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The Guiding Principle

Academic Audit 2008-2009 A Process of Continuous Quality Improvement Academic Audit Training Workshop Tennessee Board of Regents by Dr. Randolph C. Schulte Assistant Vice Chancellor for Academic Affairs. The Guiding Principle. Quality is not an act, it is a habit.

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The Guiding Principle

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  1. Academic Audit2008-2009A Process of Continuous Quality ImprovementAcademic Audit Training Workshop Tennessee Board of Regentsby Dr. Randolph C. SchulteAssistant Vice Chancellor for Academic Affairs

  2. The Guiding Principle Quality is not an act, it is a habit. AristotleGreek Philosopher, Scientist and Physician(384 BC-322 BC)

  3. Academic Audit A faculty-driven model of ongoing self-reflection, peer feedback, collaboration, and teamwork based on structured conversation to improve educational quality processes in teaching and learning (Academic Quality Work).

  4. Objective: Increase the Focus onAcademic Quality Work Improving Academic Quality Work will boost the quality of teaching, learning, assessment, and research - and hence student success. William Massy

  5. Academic Audit Comes to TBR • Dr. David Dill, UNC • Dr. William F. Massy, Jackson Hole Higher Education Group • Hong Kong Teaching & Learning Quality Process Review • Dr. Paula Myrick Short • University of Missouri system initiative • TBR Pilot of the Academic Audit: 2004-05

  6. 143 Programs Audited: 2005 - 200837 scheduled in 2008-09

  7. TBR Academic Audit Recognition NCCI – National Consortium for Continuous Improvement in Higher Education – presented its 2008 Leveraging Award: Honorable Mention to the TBR Academic Audit Initiative

  8. The Academic Audit Calendar • The Self Study – Fall through January • The Auditor Site Visit - Spring • Implementation of Initiatives – the next five years!

  9. Major Components of the Academic Audit Process • The Self Study Process • The Self Study Report • The Auditor Team Process (peer review)

  10. The Self Study Process Stage 1:Getting Started • Form the Self Study Team • Identify stakeholders • Assign key roles • Establish a schedule

  11. The Self Study Process Stage 2:Organize by Focal Area • Learning Objectives • Curriculum and Co- Curriculum • Teaching and Learning • Student Learning Assessment • Quality Assurance

  12. The Self Study Process:Underlying Quality Principles 􀂙 Define quality in terms of outcomes 􀂙 Focus on process (how things get done) 􀂙 Work collaboratively 􀂙 Base decisions on evidence 􀂙 Strive for coherence 􀂙 Learn from best practice 􀂙 Make continuous improvement a top priority William Massy

  13. Guiding Questions for Focal Area 1: Learning Objectives • What do we want our students to know? • Why do we want them to know it? • What processes do we employ to evaluate our Learning Objectives regularly?

  14. Guiding Questions for Focal Area 2: Curriculum and Co-curriculum • How do we select what we teach to reach our learning objectives? • What processes do we follow to assure that we are completely and universally addressing those objectives? • What activities beyond the classroom do we promote to reinforce our curriculum?

  15. What is “co-curriculum”? • Clubs and organizations • Campus activities • Community activities • Service learning, internships, co-ops • Field trips, summer travel, study abroad • Research! Faculty and student-engaged • Electives or requirements outside the department • Other…

  16. Guiding Questions for Focal Area 3: Teaching & Learning • What do we do collaboratively and collectively to improve our teaching? • Aside from casual interaction with one another, how do we enhance our teaching skill? • How do we connect with our students to be assured that learning is taking place?

  17. Guiding Questions for Focal Area 4: Student Learning Assessment • Do our assessments of student learning measure student mastery of our ___________________ ? • How do we use assessment data to improve teaching and learning? • How do we procure and then share best practices in student learning assessment?

  18. Guiding Questions for Focal Area 5: Quality Assurance • What college-wide practices promote quality in teaching and learning? • What college-wide services promote quality in teaching and learning? • How do we demonstrate a commitment to continuous quality improvement?

  19. The Self Study Report [20 pp] • Introduction • Overall Performance • Performance by Focal Area • Potential Initiatives • Matrix of Improvement Initiatives • Appendix [up to 10 additional pages]

  20. Self Study Report: Introduction • Role & Scope • Demographics • Brief History • Current Status

  21. Self Study Report:Overall Performance • Current level of educational quality • Key indicators of educational quality processes

  22. Self Study Report: Performance by Focal Area • One to three pages on each Focal Area • Keep impersonal • Cite strengths in that area especially the processes in place that help assure quality • Include salient examples or anecdotes • Identify potential areas for improvement

  23. Self Study Report:Potential Initiatives • Focus on “formative” and “process” • Respond to all opportunities for improvement identified in report • State goals to allow for flexibility and responsiveness

  24. Self Study Report:Matrix of Improvement Initiatives • Who has responsibility for implementation? • Who will participate? • When will work begin on the initiative? • How long will implementation take?

  25. Self Study Report: Appendix • Select the most relevant and helpful ancillary information • Limit hard copy information to ten (10) pages • Clearly identify the web page links provided (hint: check accuracy of each link address first!)

  26. The Auditor Team Process:Concept Which way to quality assurance in higher education? Through a new, mutually reinforcing system of institution-based quality assessments of teaching and learning and a coordinated regional system of external academic audits. David Dill, 1996

  27. The Auditor Team Process:In Practice • Two to four member team of peers from TBR institutions or other institutions • Team review of Self Study Report and Appendices • One day on-site visit including conversations with Faculty and Students • Immediate Feedback – oral report by the team on day of site visit (exit session) • Written report submitted by team

  28. The Auditor Team Process:Pre-Site Visit Responsibilities • Build relationships within team and with program undergoing the audit • Read, understand and evaluate the Self Study • Develop meaningful, probing questions • Prepare Site Visit Agenda and team member responsibilities

  29. The Auditor Team Process:Site Visit Experience “The role of the audit team is to set the tone for a collegial, supportive dialogue.” William Massy, 2007

  30. The Auditor Team Process:Suggested Auditor Team Site Visit Schedule SessionAttendees Time • Team Meeting at Hotel Auditors 7:30 am • Opening Session All 8:30 am • Meeting #1 Faculty 9:00 – 10:00 am • Meeting #2 Students 10:15 – 11:00 am • Meeting #3 Faculty &/or stakeholders 11:15 – 12:15 pm • Working Lunch Audit Team only 12:15 – 1:30 pm • Meeting and Work Time Flexible 1:30 – 3:30 pm • Exit Session All 3:30 – 4:00 pm

  31. The Auditor Team Process:Feedback • Commendations, Affirmations, and Recommendations • Completion of Academic Audit Summary Sheet for Performance Funding Programs • 20 Criteria: “Met” or “Not Met” • Follow-up report including recommendations for additional initiatives • Report goes to College and to TBR

  32. Implementation of Initiatives • A roadmap for continuous improvement of the discipline and program • A resource for individual goal-setting linked directly to discipline and program improvement • A dynamic chronicle of growth, development, and accountability

  33. Implementation of InitiativesSample Tracking Tool

  34. The Academic Audit • A pragmatic and recurrent methodology to demonstrate institutional effectiveness • An accepted and effective way to meet Performance Funding requirements • A means by which continuous quality improvement of teaching and learning can be pursued

  35. “Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction and skillful execution.” William A. Foster, author of Paradigms and Promises: New Approaches to Educational Administration The Academic AuditContinuous Quality Improvement of Teaching and Learning

  36. Contact Information Dr. Randolph C. Schulte Assistant Vice Chancellor for Academic Affairs Tennessee Board of Regents 1415 Murfreesboro Road, Suite 324 Nashville, TN 37217 Tel: 615.365.1505 Fax: 615-366-3903 Randy.Schulte@tbr.edu http://www.tbr.edu/offices/academicaffairs.aspx?id=3178&ekmensel=e2f22c9a_608_690_3178_3 Academic Quality Work: A Handbook for Improvement (JB - Anker Series, 2007) (Hardcover) by William F. Massy, Steven W. Graham, & Paula Myrick Short ISBN 978-1-933371-23-8

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