data to faculty members
  • Mid-March: Program Review Chair meets with representatives of the Centre for Innovation and Excellence in Learning to discuss data, possible remaining questions, possible action items, and a plan moving forward (approximately 1 hour)
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