[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598643-105":3,"doc-detail-598643-en":81,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","strategies-for-evaluating-undergraduate-degree-programs","Strategies for Evaluating Undergraduate Degree Programs","","Evaluating undergraduate degree programs is presented as a complex process shaped by disciplinary knowledge development, accreditation demands, evolving student learning needs, and changing workplace expectations. The paper proposes creative strategies to address recurring evaluation challenges, including selecting theoretical models, negotiating conflicting standards across institutions and professional bodies, accommodating faculty differences related to course design and academic freedom, and aligning courses with program goals. Examples from an undergraduate social work program evaluation illustrate practical implementation and refinement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/strategies-for-evaluating-undergraduate-degree-programs/598643/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/strategies-for-evaluating-undergraduate-degree-programs/598643.png","ImageObject",300,407,{"name":42,"@type":43},"awa","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What four challenge types does the paper address in undergraduate program evaluation?","Question",{"text":63,"@type":64},"It addresses selecting theoretical models, balancing conflicting standards, accommodating faculty differences, and aligning courses with program goals.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper describe theoretical models for curriculum evaluation?",{"text":68,"@type":64},"It discusses a developmental approach using feedback from students, graduates, employers, community stakeholders, and scholars, and an andragogical model focusing on effective adult learning through collaboration and relevant teaching methods.",{"name":70,"@type":61,"acceptedAnswer":71},"How are learning outcomes used to guide course design and assessment?",{"text":72,"@type":64},"The paper emphasizes defining measurable knowledge, attitudes, and skills so that outcomes describe student performance, provide indicators of achievement, and inform course assignments, grading, instructional methods, and authentic assessment.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598643,1792160795,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":55,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2",8,"5  \nStrategies for Evaluating Undergraduate Degree Programs  \nJames P. Coyle  \nUniversity of Windsor  \nEvaluating higher education degree programs is an arduous task. This paper suggests innovative strategies for addressing four types of challenges that commonly occur during program evaluation: identifying theoretical models for evaluation, balancing potentially conflicting standards, accommodating faculty differences, and aligning courses. Examples from an undergraduate social work program evaluation arepresented to illustrate the strategies.  \nIntroduction  \nH ilgharleyr edevaulcatiuateonanddegurepedprateogrthaescmuurrreguulum  \nKnowledge development in the program’s discipline, accreditation reviews, changing student learning needs, and evolving workplace expectations regarding employee educational achievements compel educators to assess curriculum content and outcomes. However, a number of significant challenges can make this a daunting task. This paper explores creative strategies for addressing four types of challenges that commonly occur during undergraduate degree program evaluations: 1) identifying and applying theoretical models to guide curriculum evaluation; 2) balancing potentially conflicting standards from educational institutions, provincial education ministries, professional accreditation bodies, and  \nthe marketplace; 3) accommodating faculty differences regarding course design, program goals, and concerns about academic freedom; and 4) effectively aligning courses with each other and with the overall program goals. Examples from an undergraduate social work program evaluation illustrate methods for implementing and refining these strategies.  \nModels for Curriculum Evaluation and Teaching  \nDegree program evaluations ultimately assess the achievement of learning goals. Instruction content, methods, and assessment should effectively accomplish goals based on the needs of the student,  \ncommunity, and field of knowledge (Diamond, 2008) . A more traditional model for identifying learning goals uses a developmental approach that surveys or convenes focus groups with students, graduates, employers, community stakeholders, and scholars in order to receive feedback about current program learning and desired learning outcomes. Field related literature may also propose educational needs.  \nA second, andragogical model expands this approach by considering teaching and learning concepts that describe effective course design and teaching methods for adults (Thoms, 2001) . Effective adult learning occurs when teacher and student collaborate to create learning. Adults learn by integrating knowledge with their past experiencesand applying it to skills building. Increased classroom interaction, experiential learning, and use of workplace examples support educational goals that are relevant to students’ future careers and challenge students to actively manage their current and lifelong learning (Council for Adult and Experiential Learning, 2000) . Proponents of authentic assessment advocate instruction and student evaluation that“reflects or simulates a real-life situation that could confront students in their internship or future professional life” (Gulikers, Bastiaens, & Kirschner, 2004, p. 69). Authenticity, or the alignment between education and workplace, prepares students for employment demands.  \nLearning is also enhanced when it defines measurable knowledge, attitudes, and skills following successful education experiences (Shipley, 1995) . These learning outcomes portray student performance rather than the content of instruction, and they therefore provide indicators for assessing levels of student achievement, forming the basis for course assignments and grading. Action verbs associated with Bloom’s Taxonomy of Education indicate the level of learning: knowledge, comprehension, application, analysis, synthesis, or evaluation (Aviles, 2001) . For example, “describe physical, cognitive, emotional, and social aspects o","cbCaialU2jabwy74","https://ap.wps.com/l/cbCaialU2jabwy74","pdf",591400,"English","# Introduction\n# Models for Curriculum Evaluation and Teaching","[{\"question\":\"What four challenge types does the paper address in undergraduate program evaluation?\",\"answer\":\"It addresses selecting theoretical models, balancing conflicting standards, accommodating faculty differences, and aligning courses with program goals.\"},{\"question\":\"How does the paper describe theoretical models for curriculum evaluation?\",\"answer\":\"It discusses a developmental approach using feedback from students, graduates, employers, community stakeholders, and scholars, and an andragogical model focusing on effective adult learning through collaboration and relevant teaching methods.\"},{\"question\":\"How are learning outcomes used to guide course design and assessment?\",\"answer\":\"The paper emphasizes defining measurable knowledge, attitudes, and skills so that outcomes describe student performance, provide indicators of achievement, and inform course assignments, grading, instructional methods, and authentic assessment.\"}]","Strategies for Evaluating Undergraduate Degree Programs | PDF",1792087309,15,{"code":4,"msg":82,"data":99},[100,104,108,112,117,121,126,129,134,137,141],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Exam",70,"exam",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":118,"show_sort_weight":119,"slug":120},"Technology",50,"technology",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":124,"slug":125},7,"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":127,"slug":128},30,"research-report",{"id":130,"doc_module":4,"doc_module_name":25,"category_name":131,"show_sort_weight":132,"slug":133},9,"Religion & Spirituality",20,"religion-spirituality",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":135,"show_sort_weight":132,"slug":136},"World Cup","world-cup",{"id":138,"doc_module":4,"doc_module_name":25,"category_name":139,"show_sort_weight":138,"slug":140},10,"Lifestyle","lifestyle",{"id":142,"doc_module":4,"doc_module_name":25,"category_name":143,"show_sort_weight":113,"slug":144},19,"General","general"]