Formative course evaluation: A positive student and faculty experience

Abstract

A formative evaluation of a senior-level coordinated undergraduate program course was conducted cooperatively by faculty and students and described by all participants as a worthwhile project. Everyone was given the opportunity to identify problems, strengths, and solutions. Students recognized that their concerns are of interest to the faculty. Students and faculty focused attention on solution identification in a format that promoted productive relationships. Concerns were not viewed as belonging to one individual or to students or faculty, but to the group as a whole. Therefore, recommendations were more likely to be accepted by all. Student participants and faculty agreed that the formative evaluation process was time-efficient and productive and fostered a sense of contribution, commitment, and pride in the continuing development of excellence in the program. The format is easily adaptable to the remaining coordinated courses. The formative evaluation gives evidence of the relative success of past endeavors and provides constructive recommendations for future endeavors.