Extended Commentary: Balancing Curricular Outcomes with Institutional Effectiveness: an Empirical Study of Academic Program Review
By: Jeffrey Chin and Michelle Robertson
Abstract
This paper analyzes data from sociology programs where the first author served as an external reviewer over the past 10 years. The second author was at one of the institutions visited by the first author and provides the “client’s perspective.” The data demonstrate that academic programs in general and sociology programs in particular, can benefit from academic program review and in some cases, make a strong case for receiving additional resources.
This paper was supported by a grant from the Le Moyne College Committee on Research and Development. Jeff would like to thank the many colleagues over the last 25 years who have entrusted him to work with them to develop their curriculum. Thanks to the Editor and the reviewers who read this paper and whose comments made it better. Michelle would like to thank her colleagues who have shared their curriculum knowledge and experience with her over the years. Special thanks to Jeff for introducing her to the world of Sociology Program Review and inviting her to work on this project with him. Thanks to the respondents and the editorial staff who shared their insight to strengthen this contribution to our understanding of academic program review. Shortcomings of the paper are entirely the responsibility of the authors.
Journal eISSN: 2332-0419
Language: English
Published on: Jan 1, 2024
Published by: Pi Gamma Mu
In partnership with: Paradigm Publishing Services
Keywords:
© 2024 Jeffrey Chin, Michelle Robertson, published by Pi Gamma Mu
This work is licensed under the Creative Commons Attribution 4.0 License.