Demonstrating Quality and Continuous Improvement in the Teaching and Learning Processes Dr. Steven Ender, President Mr. Bert Bleke, Board Chair Dr. Gilda G. Gely, Provost Dr. Kathryn Mullins, Executive Deputy to President
Knowing the audience How many trustees, presidents, senior administrators, faculty? How do you know the teaching at your institution is quality teaching? How do you know the learning at your institution is quality learning?
Why is asking these questions important? Ultimately it is our responsibility Consider the whole and the complexity of the system Remember that there are hundreds of small pieces in this puzzle; they are all important Make sure someone is paying attention to the individual pieces that add up to the success of all students Understand that there is no silver bullet
Why is it so hard to explain? Teaching and Learning Two processes that are not linear Intersect and influence each other Are both processes and outcomes Cause and effect relationship is not always immediate Complex as they are influenced by many factors
Mandatory Orientation Placem ent First year experien ce Early Identification of Program of Study Program Review Learning Environm ents Academic Standing Tutoring Faculty Prof. Dev. Faculty evaluation Bookstore expectati ons Complaint management Faculty qualifications
Factors that influence quality in teaching and learning at GRCC
What have we accomplished? Created an organizational curriculum; a knowledge management system that has increased the reflective practice in a systematic way We know more about what we do and how we do it. We are analyzing things that we did not before. We developed a common lexicon as we were forced to talk about this as a group. Created greater interdisciplinary connection because the platform to share the reports is wider. Established baselines in areas that we never had before. We have been able to develop specific interventions (i.e. Academic Standing) with short term gains. We have a systematic way to address new institutional concerns (i.e. Financial Aid Literacy) Created a collective awareness of the importance of processes and outcomes; better understanding of the whole. We developed a sense of ownership for policies, procedures and practices. Increased sense of accountability. Gatekeepers are becoming more creative in what they want to do. Systematically developing next steps and holding people to them. More focused work that influences departmental plans and performance evaluations.
What did we learn? The model provides evidence of the systems that are needed to support student success and faculty work. This model helps us systematically talk about outcomes and documents why we are doing something at a particular time. The model helps us identify gaps and actively seek improvements within a one year cycle. (i.e. maximum student load) Determining and collecting evidence of quality in T&L is a complex task. It is monitored in different levels and it is hard to have a complete grasp of the whole. Examining the pieces without the whole is a narrow look. Accountability is both horizontal and vertical. We had done process management but it never took root; with this system we applied process management techniques applied to the big systemic picture. Having a single champion (gatekeeper) is ensuring the deployment of the next steps and the improvements…less things are falling through the cracks. Capitalize on a cultural strength: Our culture is a process culture
Stages to develop a quality management system Identify the standards at your institution – what are the policies and practices that you already follow? Identify the process and outcomes measures – why do you have a standard and what do you have in place to help achieve the standard? Identify the owners and the monitors – who is closest to the process and who is ultimately responsible? Identify when is the best time to stop and consider how you are doing with a specific standard Start monitoring; make adjustments; follow up on next steps