ISEDJ

Abstract: Coordinating large, multi-section courses presents a persistent challenge in higher education, creating a tension between the need for standardization for quality assurance and the desire for pedagogical flexibility to foster instructor engagement. This paper addresses this challenge by proposing and evaluating a replicable, instructor-centered coordination model of "flexible standardization." Developed and implemented in a required undergraduate Information Systems course at a private U.S. college, the model integrates shared learning goals and common assessments within a framework that empowers instructors with the autonomy to adapt and innovate their teaching materials and methods. The model's effectiveness was assessed over six academic years (2019–2025) using student performance data from standardized Assurance of Learning (AoL) exam questions. The findings demonstrate that this flexible approach successfully maintains curricular coherence and meets accreditation benchmarks, with student performance consistently exceeding goals and showing low variability across sections. By fostering a culture of collaboration, professional trust, and shared ownership, the model provides a scalable, evidence-based alternative to rigid standardization that allows instructor agency while ensuring the integrity of student learning outcomes.

Download this article: ISEDJ - V24 N5 Page 4.pdf

Recommended Citation: Zhou, W., Salazar-Betancourth, C., (2026). Revisiting Course Coordination in Instructional Contexts: A Flexible, Instructor-Centered Approach. Information Systems Education Journal 24(5) pp 4-13. https://doi.org/10.62273/LKDD2674