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QA Progress Report by Administrative Committee

QA Progress Report by Administrative Committee. 23 January 200 9. EMU QA INITIATIVE. 1) Establish a university-wide QA system 2) Set standards for the overall quality of teaching through clearly defined learning outcomes 3) Engage the full participation of all individuals in the EMU family.

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QA Progress Report by Administrative Committee

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  1. QA Progress Reportby Administrative Committee 23January 2009

  2. EMU QA INITIATIVE 1) Establish a university-wide QA system 2) Set standards for the overall quality of teaching through clearly defined learning outcomes 3) Engage the full participation of all individuals in the EMU family

  3. The QA System Timeline • 19 Dec 08: The Senate Special Session on the QA System • 9 Jan 09: Teaching teams submit 1st draft of learning outcomes • 30 Jan 09: Departments complete 1st round of peer reviews • 13 Feb 09: Faculty/School QA panels compile learning outcomes

  4. QA TEAMS • Department QA Teams (AllFormed) • Faculty/School QA Panels (AllFormed) • Central QA Council (Formed on 21 January, 2009)

  5. The EMU Central QA Council Chair: EMU President Prof. Dr. Ufuk Taneri • Assoc. Prof. Dr. Ping Zhang • Assist. Prof. Dr. Jim Kusch • Assoc. Prof. Dr. Şebnem Hoşkara (Faculty of Architecture) • Assist. Prof. Dr. Özlem Çaykent (Faculty of Arts and Sciences) • Assoc. Prof. Dr. Stephen Bosworth (Faculty of Business and Economics) • Assoc. Prof. Dr. Wilbert Norman (Faculty of Communication) • Prof. Dr. Ahmet Konrot (Faculty of Education) • Prof. Dr. Osman Kükrer (Faculty of Engineering) • Dr. Arzu Alibaba (Faculty of Law) • Assist. Prof. Dr. Mustafa İlkan (School of Computing and Technology) • Mr. Hüseyin Demirel (English Preparatory School) • Assist. Prof. Dr. İlkay Yorgancı (School of Tourism and Hospitality) • Assist. Prof. Dr. Mürüde Çelikağ (Department of General Education)

  6. The Administrative Committee for the Central QA Council • Assoc. Prof. Dr. Ping Zhang • Assist. Prof. Dr. Jim Kusch • Assist. Prof. Dr. Bahar Taneri • Dr. Ülfet Kutoğlu • Mr. Cahit Ezel

  7. Current Focus • Forming learning outcomes at the course level, and • Keeping in mind issues of assessment and programme evaluation in a broad sense.

  8. Number of Courses in Fall 2008-2009: 1406 (information according to the Computer Centre) Please also work on: 1. Graduate courses 2. Elective courses 3. Service courses

  9. Common Problems There are at least four different types of problems that appear in learning outcomes submitted to QA teams: • mismatch of aims and learning outcomes; • writing learning outcomes without using action verbs;  • misuse of old template that was available on the portal site; • lack of consistency in courses and programmes.

  10. 1. Mismatch of aims and learning outcomes A mismatch occurs when the course instructor misplaces/overlaps aims and learning outcomes. Learning outcomes state what students are able to do upon successful completion of a particular course while aims express a general description of what a course intends to teach. Aims should be written in full sentences. The two are not the same though in general they should correlate. Think that learning outcomes tell concrete examples of student learning and that aims describe course teaching. The readers could be confused about learning outcomes and aims in the following example:

  11. Aims To teach • how to model and Implement web sites ready for e-business / e-commerce, (Learning Outcome ?) • how to create web pages with dynamic content. (Learning Outcome ?) • how to create web pages with authentication and access rights. (Learning Outcome ?) • how to create web pages which interacts with RDBMSs. (Learning Outcome ?) • how to code using a server-side programming language. (Learning Outcome ?) • what is web server and how it behaves. (Aim?) Learning outcomes • develop database driven WEB pages/sites with user authentication and access rights. (Learning Outcome ?) • easily adapt on any server-side programming language  (for WEB). (Aim/Learning Outcome ?)

  12. 2. Writing learning outcomes without using action verbs • Course learning outcomes verbally describe the knowledge, skills and abilities that successful learners are expected to demonstrate upon completion of the relevant course. • Action verbs sharpen our understanding of what students can do upon successful completion of a course. • In the following sample no action verbs have been used within the text (shown in italics):

  13. On successful completion of this course, all students will have developed knowledge and understanding of: Basic set theory, decimal and binary numbers, operations with real numbers, operations with algebraic expressions, ratio, proportion, percentage, summation notation, factorials, combinations, permutations, solving first and second degree equations and inequalities, understanding the notion of a function, being able to graph a linear and a quadratic function. Finally, the student would also be expected to be able to apply all of the above to some public relation/advertising related problem.

  14. 2. No action verbs (continued) • On successful completion of this course, all students will have developed their skills in: By looking at a particular public relation/advertising related problem, being able to tell what sort of mathematical tool should be established to solve it. • On successful completion of this course, all students will have developed their appreciation of and respect for values and attitudes regarding the issues of: Understanding the value and use of mathematics in solving some real-life problems, establishing a link between mathematical and logical thinking.

  15. For a list of action verbs please refer to Mathematics Department Presentation provided on QAS website.

  16. 3. Misuse of old template that was available on the portal site. • The QA process is not a matter of filling in blanks. Simply filling in the blanks produces an inaccurate and inadequate description of learning and the quality of courses. • The use of old templates may lead to insufficient description of what the students are expected to do. In the above example (slide 13), the use of old template leads the instructor to write the learning outcomes in nouns not in actions.

  17. 3. Lack of consistency The foregoing discussion directs us to foreseeable problems. • How shall we review courses in the same or similar programmes that have more or less the same contents? • How shall we review courses that are required of all students in the university? Are such course reviews consistent with reviews of other courses?

  18. QA Process at EMU • We will accomplish more if we state our aims and learning outcomes through consultation and discussion with our colleagues.

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