Abstract:
Faculty of the Department of Agronomy at the University of Nebraska-Lincoln have formulated a process for review of courses with the objective of instructional improvement. The teacher-initiated process includes input from peers both in and out of the teacher's subject matter area, and from a professional educational consultant. In the courses reviewed to date, the process has been successful at highlighting course strengths, offering an objective evaluation of proposed course innovations, and establishing a teaching support network.
Keywords:
course review
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