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I am the only faculty and would really appreciate feedback from others.  I know that I can't think of or recognize everything that should be included.

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I am the only faculty and would really appreciate feedback from others.  I know that I can't think of or recognize everything that should be included.

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Yes, I try to read the current literature and make sure I am including relevant topics and evidence-based approaches.

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Yes, I try to read the current literature and make sure I am including relevant topics and evidence-based approaches.

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Yes, I update each term using student's feedback as well as keeping current with the literature and adding or revising content as needed.

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Update each term based on student evals. In addition, faculty engage in interrater reliability exercises to bring increased consistency to grading. Faculty provide excellent feedback for changes. Updating readings and providing additional resources for student assignments occurs between terms.

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Course improvement involves course faculty, the WAC committee, and the FNU writing specialist. 

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Course improvement involves course faculty, the WAC committee, and the FNU writing specialist. 

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Yes, the evidence is based on available information and driven by the philosophies of WAC/WID. 

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Yes, the evidence is based on available information and driven by the philosophies of WAC/WID. 

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Student evaluations, new published information, and faculty feedback drive revisions and updates in the course. Revisions and updates are an ongoing process and vary with each term.

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I have a new faculty in the course so we work together for improving and I feel her input as a new faculty with new eyes helps me. I really did not get much out of reviewing someone else's test questions, I think because the courses are so different and each faculty member uses their own spin. I have reached out to Anne Cockerham to look at ideas I had for change and to see if there was anything she could recommend for change in the course.

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I am not sure if there is evidence to support this. I am sure there is based on the fact that many articles have been written on this but I have not researched this

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-Faculty and CC meet during the term to see what changes need to be made (what is or isn't working well)
-Student evaluations drive changes in the course
-Always striving to make improvements

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Team is 4 to 6 faculty. I also teach Health Policy & Advocacy, usually alone. As it gets bigger, I hope to use the same process. Alone, I do the same things, but it's not as good.

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I don't know if these are evidence based practices.

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--Team meets 2 x a term to discuss assignments, etc. and consider changes.
--At second meeting review evals and consider changes.
--I note ideas at ed, healthconferences in a file and put them in Q term.
--Do not have a revolving revision process.