Curriculum and Instruction
Evaluate curriculum and assess outcomes to provide optimal and diverse educational opportunities for Harper students.
Faculty-directed curriculum development and evaluation provide Harper College with enriching courses and programs of study. Continual evaluation at course and program levels maintains curriculum currency and relevance. Curriculum will continue to be evaluated with deliberation, care, and collaboration to ensure that it meets intended outcomes and evolving student, community, transfer, workforce, and global needs. Various forms of discipline-specific assessment at Harper College encourage reflection, responsiveness, and adjustment, toward helping all students master the knowledge and skills needed to achieve their educational goals.
Goal Targets 2016–19
- Implement a process for quality assurance in online/blended courses.
- Provide a program to support faculty intervention in student course retention.
- Identify 2–3 high-impact teaching practices effective across disciplines.
- Implement course-level changes in select 0-15 courses.
>>Target Partially Achieved
- Implement Action Research professional development opportunities for faculty by June 2019.
- Implement Open Educational Resources (OER) pilot with at least ten faculty members by June 2019.
- Implemented a process for quality assurance in online/blended courses that included implementing professional development for new online instructors and creating a five-year course design review cycle.
- Offered online courses on Action Research where 27 faculty members completed projects that included homework practices, study skills, motivation, textbook compliance, writing support, exit tickets, exam wrappers, and incorporating student outcomes in the class lesson.
- Implemented Open Educational Resources (OER) where faculty either adapted, adopted or created course materials for students. In spring 2019, 20 faculty implemented OER/no-cost/low-cost course materials in 36 sections, impacting 877 students.
- Supported 48 faculty members in implementing classroom changes designed to increase course retention through adoption of one of the following research-based strategies: interacting with students by name; checking in regularly; scheduling one-on-one meetings; and practicing paradox. Faculty perceptions of their own self-efficacy were impacted positively, and student withdrawal rates decreased in courses taught by faculty who participated in the initiative.
- Awarded one grant to support curriculum development for the ENG101 ALP course.
- Identified high-impact teaching practices.