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Gather Data

The data gathering phase is very important because the data obtained anchors support from your departmental leadership, as well as helps to inform and ensure the direction of your curriculum redesign is supported by evidence. Both internal and external data are collected from program stakeholders, such as current and former students, internal and external faculty, and industry leaders using methods such as surveys, interviews, focus groups, department demographics, peer institution reviews, and job descriptions. A discipline-specific literature review is also conducted focusing on educational trends. Data can be used to identify current curricular gaps, as well as ensure evidence-based decision making throughout the redesign process. The Center for Teaching Excellence, in collaboration with the graduate assistant, conduct the data collection, organizing and reporting the data for the redesign team to analyze. At this phase, IRB (Institutional Review Board) training is also completed to ensure that all team members can conduct scholarly investigations regarding the team’s curriculum efforts.