Coordination of multi-section courses offers educators a mechanism for providing consistent learning experiences to all students in all sections of the same course. Consistency across sections ensures that all graduates are taught the same core competencies. While course coordination has long been a topic of interest in higher education, the process may be even more relevant today due to assessment priorities, resource constraints, recruiting and retention efforts, varying delivery methods, and other related issues. This paper presents a model of the course coordination process that includes three stages: planning, implementation, and evaluation. At each stage of the coordination process, best practices can be employed to make the coordination process beneficial to all stakeholders: faculty, students, and programs.
This article is from the Accounting Instructors’ Report, an electronic journal that provides teaching tips and insights to those who teach accounting and other business courses.
Holly R. Rudolph, DBA, CPA, Murray State University
Don Chamberlain, DBA, CGFM, Murray State University