Building Faculty BUY-IN with Internal Auditing

1. Building Faculty BUY-INwith Internal Auditing Presented by: Jami Nininger Miriam Bowers-Abbott Beth Medaugh

2. Replicate best-practices for course auditing • Describe innovative approaches to building a collaborative, effective auditing team • Utilize the acronym BUY-IN to plan collaborative, effective team auditing processes. Objectives

3. Growth is painful.Change is painful.But nothing is as painful asbeing stuck somewhere youdon’t belong.

4. The Problem

6. Obstacles to Change 1) Inertia 2) Lack of clarity on how to “get there” 3) Overcoming faculty fears: time, territoriality, poor communication, lack of support, and traditions . . .

7. The Solution: BUY-IN

8. Build the right auditing team Anatomy of an Internal Auditor Eyes for details Non-scary, non-intimidating communicator Fearsome Follow-through

9. Auditor Personality Types • Achiever -hard worker, sets goals, makes lists, produces things • Learner -can approach a variety of topics and learn • Responsibility –doing right things/doing things “right” • Relational – cultivates trust

10. Unity of Purpose • Creating relevance • Promote team work by facilitating SELF-auditing opportunities • Team Tools

11. Yardsticks

12. What do QM yardsticks look like? The rubric is a big yardstick, you can also break things down into manageable “rulers”. . . • Begin with alignment • Measurable objectives • Consistency Quality Matters. (2014). Quality Matters Higher Education Rubric Workbook Image. Retrieved from http://archive.constantcontact.com/fs168/1102365224616/archive/1118087579655.html

13. Inclusive & Invested • We can learn from EVERYONE • Emphasis on team accomplishment • Institutional Investment

14. Nurtures • QM calls for recommendations that are Constructive, Measurable, Sensitive & Balanced • Praise sandwich controversies • 5:1 feedback • 3Bs (Brother, Be Brief)

15. Better Criticism Through Neuroscience (1) Priming (2) Unwelcome news (3) Recency/ call to action"There are few changes you'll want to make in your classroom.  It looks like your objectives don't line up with your activities.  I know we can edit that so the objective section is as terrific as the rest of your content."

16. Proof is in the Pudding Using a Likert scale, 90% of faculty who completed the process of peer review found it helpful or very helpful. 0% found it unhelpful.

17. Proof is in the Pudding 7 of 14 courses in the program of study have received official QM certification since the start of the initiative in January 2017 .

18. Challenge and opportunity • What if the course is an organizational disaster. How do you address it? • What if faculty don’t reply to requests. How do you address it? OR Image retrieved from http://weclipart.com/helping+someone+up+clipart

19. References Chandler, N. (2013). Braced for turbulence. Understanding and managing resistance to change in the higher education sector. , 3(5). Retrieved from http://article.sapub.org/pdf/10.5923.j.mm.20130305.01.pdf Clifton, D. (2007). Discover your Clifton strengths. Gallup Press. Kanter, R. M. (2012). Ten reasons people resist change. Harvard Business Review. Retrieved from https://hbr.org/2012/09/ten-reasons-people-resist-chang Sinclair, M. & Osborn, S. R.  (2014). Faculty perceptions to imposed pedagogical change: A case study. The Nebraska Educator. Retrieved from https://digitalcommons.unl.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1015&context=nebeducator Univerity of Florida. (2015). How brain science can make you a better writer. Retrieved from http://news.ufl.edu/articles/2015/09/how-brain-science-can-make-you-a-better-writer.php