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The approach is systematic, collaborative, and discipline-focused, supporting educational developers and instructional support staff in tracking intervention impact with academic colleagues who may lack training in educational evaluation or social-science research. Grounded in experiences across three faculties, it can be adapted to other contexts and disciplines through an explicit account of the key decision-making logic. 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Pedagogical Consultant  \nABSTRACT  \nThis article describes a research-driven heuristic for the scholarly evaluation of teaching and learning interventions, which is systematic, collaborative, and discipline focused. We offer this guide to educational developers and other instructional support staff who are tracking the impact of interventions in teaching and learning with academic colleagues who lack backgrounds in educational evaluation or social-science research. Grounded in our experience in three different faculties, the framework may be modified to meet the needs of other contextsand disciplines. To aid such modification, we explicitly describe the thinking underlying the key decision-making points. We offer practical advice that may assist academics and academic developers with evaluation processes, thus addressing the scarcity in the literature of comprehensive, programmatic, scholarly, and systematic assessments of innovations in teaching and learning at the university level.  \n46 CJHE / RCES Volume 39, No. 2, 2009  \nRÉSUMÉ  \nDans cet article, nous décrivons une heuristique fondée sur des recherchesciblant une évaluation érudite des interventions en enseignement eten apprentissage tout en étant systématique, collaborative et axée sur cette discipline. Nous offrons ce guide aux concepteurs de programmes pédagogiquesainsiqu’aupersonneldesoutienpédagogiqueimpliquédans le suivi des répercussions provenant des interventions en enseignement et en apprentissage assurées par des collègues académiques n’ayant nil’expérience en l’évaluation pédagogique ni en recherche en science sociale. Fondé sur notre expérience dans trois facultés distinctes, ce cadre peut se modifier, s’adapter afin de répondre aux besoins de d’autres contextes et disciplines. Afin de faciliter une telle modification, nous avons explicitement décrit la logique sur laquelle reposent les points décisionnels clés. Nous offrons des conseils pratiques afin d’assister les académiques et les concepteurs de programmes académiques avec le processus d’évaluation. Ainsi nous adressons la question derareté d’évaluations compréhensives, programmatiques, érudites et systématiques des innovations en enseignement et en apprentissage au niveau universitaire.  \nCONTEXT  \nAs Barnett (2000) so pointedly commented, we live in an age of supercomplexity, in which demands for change have become a constant in publicly funded higher education systems. Some recent examples are the external calls for accountability in Australia (Robertson, 1998); the creation of the Quality Assurance Agency for Higher Education in the United Kingdom (Randall, 2001); and the requirement of the Bologna Agreement in Europe for universities to re-articulate their programs. Canadian examples include pressures for the incorporation of online learning in post-secondary education (Advisory Committee for Online Learning, 2001); recommendations for reform in Ontario’s higher education system (Rae, 2005); and increasing public concern about the ability of post-secondary education to meet the future learning needs of all citizens (Canadian Council on Learning, 2006) . These external forces are compelling universities to make substantial changes at the same time as they deal with reduced resources, increased accountability, technological challenges, and more informed students and parents. Thus, evaluation 1 of the impacts of teaching and learning initiatives is of increasing concern to administrators (chairs, heads of departments, and deans), as well as to instructors2 and academic developers.  \nAcademic development","cbCaiptMdmYuPzxw","https://ap.wps.com/l/cbCaiptMdmYuPzxw","pdf",124613,32,"English","# Abstract\n# Résumé\n# Context\n## Supercomplexity and accountability pressures\n## Academic development and evaluation needs\n## Disciplinary variation in evaluation","[{\"question\":\"What does the article propose for evaluating teaching and learning interventions?\",\"answer\":\"It proposes a research-driven heuristic that enables scholarly evaluation of interventions in a systematic, collaborative, and discipline-focused way.\"},{\"question\":\"Who is the guide intended to support?\",\"answer\":\"It is aimed at educational developers and instructional support staff who track intervention impacts with academic colleagues, especially when they lack backgrounds in educational evaluation or social-science research.\"},{\"question\":\"Why is evaluation positioned as increasingly important in higher education?\",\"answer\":\"The article links rising accountability and reform demands to a growing need for evaluating teaching and learning initiatives, especially as universities face reduced resources and technological challenges.\"}]","A Systematic Approach to Evaluating Teaching and Learning Initiatives in Post-secondary Education | PDF",1792084961,81]