Pqapa – What’s new and what’s the same?

1. Presentation to Program Coordinators– March 12, 2012 Pqapa – What’s new and what’s the same?

2. One part of the mandated self-regulatory mechanism for the colleges in Ontario • OCQAS = CVS + PQAPA • Provide institutional-level quality assurance • Provide a way for colleges to “tell their quality story” Purpose

3. Operates on a 5-year cycle Self-study Site visit 18-month report Process

4. College rates itself against the 6 Quality criteria and provides *evidence* to support these ratings (Met, Partially Met, Not Met) Report sent to an external panel 6 – 8 weeks prior to site visit Panel may request more or different information be provided before or at the site visit Self-study

5. Program learning outcomes are set for all programs of instruction. Academic policies support program development and student success. Programs conform to government policy and titling protocols. Program delivery and evaluation are consistent with learning outcomes. Quality criteria

6. Human, physical, fiscal and support resources are available, accessible and support student success. Regular program quality assessment is in place and happens. Quality criteria

7. Two key concepts to remember: • Each criterion is preceded by the stem: to what extent does your college’s quality assurance process ensure that….? • Each criterion is accompanied by a number (from 3 – 8) of requirements for which there must be evidence to say these requirements are met or surpassed as this is the basis for the rating of each criterion Quality criteria

8. What do we mean by evidence? • Documented policies, practices and procedures are available and implemented in the college that can be seen to be ‘working’ to enhance quality in the college • Results of policies, practices and procedures that show their effectiveness (or lack thereof) • Each year we ask our potential auditors to compile what they see as “evidence” against the requirements/criteria Evidence

9. Why is this important? • In order for the criterion to be rated (Met, Partially Met or Not Met) there must be documentation and evidence provided to show that the quality system in question has been implemented and effective over a period of time. Where the college indicates the quality process is new and supersedes a former process, there needs to be evidence that the ‘former’ system was implemented and effective (or not) evidence

10. Addition of one quality criteria dealing with the development and inclusion of program-level learning outcomes • This is central to the outcomes-based approach taken by colleges and government • Focus is on the policies, practices, and procedures in place in a college to ensure the criterion is met • Additional focus on faculty development and performance to underscore the fact that effective, quality teaching goes beyond technical competence. It requires a commitment to, and professional pride in, continuous personal development, and behaviours which promote student learning. Major Changes to PQAPA

11. To what extent does your college’s quality assurance process ensure that program-level learning outcomes for all programs of instruction are set, are consistent with the college mission and the programs’ intended purpose, and are appropriate for the credential offered upon successful completion of the program? New criterion for program outcomes

12. 1.1Learning outcomes set for all programs of instruction are: • Consistent with the mission of the college; • Appropriate to the level at which the qualification is offered; • Consistent with the requirements of the Credentials Framework; and, • Appropriate to the occupational requirements of the program graduates • 1.2 Clear statements of learning outcomes exist for all programs offered by the college, and are communicated effectively to students and faculty. • 1.3 Program learning outcomes are operationally meaningful in that they: • Provide a sound basis for curriculum development and the design of student learning assessment; and, • Are internalized and used in the day-to-day work of program faculty • 1.4 Student requirements and obligations stated for each program are derived from, and flow coherently from, the program’s stated learning outcomes. • 1.5 Program learning outcomes are consistent with the credential granted, the provincial program standards (where they apply), and the minimum essential expectations of the workplace. They are: • Reflected in the course outlines; and, • Used in prior learning assessments • 1.6 Program learning outcomes are consistent with MTCU Provincial Program Standards where they exist and apply • 1.7 Program learning outcomes are regularly reviewed to ensure they remain relevant, and changes are made when necessary, including consequential changes to programs, courses, and assessments. • 1.8 The capabilities of program graduates, including knowledge, understanding, skills, and attitudes are consistent with the intended program learning outcomes Requirements

13. New requirement in this section says: • 5.2 Teaching staff involved in the program accept willingly their professional responsibilities, including and not limited to: • Working within clear and well-structured instructional plans; • Providing prompt and constructive feedback to students; • Promoting a positive attitude to learning in students; • Participating in reflective practice; and, • Undergoing initial and continuing professional development to enhance their teaching skills and ensure currency. • The explanation here articulates the belief that in high quality institutions effective teaching goes beyond technical competence. It requires a commitment to, and professional pride in, continuous personal development; and, behaviours which promote student learning. Changes to criterion 5

14. Other changes include changes to reporting format: • Addition of recommended “action” items • Addition of evaluative narrative for all findings: Met, Partially Met, or Not Met • Addition of staff to the quality assurance service to allow for a staff person to attend each site visit • Management Board, in conjunction with the Committee of Presidents, is working towards developing a position on moving to an accreditation model for Ontario colleges Major Changes to PQAPA

15. 1. Program-level learning outcomes for all programs of instruction are set, are consistent with the college mission and the programs’ intended purpose, and are appropriate for the credential offered upon completion of the program. 2. Admission, credit for prior learning, promotion, graduation, and related academic policies support program development and student achievement of program learning outcomes. 3. Programs conform to the Framework for Programs of Instruction and the Credentials Framework, are consistent with accepted college system nomenclature / titling principles, and maintain relevance. PQAPA Criterion

16. 4. Methods of program delivery and student evaluation are consistent with the program learning outcomes. 5. Human, physical, financial, and support resources to support student achievement of program learning outcomes are available and accessible. 6. Regular program quality assessment that involves faculty, students, industry representatives, and others as appropriate for the purpose of continual improvement is in place and happens. Pqapa criterion