11

Academic AuditAcademic Audit2008-20092008-2009

A Process of Continuous Quality A Process of Continuous Quality ImprovementImprovement

Academic Audit Training Workshop Academic Audit Training Workshop Tennessee Board of RegentsTennessee Board of Regents

byby Dr Randolph C Schulte Dr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

22

The Guiding PrincipleThe Guiding Principle

Quality is not an act Quality is not an act

it is a habit it is a habit

AristotleAristotle Greek Philosopher Scientist Greek Philosopher Scientist

and Physicianand Physician (384 BC-322 BC)(384 BC-322 BC)

33

Academic AuditAcademic Audit

A faculty-driven model of ongoing self-A faculty-driven model of ongoing self-

reflection peer feedback collaboration reflection peer feedback collaboration

and teamwork based on structured and teamwork based on structured

conversation to conversation to improveimprove educational educational

quality processes in teaching and quality processes in teaching and

learning (Academic Quality Work)learning (Academic Quality Work)

44

Objective Increase the Focus onObjective Increase the Focus onAcademic Quality WorkAcademic Quality Work

Improving Academic Quality Work will Improving Academic Quality Work will

boost the quality of teaching boost the quality of teaching

learning assessment and research - learning assessment and research -

and hence student successand hence student success

William MassyWilliam Massy

55

Academic Audit Comes to TBRAcademic Audit Comes to TBR

Dr David Dill UNCDr David Dill UNC Dr William F Massy Jackson Hole Dr William F Massy Jackson Hole

Higher Education GroupHigher Education Group Hong Kong Teaching amp Learning Hong Kong Teaching amp Learning

Quality Process ReviewQuality Process Review Dr Paula Myrick ShortDr Paula Myrick Short

University of Missouri system initiativeUniversity of Missouri system initiative TBR Pilot of the Academic Audit 2004-05TBR Pilot of the Academic Audit 2004-05

66

143 Programs Audited 2005 - 143 Programs Audited 2005 - 20082008

37 scheduled in 2008-0937 scheduled in 2008-09

0

5

10

15

20

25

30

2004-05

2005-06

2006-07

2007-08

CertificateAssociateBachelorGraduate

77

TBR Academic Audit TBR Academic Audit RecognitionRecognition

NCCI ndash National Consortium for Continuous NCCI ndash National Consortium for Continuous

Improvement in Higher Education ndash Improvement in Higher Education ndash

presented its 2008 Leveraging Award presented its 2008 Leveraging Award

Honorable Mention to the Honorable Mention to the

TBR Academic Audit InitiativeTBR Academic Audit Initiative

88

The Academic Audit CalendarThe Academic Audit Calendar

11 The Self Study ndash Fall through January The Self Study ndash Fall through January

22 The Auditor Site Visit - SpringThe Auditor Site Visit - Spring

33 Implementation of Initiatives ndash the next Implementation of Initiatives ndash the next

five yearsfive years

99

Major Components of the Major Components of the Academic Audit ProcessAcademic Audit Process

11 The Self Study ProcessThe Self Study Process

22 The Self Study ReportThe Self Study Report

33 The Auditor Team Process (peer The Auditor Team Process (peer

review)review)

1010

The Self Study Process Stage 1The Self Study Process Stage 1 Getting StartedGetting Started

bull Form the Self Study Team Form the Self Study Team

bull Identify stakeholders Identify stakeholders

bull Assign key rolesAssign key roles

bull Establish a scheduleEstablish a schedule

1111

The Self Study Process Stage 2The Self Study Process Stage 2 Organize by Focal AreaOrganize by Focal Area

11 Learning ObjectivesLearning Objectives

22 Curriculum and Co- CurriculumCurriculum and Co- Curriculum

33 Teaching and LearningTeaching and Learning

44 Student Learning AssessmentStudent Learning Assessment

55 Quality AssuranceQuality Assurance

1212

The Self Study ProcessThe Self Study Process Underlying Quality PrinciplesUnderlying Quality Principles

1048729 1048729 Define quality in terms of outcomesDefine quality in terms of outcomes

1048729 1048729 Focus on process (how things get done)Focus on process (how things get done)

1048729 1048729 Work collaborativelyWork collaboratively

1048729 1048729 Base decisions on evidenceBase decisions on evidence

1048729 1048729 Strive for coherenceStrive for coherence

1048729 1048729 Learn from best practiceLearn from best practice

1048729 1048729 Make continuous improvement a top priorityMake continuous improvement a top priority

William MassyWilliam Massy

1313

Guiding Questions for Focal Area Guiding Questions for Focal Area 1 1

Learning ObjectivesLearning Objectives11 What do we want our students What do we want our students

to knowto know

22 Why do we want them to know Why do we want them to know itit

33 What What processesprocesses do we employ do we employ to evaluate our Learning to evaluate our Learning Objectives regularlyObjectives regularly

1414

Guiding Questions for Focal Area 2Guiding Questions for Focal Area 2 Curriculum and Co-curriculumCurriculum and Co-curriculum

11 How do we select what we teach to How do we select what we teach to reach our learning objectivesreach our learning objectives

22 What What processesprocesses do we follow to assure do we follow to assure that we are completely and universally that we are completely and universally addressing those objectivesaddressing those objectives

33 What activities beyond the classroom do What activities beyond the classroom do we promote to reinforce our curriculumwe promote to reinforce our curriculum

1515

What is ldquoco-curriculumrdquoWhat is ldquoco-curriculumrdquo

Clubs and organizationsClubs and organizations Campus activitiesCampus activities Community activitiesCommunity activities Service learning internships co-opsService learning internships co-ops Field trips summer travel study abroadField trips summer travel study abroad Research Faculty and student-engagedResearch Faculty and student-engaged Electives or requirements outside the Electives or requirements outside the

departmentdepartment OtherhellipOtherhellip

1616

Guiding Questions for Focal Area 3Guiding Questions for Focal Area 3 Teaching amp LearningTeaching amp Learning

11 What do we do collaboratively and What do we do collaboratively and collectively to improve our teachingcollectively to improve our teaching

22 Aside from casual interaction with one Aside from casual interaction with one another how do we enhance our another how do we enhance our teaching skillteaching skill

33 How do we How do we connect with our studentsconnect with our students to be assured that learning is taking to be assured that learning is taking placeplace

1717

Guiding Questions for Focal Area 4Guiding Questions for Focal Area 4 Student Learning AssessmentStudent Learning Assessment

11 Do our assessments of student learning measure Do our assessments of student learning measure

student mastery of our ___________________ student mastery of our ___________________

22 How do we use assessment data to improve How do we use assessment data to improve

teaching and learningteaching and learning

33 How do we procure and then share best How do we procure and then share best

practices in student learning assessmentpractices in student learning assessment

1818

Guiding Questions for Focal Area 5Guiding Questions for Focal Area 5 Quality AssuranceQuality Assurance

11 What college-wide What college-wide practicespractices promote promote

quality in teaching and learningquality in teaching and learning

22 What college-wide What college-wide servicesservices promote promote

quality in teaching and learningquality in teaching and learning

33 How do we demonstrate a commitment How do we demonstrate a commitment

to to continuous quality improvementcontinuous quality improvement

1919

The Self Study Report The Self Study Report [20 pp][20 pp]

11 IntroductionIntroduction

22 Overall PerformanceOverall Performance

33 Performance by Focal AreaPerformance by Focal Area

44 Potential InitiativesPotential Initiatives

55 Matrix of Improvement InitiativesMatrix of Improvement Initiatives

66 Appendix [up to 10 additional pages]Appendix [up to 10 additional pages]

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

22

The Guiding PrincipleThe Guiding Principle

Quality is not an act Quality is not an act

it is a habit it is a habit

AristotleAristotle Greek Philosopher Scientist Greek Philosopher Scientist

and Physicianand Physician (384 BC-322 BC)(384 BC-322 BC)

33

Academic AuditAcademic Audit

A faculty-driven model of ongoing self-A faculty-driven model of ongoing self-

reflection peer feedback collaboration reflection peer feedback collaboration

and teamwork based on structured and teamwork based on structured

conversation to conversation to improveimprove educational educational

quality processes in teaching and quality processes in teaching and

learning (Academic Quality Work)learning (Academic Quality Work)

44

Objective Increase the Focus onObjective Increase the Focus onAcademic Quality WorkAcademic Quality Work

Improving Academic Quality Work will Improving Academic Quality Work will

boost the quality of teaching boost the quality of teaching

learning assessment and research - learning assessment and research -

and hence student successand hence student success

William MassyWilliam Massy

55

Academic Audit Comes to TBRAcademic Audit Comes to TBR

Dr David Dill UNCDr David Dill UNC Dr William F Massy Jackson Hole Dr William F Massy Jackson Hole

Higher Education GroupHigher Education Group Hong Kong Teaching amp Learning Hong Kong Teaching amp Learning

Quality Process ReviewQuality Process Review Dr Paula Myrick ShortDr Paula Myrick Short

University of Missouri system initiativeUniversity of Missouri system initiative TBR Pilot of the Academic Audit 2004-05TBR Pilot of the Academic Audit 2004-05

66

143 Programs Audited 2005 - 143 Programs Audited 2005 - 20082008

37 scheduled in 2008-0937 scheduled in 2008-09

0

5

10

15

20

25

30

2004-05

2005-06

2006-07

2007-08

CertificateAssociateBachelorGraduate

77

TBR Academic Audit TBR Academic Audit RecognitionRecognition

NCCI ndash National Consortium for Continuous NCCI ndash National Consortium for Continuous

Improvement in Higher Education ndash Improvement in Higher Education ndash

presented its 2008 Leveraging Award presented its 2008 Leveraging Award

Honorable Mention to the Honorable Mention to the

TBR Academic Audit InitiativeTBR Academic Audit Initiative

88

The Academic Audit CalendarThe Academic Audit Calendar

11 The Self Study ndash Fall through January The Self Study ndash Fall through January

22 The Auditor Site Visit - SpringThe Auditor Site Visit - Spring

33 Implementation of Initiatives ndash the next Implementation of Initiatives ndash the next

five yearsfive years

99

Major Components of the Major Components of the Academic Audit ProcessAcademic Audit Process

11 The Self Study ProcessThe Self Study Process

22 The Self Study ReportThe Self Study Report

33 The Auditor Team Process (peer The Auditor Team Process (peer

review)review)

1010

The Self Study Process Stage 1The Self Study Process Stage 1 Getting StartedGetting Started

bull Form the Self Study Team Form the Self Study Team

bull Identify stakeholders Identify stakeholders

bull Assign key rolesAssign key roles

bull Establish a scheduleEstablish a schedule

1111

The Self Study Process Stage 2The Self Study Process Stage 2 Organize by Focal AreaOrganize by Focal Area

11 Learning ObjectivesLearning Objectives

22 Curriculum and Co- CurriculumCurriculum and Co- Curriculum

33 Teaching and LearningTeaching and Learning

44 Student Learning AssessmentStudent Learning Assessment

55 Quality AssuranceQuality Assurance

1212

The Self Study ProcessThe Self Study Process Underlying Quality PrinciplesUnderlying Quality Principles

1048729 1048729 Define quality in terms of outcomesDefine quality in terms of outcomes

1048729 1048729 Focus on process (how things get done)Focus on process (how things get done)

1048729 1048729 Work collaborativelyWork collaboratively

1048729 1048729 Base decisions on evidenceBase decisions on evidence

1048729 1048729 Strive for coherenceStrive for coherence

1048729 1048729 Learn from best practiceLearn from best practice

1048729 1048729 Make continuous improvement a top priorityMake continuous improvement a top priority

William MassyWilliam Massy

1313

Guiding Questions for Focal Area Guiding Questions for Focal Area 1 1

Learning ObjectivesLearning Objectives11 What do we want our students What do we want our students

to knowto know

22 Why do we want them to know Why do we want them to know itit

33 What What processesprocesses do we employ do we employ to evaluate our Learning to evaluate our Learning Objectives regularlyObjectives regularly

1414

Guiding Questions for Focal Area 2Guiding Questions for Focal Area 2 Curriculum and Co-curriculumCurriculum and Co-curriculum

11 How do we select what we teach to How do we select what we teach to reach our learning objectivesreach our learning objectives

22 What What processesprocesses do we follow to assure do we follow to assure that we are completely and universally that we are completely and universally addressing those objectivesaddressing those objectives

33 What activities beyond the classroom do What activities beyond the classroom do we promote to reinforce our curriculumwe promote to reinforce our curriculum

1515

What is ldquoco-curriculumrdquoWhat is ldquoco-curriculumrdquo

Clubs and organizationsClubs and organizations Campus activitiesCampus activities Community activitiesCommunity activities Service learning internships co-opsService learning internships co-ops Field trips summer travel study abroadField trips summer travel study abroad Research Faculty and student-engagedResearch Faculty and student-engaged Electives or requirements outside the Electives or requirements outside the

departmentdepartment OtherhellipOtherhellip

1616

Guiding Questions for Focal Area 3Guiding Questions for Focal Area 3 Teaching amp LearningTeaching amp Learning

11 What do we do collaboratively and What do we do collaboratively and collectively to improve our teachingcollectively to improve our teaching

22 Aside from casual interaction with one Aside from casual interaction with one another how do we enhance our another how do we enhance our teaching skillteaching skill

33 How do we How do we connect with our studentsconnect with our students to be assured that learning is taking to be assured that learning is taking placeplace

1717

Guiding Questions for Focal Area 4Guiding Questions for Focal Area 4 Student Learning AssessmentStudent Learning Assessment

11 Do our assessments of student learning measure Do our assessments of student learning measure

student mastery of our ___________________ student mastery of our ___________________

22 How do we use assessment data to improve How do we use assessment data to improve

teaching and learningteaching and learning

33 How do we procure and then share best How do we procure and then share best

practices in student learning assessmentpractices in student learning assessment

1818

Guiding Questions for Focal Area 5Guiding Questions for Focal Area 5 Quality AssuranceQuality Assurance

11 What college-wide What college-wide practicespractices promote promote

quality in teaching and learningquality in teaching and learning

22 What college-wide What college-wide servicesservices promote promote

quality in teaching and learningquality in teaching and learning

33 How do we demonstrate a commitment How do we demonstrate a commitment

to to continuous quality improvementcontinuous quality improvement

1919

The Self Study Report The Self Study Report [20 pp][20 pp]

11 IntroductionIntroduction

22 Overall PerformanceOverall Performance

33 Performance by Focal AreaPerformance by Focal Area

44 Potential InitiativesPotential Initiatives

55 Matrix of Improvement InitiativesMatrix of Improvement Initiatives

66 Appendix [up to 10 additional pages]Appendix [up to 10 additional pages]

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

33

Academic AuditAcademic Audit

A faculty-driven model of ongoing self-A faculty-driven model of ongoing self-

reflection peer feedback collaboration reflection peer feedback collaboration

and teamwork based on structured and teamwork based on structured

conversation to conversation to improveimprove educational educational

quality processes in teaching and quality processes in teaching and

learning (Academic Quality Work)learning (Academic Quality Work)

44

Objective Increase the Focus onObjective Increase the Focus onAcademic Quality WorkAcademic Quality Work

Improving Academic Quality Work will Improving Academic Quality Work will

boost the quality of teaching boost the quality of teaching

learning assessment and research - learning assessment and research -

and hence student successand hence student success

William MassyWilliam Massy

55

Academic Audit Comes to TBRAcademic Audit Comes to TBR

Dr David Dill UNCDr David Dill UNC Dr William F Massy Jackson Hole Dr William F Massy Jackson Hole

Higher Education GroupHigher Education Group Hong Kong Teaching amp Learning Hong Kong Teaching amp Learning

Quality Process ReviewQuality Process Review Dr Paula Myrick ShortDr Paula Myrick Short

University of Missouri system initiativeUniversity of Missouri system initiative TBR Pilot of the Academic Audit 2004-05TBR Pilot of the Academic Audit 2004-05

66

143 Programs Audited 2005 - 143 Programs Audited 2005 - 20082008

37 scheduled in 2008-0937 scheduled in 2008-09

0

5

10

15

20

25

30

2004-05

2005-06

2006-07

2007-08

CertificateAssociateBachelorGraduate

77

TBR Academic Audit TBR Academic Audit RecognitionRecognition

NCCI ndash National Consortium for Continuous NCCI ndash National Consortium for Continuous

Improvement in Higher Education ndash Improvement in Higher Education ndash

presented its 2008 Leveraging Award presented its 2008 Leveraging Award

Honorable Mention to the Honorable Mention to the

TBR Academic Audit InitiativeTBR Academic Audit Initiative

88

The Academic Audit CalendarThe Academic Audit Calendar

11 The Self Study ndash Fall through January The Self Study ndash Fall through January

22 The Auditor Site Visit - SpringThe Auditor Site Visit - Spring

33 Implementation of Initiatives ndash the next Implementation of Initiatives ndash the next

five yearsfive years

99

Major Components of the Major Components of the Academic Audit ProcessAcademic Audit Process

11 The Self Study ProcessThe Self Study Process

22 The Self Study ReportThe Self Study Report

33 The Auditor Team Process (peer The Auditor Team Process (peer

review)review)

1010

The Self Study Process Stage 1The Self Study Process Stage 1 Getting StartedGetting Started

bull Form the Self Study Team Form the Self Study Team

bull Identify stakeholders Identify stakeholders

bull Assign key rolesAssign key roles

bull Establish a scheduleEstablish a schedule

1111

The Self Study Process Stage 2The Self Study Process Stage 2 Organize by Focal AreaOrganize by Focal Area

11 Learning ObjectivesLearning Objectives

22 Curriculum and Co- CurriculumCurriculum and Co- Curriculum

33 Teaching and LearningTeaching and Learning

44 Student Learning AssessmentStudent Learning Assessment

55 Quality AssuranceQuality Assurance

1212

The Self Study ProcessThe Self Study Process Underlying Quality PrinciplesUnderlying Quality Principles

1048729 1048729 Define quality in terms of outcomesDefine quality in terms of outcomes

1048729 1048729 Focus on process (how things get done)Focus on process (how things get done)

1048729 1048729 Work collaborativelyWork collaboratively

1048729 1048729 Base decisions on evidenceBase decisions on evidence

1048729 1048729 Strive for coherenceStrive for coherence

1048729 1048729 Learn from best practiceLearn from best practice

1048729 1048729 Make continuous improvement a top priorityMake continuous improvement a top priority

William MassyWilliam Massy

1313

Guiding Questions for Focal Area Guiding Questions for Focal Area 1 1

Learning ObjectivesLearning Objectives11 What do we want our students What do we want our students

to knowto know

22 Why do we want them to know Why do we want them to know itit

33 What What processesprocesses do we employ do we employ to evaluate our Learning to evaluate our Learning Objectives regularlyObjectives regularly

1414

Guiding Questions for Focal Area 2Guiding Questions for Focal Area 2 Curriculum and Co-curriculumCurriculum and Co-curriculum

11 How do we select what we teach to How do we select what we teach to reach our learning objectivesreach our learning objectives

22 What What processesprocesses do we follow to assure do we follow to assure that we are completely and universally that we are completely and universally addressing those objectivesaddressing those objectives

33 What activities beyond the classroom do What activities beyond the classroom do we promote to reinforce our curriculumwe promote to reinforce our curriculum

1515

What is ldquoco-curriculumrdquoWhat is ldquoco-curriculumrdquo

Clubs and organizationsClubs and organizations Campus activitiesCampus activities Community activitiesCommunity activities Service learning internships co-opsService learning internships co-ops Field trips summer travel study abroadField trips summer travel study abroad Research Faculty and student-engagedResearch Faculty and student-engaged Electives or requirements outside the Electives or requirements outside the

departmentdepartment OtherhellipOtherhellip

1616

Guiding Questions for Focal Area 3Guiding Questions for Focal Area 3 Teaching amp LearningTeaching amp Learning

11 What do we do collaboratively and What do we do collaboratively and collectively to improve our teachingcollectively to improve our teaching

22 Aside from casual interaction with one Aside from casual interaction with one another how do we enhance our another how do we enhance our teaching skillteaching skill

33 How do we How do we connect with our studentsconnect with our students to be assured that learning is taking to be assured that learning is taking placeplace

1717

Guiding Questions for Focal Area 4Guiding Questions for Focal Area 4 Student Learning AssessmentStudent Learning Assessment

11 Do our assessments of student learning measure Do our assessments of student learning measure

student mastery of our ___________________ student mastery of our ___________________

22 How do we use assessment data to improve How do we use assessment data to improve

teaching and learningteaching and learning

33 How do we procure and then share best How do we procure and then share best

practices in student learning assessmentpractices in student learning assessment

1818

Guiding Questions for Focal Area 5Guiding Questions for Focal Area 5 Quality AssuranceQuality Assurance

11 What college-wide What college-wide practicespractices promote promote

quality in teaching and learningquality in teaching and learning

22 What college-wide What college-wide servicesservices promote promote

quality in teaching and learningquality in teaching and learning

33 How do we demonstrate a commitment How do we demonstrate a commitment

to to continuous quality improvementcontinuous quality improvement

1919

The Self Study Report The Self Study Report [20 pp][20 pp]

11 IntroductionIntroduction

22 Overall PerformanceOverall Performance

33 Performance by Focal AreaPerformance by Focal Area

44 Potential InitiativesPotential Initiatives

55 Matrix of Improvement InitiativesMatrix of Improvement Initiatives

66 Appendix [up to 10 additional pages]Appendix [up to 10 additional pages]

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

44

Objective Increase the Focus onObjective Increase the Focus onAcademic Quality WorkAcademic Quality Work

Improving Academic Quality Work will Improving Academic Quality Work will

boost the quality of teaching boost the quality of teaching

learning assessment and research - learning assessment and research -

and hence student successand hence student success

William MassyWilliam Massy

55

Academic Audit Comes to TBRAcademic Audit Comes to TBR

Dr David Dill UNCDr David Dill UNC Dr William F Massy Jackson Hole Dr William F Massy Jackson Hole

Higher Education GroupHigher Education Group Hong Kong Teaching amp Learning Hong Kong Teaching amp Learning

Quality Process ReviewQuality Process Review Dr Paula Myrick ShortDr Paula Myrick Short

University of Missouri system initiativeUniversity of Missouri system initiative TBR Pilot of the Academic Audit 2004-05TBR Pilot of the Academic Audit 2004-05

66

143 Programs Audited 2005 - 143 Programs Audited 2005 - 20082008

37 scheduled in 2008-0937 scheduled in 2008-09

0

5

10

15

20

25

30

2004-05

2005-06

2006-07

2007-08

CertificateAssociateBachelorGraduate

77

TBR Academic Audit TBR Academic Audit RecognitionRecognition

NCCI ndash National Consortium for Continuous NCCI ndash National Consortium for Continuous

Improvement in Higher Education ndash Improvement in Higher Education ndash

presented its 2008 Leveraging Award presented its 2008 Leveraging Award

Honorable Mention to the Honorable Mention to the

TBR Academic Audit InitiativeTBR Academic Audit Initiative

88

The Academic Audit CalendarThe Academic Audit Calendar

11 The Self Study ndash Fall through January The Self Study ndash Fall through January

22 The Auditor Site Visit - SpringThe Auditor Site Visit - Spring

33 Implementation of Initiatives ndash the next Implementation of Initiatives ndash the next

five yearsfive years

99

Major Components of the Major Components of the Academic Audit ProcessAcademic Audit Process

11 The Self Study ProcessThe Self Study Process

22 The Self Study ReportThe Self Study Report

33 The Auditor Team Process (peer The Auditor Team Process (peer

review)review)

1010

The Self Study Process Stage 1The Self Study Process Stage 1 Getting StartedGetting Started

bull Form the Self Study Team Form the Self Study Team

bull Identify stakeholders Identify stakeholders

bull Assign key rolesAssign key roles

bull Establish a scheduleEstablish a schedule

1111

The Self Study Process Stage 2The Self Study Process Stage 2 Organize by Focal AreaOrganize by Focal Area

11 Learning ObjectivesLearning Objectives

22 Curriculum and Co- CurriculumCurriculum and Co- Curriculum

33 Teaching and LearningTeaching and Learning

44 Student Learning AssessmentStudent Learning Assessment

55 Quality AssuranceQuality Assurance

1212

The Self Study ProcessThe Self Study Process Underlying Quality PrinciplesUnderlying Quality Principles

1048729 1048729 Define quality in terms of outcomesDefine quality in terms of outcomes

1048729 1048729 Focus on process (how things get done)Focus on process (how things get done)

1048729 1048729 Work collaborativelyWork collaboratively

1048729 1048729 Base decisions on evidenceBase decisions on evidence

1048729 1048729 Strive for coherenceStrive for coherence

1048729 1048729 Learn from best practiceLearn from best practice

1048729 1048729 Make continuous improvement a top priorityMake continuous improvement a top priority

William MassyWilliam Massy

1313

Guiding Questions for Focal Area Guiding Questions for Focal Area 1 1

Learning ObjectivesLearning Objectives11 What do we want our students What do we want our students

to knowto know

22 Why do we want them to know Why do we want them to know itit

33 What What processesprocesses do we employ do we employ to evaluate our Learning to evaluate our Learning Objectives regularlyObjectives regularly

1414

Guiding Questions for Focal Area 2Guiding Questions for Focal Area 2 Curriculum and Co-curriculumCurriculum and Co-curriculum

11 How do we select what we teach to How do we select what we teach to reach our learning objectivesreach our learning objectives

22 What What processesprocesses do we follow to assure do we follow to assure that we are completely and universally that we are completely and universally addressing those objectivesaddressing those objectives

33 What activities beyond the classroom do What activities beyond the classroom do we promote to reinforce our curriculumwe promote to reinforce our curriculum

1515

What is ldquoco-curriculumrdquoWhat is ldquoco-curriculumrdquo

Clubs and organizationsClubs and organizations Campus activitiesCampus activities Community activitiesCommunity activities Service learning internships co-opsService learning internships co-ops Field trips summer travel study abroadField trips summer travel study abroad Research Faculty and student-engagedResearch Faculty and student-engaged Electives or requirements outside the Electives or requirements outside the

departmentdepartment OtherhellipOtherhellip

1616

Guiding Questions for Focal Area 3Guiding Questions for Focal Area 3 Teaching amp LearningTeaching amp Learning

11 What do we do collaboratively and What do we do collaboratively and collectively to improve our teachingcollectively to improve our teaching

22 Aside from casual interaction with one Aside from casual interaction with one another how do we enhance our another how do we enhance our teaching skillteaching skill

33 How do we How do we connect with our studentsconnect with our students to be assured that learning is taking to be assured that learning is taking placeplace

1717

Guiding Questions for Focal Area 4Guiding Questions for Focal Area 4 Student Learning AssessmentStudent Learning Assessment

11 Do our assessments of student learning measure Do our assessments of student learning measure

student mastery of our ___________________ student mastery of our ___________________

22 How do we use assessment data to improve How do we use assessment data to improve

teaching and learningteaching and learning

33 How do we procure and then share best How do we procure and then share best

practices in student learning assessmentpractices in student learning assessment

1818

Guiding Questions for Focal Area 5Guiding Questions for Focal Area 5 Quality AssuranceQuality Assurance

11 What college-wide What college-wide practicespractices promote promote

quality in teaching and learningquality in teaching and learning

22 What college-wide What college-wide servicesservices promote promote

quality in teaching and learningquality in teaching and learning

33 How do we demonstrate a commitment How do we demonstrate a commitment

to to continuous quality improvementcontinuous quality improvement

1919

The Self Study Report The Self Study Report [20 pp][20 pp]

11 IntroductionIntroduction

22 Overall PerformanceOverall Performance

33 Performance by Focal AreaPerformance by Focal Area

44 Potential InitiativesPotential Initiatives

55 Matrix of Improvement InitiativesMatrix of Improvement Initiatives

66 Appendix [up to 10 additional pages]Appendix [up to 10 additional pages]

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

55

Academic Audit Comes to TBRAcademic Audit Comes to TBR

Dr David Dill UNCDr David Dill UNC Dr William F Massy Jackson Hole Dr William F Massy Jackson Hole

Higher Education GroupHigher Education Group Hong Kong Teaching amp Learning Hong Kong Teaching amp Learning

Quality Process ReviewQuality Process Review Dr Paula Myrick ShortDr Paula Myrick Short

University of Missouri system initiativeUniversity of Missouri system initiative TBR Pilot of the Academic Audit 2004-05TBR Pilot of the Academic Audit 2004-05

66

143 Programs Audited 2005 - 143 Programs Audited 2005 - 20082008

37 scheduled in 2008-0937 scheduled in 2008-09

0

5

10

15

20

25

30

2004-05

2005-06

2006-07

2007-08

CertificateAssociateBachelorGraduate

77

TBR Academic Audit TBR Academic Audit RecognitionRecognition

NCCI ndash National Consortium for Continuous NCCI ndash National Consortium for Continuous

Improvement in Higher Education ndash Improvement in Higher Education ndash

presented its 2008 Leveraging Award presented its 2008 Leveraging Award

Honorable Mention to the Honorable Mention to the

TBR Academic Audit InitiativeTBR Academic Audit Initiative

88

The Academic Audit CalendarThe Academic Audit Calendar

11 The Self Study ndash Fall through January The Self Study ndash Fall through January

22 The Auditor Site Visit - SpringThe Auditor Site Visit - Spring

33 Implementation of Initiatives ndash the next Implementation of Initiatives ndash the next

five yearsfive years

99

Major Components of the Major Components of the Academic Audit ProcessAcademic Audit Process

11 The Self Study ProcessThe Self Study Process

22 The Self Study ReportThe Self Study Report

33 The Auditor Team Process (peer The Auditor Team Process (peer

review)review)

1010

The Self Study Process Stage 1The Self Study Process Stage 1 Getting StartedGetting Started

bull Form the Self Study Team Form the Self Study Team

bull Identify stakeholders Identify stakeholders

bull Assign key rolesAssign key roles

bull Establish a scheduleEstablish a schedule

1111

The Self Study Process Stage 2The Self Study Process Stage 2 Organize by Focal AreaOrganize by Focal Area

11 Learning ObjectivesLearning Objectives

22 Curriculum and Co- CurriculumCurriculum and Co- Curriculum

33 Teaching and LearningTeaching and Learning

44 Student Learning AssessmentStudent Learning Assessment

55 Quality AssuranceQuality Assurance

1212

The Self Study ProcessThe Self Study Process Underlying Quality PrinciplesUnderlying Quality Principles

1048729 1048729 Define quality in terms of outcomesDefine quality in terms of outcomes

1048729 1048729 Focus on process (how things get done)Focus on process (how things get done)

1048729 1048729 Work collaborativelyWork collaboratively

1048729 1048729 Base decisions on evidenceBase decisions on evidence

1048729 1048729 Strive for coherenceStrive for coherence

1048729 1048729 Learn from best practiceLearn from best practice

1048729 1048729 Make continuous improvement a top priorityMake continuous improvement a top priority

William MassyWilliam Massy

1313

Guiding Questions for Focal Area Guiding Questions for Focal Area 1 1

Learning ObjectivesLearning Objectives11 What do we want our students What do we want our students

to knowto know

22 Why do we want them to know Why do we want them to know itit

33 What What processesprocesses do we employ do we employ to evaluate our Learning to evaluate our Learning Objectives regularlyObjectives regularly

1414

Guiding Questions for Focal Area 2Guiding Questions for Focal Area 2 Curriculum and Co-curriculumCurriculum and Co-curriculum

11 How do we select what we teach to How do we select what we teach to reach our learning objectivesreach our learning objectives

22 What What processesprocesses do we follow to assure do we follow to assure that we are completely and universally that we are completely and universally addressing those objectivesaddressing those objectives

33 What activities beyond the classroom do What activities beyond the classroom do we promote to reinforce our curriculumwe promote to reinforce our curriculum

1515

What is ldquoco-curriculumrdquoWhat is ldquoco-curriculumrdquo

Clubs and organizationsClubs and organizations Campus activitiesCampus activities Community activitiesCommunity activities Service learning internships co-opsService learning internships co-ops Field trips summer travel study abroadField trips summer travel study abroad Research Faculty and student-engagedResearch Faculty and student-engaged Electives or requirements outside the Electives or requirements outside the

departmentdepartment OtherhellipOtherhellip

1616

Guiding Questions for Focal Area 3Guiding Questions for Focal Area 3 Teaching amp LearningTeaching amp Learning

11 What do we do collaboratively and What do we do collaboratively and collectively to improve our teachingcollectively to improve our teaching

22 Aside from casual interaction with one Aside from casual interaction with one another how do we enhance our another how do we enhance our teaching skillteaching skill

33 How do we How do we connect with our studentsconnect with our students to be assured that learning is taking to be assured that learning is taking placeplace

1717

Guiding Questions for Focal Area 4Guiding Questions for Focal Area 4 Student Learning AssessmentStudent Learning Assessment

11 Do our assessments of student learning measure Do our assessments of student learning measure

student mastery of our ___________________ student mastery of our ___________________

22 How do we use assessment data to improve How do we use assessment data to improve

teaching and learningteaching and learning

33 How do we procure and then share best How do we procure and then share best

practices in student learning assessmentpractices in student learning assessment

1818

Guiding Questions for Focal Area 5Guiding Questions for Focal Area 5 Quality AssuranceQuality Assurance

11 What college-wide What college-wide practicespractices promote promote

quality in teaching and learningquality in teaching and learning

22 What college-wide What college-wide servicesservices promote promote

quality in teaching and learningquality in teaching and learning

33 How do we demonstrate a commitment How do we demonstrate a commitment

to to continuous quality improvementcontinuous quality improvement

1919

The Self Study Report The Self Study Report [20 pp][20 pp]

11 IntroductionIntroduction

22 Overall PerformanceOverall Performance

33 Performance by Focal AreaPerformance by Focal Area

44 Potential InitiativesPotential Initiatives

55 Matrix of Improvement InitiativesMatrix of Improvement Initiatives

66 Appendix [up to 10 additional pages]Appendix [up to 10 additional pages]

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

66

143 Programs Audited 2005 - 143 Programs Audited 2005 - 20082008

37 scheduled in 2008-0937 scheduled in 2008-09

0

5

10

15

20

25

30

2004-05

2005-06

2006-07

2007-08

CertificateAssociateBachelorGraduate

77

TBR Academic Audit TBR Academic Audit RecognitionRecognition

NCCI ndash National Consortium for Continuous NCCI ndash National Consortium for Continuous

Improvement in Higher Education ndash Improvement in Higher Education ndash

presented its 2008 Leveraging Award presented its 2008 Leveraging Award

Honorable Mention to the Honorable Mention to the

TBR Academic Audit InitiativeTBR Academic Audit Initiative

88

The Academic Audit CalendarThe Academic Audit Calendar

11 The Self Study ndash Fall through January The Self Study ndash Fall through January

22 The Auditor Site Visit - SpringThe Auditor Site Visit - Spring

33 Implementation of Initiatives ndash the next Implementation of Initiatives ndash the next

five yearsfive years

99

Major Components of the Major Components of the Academic Audit ProcessAcademic Audit Process

11 The Self Study ProcessThe Self Study Process

22 The Self Study ReportThe Self Study Report

33 The Auditor Team Process (peer The Auditor Team Process (peer

review)review)

1010

The Self Study Process Stage 1The Self Study Process Stage 1 Getting StartedGetting Started

bull Form the Self Study Team Form the Self Study Team

bull Identify stakeholders Identify stakeholders

bull Assign key rolesAssign key roles

bull Establish a scheduleEstablish a schedule

1111

The Self Study Process Stage 2The Self Study Process Stage 2 Organize by Focal AreaOrganize by Focal Area

11 Learning ObjectivesLearning Objectives

22 Curriculum and Co- CurriculumCurriculum and Co- Curriculum

33 Teaching and LearningTeaching and Learning

44 Student Learning AssessmentStudent Learning Assessment

55 Quality AssuranceQuality Assurance

1212

The Self Study ProcessThe Self Study Process Underlying Quality PrinciplesUnderlying Quality Principles

1048729 1048729 Define quality in terms of outcomesDefine quality in terms of outcomes

1048729 1048729 Focus on process (how things get done)Focus on process (how things get done)

1048729 1048729 Work collaborativelyWork collaboratively

1048729 1048729 Base decisions on evidenceBase decisions on evidence

1048729 1048729 Strive for coherenceStrive for coherence

1048729 1048729 Learn from best practiceLearn from best practice

1048729 1048729 Make continuous improvement a top priorityMake continuous improvement a top priority

William MassyWilliam Massy

1313

Guiding Questions for Focal Area Guiding Questions for Focal Area 1 1

Learning ObjectivesLearning Objectives11 What do we want our students What do we want our students

to knowto know

22 Why do we want them to know Why do we want them to know itit

33 What What processesprocesses do we employ do we employ to evaluate our Learning to evaluate our Learning Objectives regularlyObjectives regularly

1414

Guiding Questions for Focal Area 2Guiding Questions for Focal Area 2 Curriculum and Co-curriculumCurriculum and Co-curriculum

11 How do we select what we teach to How do we select what we teach to reach our learning objectivesreach our learning objectives

22 What What processesprocesses do we follow to assure do we follow to assure that we are completely and universally that we are completely and universally addressing those objectivesaddressing those objectives

33 What activities beyond the classroom do What activities beyond the classroom do we promote to reinforce our curriculumwe promote to reinforce our curriculum

1515

What is ldquoco-curriculumrdquoWhat is ldquoco-curriculumrdquo

Clubs and organizationsClubs and organizations Campus activitiesCampus activities Community activitiesCommunity activities Service learning internships co-opsService learning internships co-ops Field trips summer travel study abroadField trips summer travel study abroad Research Faculty and student-engagedResearch Faculty and student-engaged Electives or requirements outside the Electives or requirements outside the

departmentdepartment OtherhellipOtherhellip

1616

Guiding Questions for Focal Area 3Guiding Questions for Focal Area 3 Teaching amp LearningTeaching amp Learning

11 What do we do collaboratively and What do we do collaboratively and collectively to improve our teachingcollectively to improve our teaching

22 Aside from casual interaction with one Aside from casual interaction with one another how do we enhance our another how do we enhance our teaching skillteaching skill

33 How do we How do we connect with our studentsconnect with our students to be assured that learning is taking to be assured that learning is taking placeplace

1717

Guiding Questions for Focal Area 4Guiding Questions for Focal Area 4 Student Learning AssessmentStudent Learning Assessment

11 Do our assessments of student learning measure Do our assessments of student learning measure

student mastery of our ___________________ student mastery of our ___________________

22 How do we use assessment data to improve How do we use assessment data to improve

teaching and learningteaching and learning

33 How do we procure and then share best How do we procure and then share best

practices in student learning assessmentpractices in student learning assessment

1818

Guiding Questions for Focal Area 5Guiding Questions for Focal Area 5 Quality AssuranceQuality Assurance

11 What college-wide What college-wide practicespractices promote promote

quality in teaching and learningquality in teaching and learning

22 What college-wide What college-wide servicesservices promote promote

quality in teaching and learningquality in teaching and learning

33 How do we demonstrate a commitment How do we demonstrate a commitment

to to continuous quality improvementcontinuous quality improvement

1919

The Self Study Report The Self Study Report [20 pp][20 pp]

11 IntroductionIntroduction

22 Overall PerformanceOverall Performance

33 Performance by Focal AreaPerformance by Focal Area

44 Potential InitiativesPotential Initiatives

55 Matrix of Improvement InitiativesMatrix of Improvement Initiatives

66 Appendix [up to 10 additional pages]Appendix [up to 10 additional pages]

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

77

TBR Academic Audit TBR Academic Audit RecognitionRecognition

NCCI ndash National Consortium for Continuous NCCI ndash National Consortium for Continuous

Improvement in Higher Education ndash Improvement in Higher Education ndash

presented its 2008 Leveraging Award presented its 2008 Leveraging Award

Honorable Mention to the Honorable Mention to the

TBR Academic Audit InitiativeTBR Academic Audit Initiative

88

The Academic Audit CalendarThe Academic Audit Calendar

11 The Self Study ndash Fall through January The Self Study ndash Fall through January

22 The Auditor Site Visit - SpringThe Auditor Site Visit - Spring

33 Implementation of Initiatives ndash the next Implementation of Initiatives ndash the next

five yearsfive years

99

Major Components of the Major Components of the Academic Audit ProcessAcademic Audit Process

11 The Self Study ProcessThe Self Study Process

22 The Self Study ReportThe Self Study Report

33 The Auditor Team Process (peer The Auditor Team Process (peer

review)review)

1010

The Self Study Process Stage 1The Self Study Process Stage 1 Getting StartedGetting Started

bull Form the Self Study Team Form the Self Study Team

bull Identify stakeholders Identify stakeholders

bull Assign key rolesAssign key roles

bull Establish a scheduleEstablish a schedule

1111

The Self Study Process Stage 2The Self Study Process Stage 2 Organize by Focal AreaOrganize by Focal Area

11 Learning ObjectivesLearning Objectives

22 Curriculum and Co- CurriculumCurriculum and Co- Curriculum

33 Teaching and LearningTeaching and Learning

44 Student Learning AssessmentStudent Learning Assessment

55 Quality AssuranceQuality Assurance

1212

The Self Study ProcessThe Self Study Process Underlying Quality PrinciplesUnderlying Quality Principles

1048729 1048729 Define quality in terms of outcomesDefine quality in terms of outcomes

1048729 1048729 Focus on process (how things get done)Focus on process (how things get done)

1048729 1048729 Work collaborativelyWork collaboratively

1048729 1048729 Base decisions on evidenceBase decisions on evidence

1048729 1048729 Strive for coherenceStrive for coherence

1048729 1048729 Learn from best practiceLearn from best practice

1048729 1048729 Make continuous improvement a top priorityMake continuous improvement a top priority

William MassyWilliam Massy

1313

Guiding Questions for Focal Area Guiding Questions for Focal Area 1 1

Learning ObjectivesLearning Objectives11 What do we want our students What do we want our students

to knowto know

22 Why do we want them to know Why do we want them to know itit

33 What What processesprocesses do we employ do we employ to evaluate our Learning to evaluate our Learning Objectives regularlyObjectives regularly

1414

Guiding Questions for Focal Area 2Guiding Questions for Focal Area 2 Curriculum and Co-curriculumCurriculum and Co-curriculum

11 How do we select what we teach to How do we select what we teach to reach our learning objectivesreach our learning objectives

22 What What processesprocesses do we follow to assure do we follow to assure that we are completely and universally that we are completely and universally addressing those objectivesaddressing those objectives

33 What activities beyond the classroom do What activities beyond the classroom do we promote to reinforce our curriculumwe promote to reinforce our curriculum

1515

What is ldquoco-curriculumrdquoWhat is ldquoco-curriculumrdquo

Clubs and organizationsClubs and organizations Campus activitiesCampus activities Community activitiesCommunity activities Service learning internships co-opsService learning internships co-ops Field trips summer travel study abroadField trips summer travel study abroad Research Faculty and student-engagedResearch Faculty and student-engaged Electives or requirements outside the Electives or requirements outside the

departmentdepartment OtherhellipOtherhellip

1616

Guiding Questions for Focal Area 3Guiding Questions for Focal Area 3 Teaching amp LearningTeaching amp Learning

11 What do we do collaboratively and What do we do collaboratively and collectively to improve our teachingcollectively to improve our teaching

22 Aside from casual interaction with one Aside from casual interaction with one another how do we enhance our another how do we enhance our teaching skillteaching skill

33 How do we How do we connect with our studentsconnect with our students to be assured that learning is taking to be assured that learning is taking placeplace

1717

Guiding Questions for Focal Area 4Guiding Questions for Focal Area 4 Student Learning AssessmentStudent Learning Assessment

11 Do our assessments of student learning measure Do our assessments of student learning measure

student mastery of our ___________________ student mastery of our ___________________

22 How do we use assessment data to improve How do we use assessment data to improve

teaching and learningteaching and learning

33 How do we procure and then share best How do we procure and then share best

practices in student learning assessmentpractices in student learning assessment

1818

Guiding Questions for Focal Area 5Guiding Questions for Focal Area 5 Quality AssuranceQuality Assurance

11 What college-wide What college-wide practicespractices promote promote

quality in teaching and learningquality in teaching and learning

22 What college-wide What college-wide servicesservices promote promote

quality in teaching and learningquality in teaching and learning

33 How do we demonstrate a commitment How do we demonstrate a commitment

to to continuous quality improvementcontinuous quality improvement

1919

The Self Study Report The Self Study Report [20 pp][20 pp]

11 IntroductionIntroduction

22 Overall PerformanceOverall Performance

33 Performance by Focal AreaPerformance by Focal Area

44 Potential InitiativesPotential Initiatives

55 Matrix of Improvement InitiativesMatrix of Improvement Initiatives

66 Appendix [up to 10 additional pages]Appendix [up to 10 additional pages]

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

88

The Academic Audit CalendarThe Academic Audit Calendar

11 The Self Study ndash Fall through January The Self Study ndash Fall through January

22 The Auditor Site Visit - SpringThe Auditor Site Visit - Spring

33 Implementation of Initiatives ndash the next Implementation of Initiatives ndash the next

five yearsfive years

99

Major Components of the Major Components of the Academic Audit ProcessAcademic Audit Process

11 The Self Study ProcessThe Self Study Process

22 The Self Study ReportThe Self Study Report

33 The Auditor Team Process (peer The Auditor Team Process (peer

review)review)

1010

The Self Study Process Stage 1The Self Study Process Stage 1 Getting StartedGetting Started

bull Form the Self Study Team Form the Self Study Team

bull Identify stakeholders Identify stakeholders

bull Assign key rolesAssign key roles

bull Establish a scheduleEstablish a schedule

1111

The Self Study Process Stage 2The Self Study Process Stage 2 Organize by Focal AreaOrganize by Focal Area

11 Learning ObjectivesLearning Objectives

22 Curriculum and Co- CurriculumCurriculum and Co- Curriculum

33 Teaching and LearningTeaching and Learning

44 Student Learning AssessmentStudent Learning Assessment

55 Quality AssuranceQuality Assurance

1212

The Self Study ProcessThe Self Study Process Underlying Quality PrinciplesUnderlying Quality Principles

1048729 1048729 Define quality in terms of outcomesDefine quality in terms of outcomes

1048729 1048729 Focus on process (how things get done)Focus on process (how things get done)

1048729 1048729 Work collaborativelyWork collaboratively

1048729 1048729 Base decisions on evidenceBase decisions on evidence

1048729 1048729 Strive for coherenceStrive for coherence

1048729 1048729 Learn from best practiceLearn from best practice

1048729 1048729 Make continuous improvement a top priorityMake continuous improvement a top priority

William MassyWilliam Massy

1313

Guiding Questions for Focal Area Guiding Questions for Focal Area 1 1

Learning ObjectivesLearning Objectives11 What do we want our students What do we want our students

to knowto know

22 Why do we want them to know Why do we want them to know itit

33 What What processesprocesses do we employ do we employ to evaluate our Learning to evaluate our Learning Objectives regularlyObjectives regularly

1414

Guiding Questions for Focal Area 2Guiding Questions for Focal Area 2 Curriculum and Co-curriculumCurriculum and Co-curriculum

11 How do we select what we teach to How do we select what we teach to reach our learning objectivesreach our learning objectives

22 What What processesprocesses do we follow to assure do we follow to assure that we are completely and universally that we are completely and universally addressing those objectivesaddressing those objectives

33 What activities beyond the classroom do What activities beyond the classroom do we promote to reinforce our curriculumwe promote to reinforce our curriculum

1515

What is ldquoco-curriculumrdquoWhat is ldquoco-curriculumrdquo

Clubs and organizationsClubs and organizations Campus activitiesCampus activities Community activitiesCommunity activities Service learning internships co-opsService learning internships co-ops Field trips summer travel study abroadField trips summer travel study abroad Research Faculty and student-engagedResearch Faculty and student-engaged Electives or requirements outside the Electives or requirements outside the

departmentdepartment OtherhellipOtherhellip

1616

Guiding Questions for Focal Area 3Guiding Questions for Focal Area 3 Teaching amp LearningTeaching amp Learning

11 What do we do collaboratively and What do we do collaboratively and collectively to improve our teachingcollectively to improve our teaching

22 Aside from casual interaction with one Aside from casual interaction with one another how do we enhance our another how do we enhance our teaching skillteaching skill

33 How do we How do we connect with our studentsconnect with our students to be assured that learning is taking to be assured that learning is taking placeplace

1717

Guiding Questions for Focal Area 4Guiding Questions for Focal Area 4 Student Learning AssessmentStudent Learning Assessment

11 Do our assessments of student learning measure Do our assessments of student learning measure

student mastery of our ___________________ student mastery of our ___________________

22 How do we use assessment data to improve How do we use assessment data to improve

teaching and learningteaching and learning

33 How do we procure and then share best How do we procure and then share best

practices in student learning assessmentpractices in student learning assessment

1818

Guiding Questions for Focal Area 5Guiding Questions for Focal Area 5 Quality AssuranceQuality Assurance

11 What college-wide What college-wide practicespractices promote promote

quality in teaching and learningquality in teaching and learning

22 What college-wide What college-wide servicesservices promote promote

quality in teaching and learningquality in teaching and learning

33 How do we demonstrate a commitment How do we demonstrate a commitment

to to continuous quality improvementcontinuous quality improvement

1919

The Self Study Report The Self Study Report [20 pp][20 pp]

11 IntroductionIntroduction

22 Overall PerformanceOverall Performance

33 Performance by Focal AreaPerformance by Focal Area

44 Potential InitiativesPotential Initiatives

55 Matrix of Improvement InitiativesMatrix of Improvement Initiatives

66 Appendix [up to 10 additional pages]Appendix [up to 10 additional pages]

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

99

Major Components of the Major Components of the Academic Audit ProcessAcademic Audit Process

11 The Self Study ProcessThe Self Study Process

22 The Self Study ReportThe Self Study Report

33 The Auditor Team Process (peer The Auditor Team Process (peer

review)review)

1010

The Self Study Process Stage 1The Self Study Process Stage 1 Getting StartedGetting Started

bull Form the Self Study Team Form the Self Study Team

bull Identify stakeholders Identify stakeholders

bull Assign key rolesAssign key roles

bull Establish a scheduleEstablish a schedule

1111

The Self Study Process Stage 2The Self Study Process Stage 2 Organize by Focal AreaOrganize by Focal Area

11 Learning ObjectivesLearning Objectives

22 Curriculum and Co- CurriculumCurriculum and Co- Curriculum

33 Teaching and LearningTeaching and Learning

44 Student Learning AssessmentStudent Learning Assessment

55 Quality AssuranceQuality Assurance

1212

The Self Study ProcessThe Self Study Process Underlying Quality PrinciplesUnderlying Quality Principles

1048729 1048729 Define quality in terms of outcomesDefine quality in terms of outcomes

1048729 1048729 Focus on process (how things get done)Focus on process (how things get done)

1048729 1048729 Work collaborativelyWork collaboratively

1048729 1048729 Base decisions on evidenceBase decisions on evidence

1048729 1048729 Strive for coherenceStrive for coherence

1048729 1048729 Learn from best practiceLearn from best practice

1048729 1048729 Make continuous improvement a top priorityMake continuous improvement a top priority

William MassyWilliam Massy

1313

Guiding Questions for Focal Area Guiding Questions for Focal Area 1 1

Learning ObjectivesLearning Objectives11 What do we want our students What do we want our students

to knowto know

22 Why do we want them to know Why do we want them to know itit

33 What What processesprocesses do we employ do we employ to evaluate our Learning to evaluate our Learning Objectives regularlyObjectives regularly

1414

Guiding Questions for Focal Area 2Guiding Questions for Focal Area 2 Curriculum and Co-curriculumCurriculum and Co-curriculum

11 How do we select what we teach to How do we select what we teach to reach our learning objectivesreach our learning objectives

22 What What processesprocesses do we follow to assure do we follow to assure that we are completely and universally that we are completely and universally addressing those objectivesaddressing those objectives

33 What activities beyond the classroom do What activities beyond the classroom do we promote to reinforce our curriculumwe promote to reinforce our curriculum

1515

What is ldquoco-curriculumrdquoWhat is ldquoco-curriculumrdquo

Clubs and organizationsClubs and organizations Campus activitiesCampus activities Community activitiesCommunity activities Service learning internships co-opsService learning internships co-ops Field trips summer travel study abroadField trips summer travel study abroad Research Faculty and student-engagedResearch Faculty and student-engaged Electives or requirements outside the Electives or requirements outside the

departmentdepartment OtherhellipOtherhellip

1616

Guiding Questions for Focal Area 3Guiding Questions for Focal Area 3 Teaching amp LearningTeaching amp Learning

11 What do we do collaboratively and What do we do collaboratively and collectively to improve our teachingcollectively to improve our teaching

22 Aside from casual interaction with one Aside from casual interaction with one another how do we enhance our another how do we enhance our teaching skillteaching skill

33 How do we How do we connect with our studentsconnect with our students to be assured that learning is taking to be assured that learning is taking placeplace

1717

Guiding Questions for Focal Area 4Guiding Questions for Focal Area 4 Student Learning AssessmentStudent Learning Assessment

11 Do our assessments of student learning measure Do our assessments of student learning measure

student mastery of our ___________________ student mastery of our ___________________

22 How do we use assessment data to improve How do we use assessment data to improve

teaching and learningteaching and learning

33 How do we procure and then share best How do we procure and then share best

practices in student learning assessmentpractices in student learning assessment

1818

Guiding Questions for Focal Area 5Guiding Questions for Focal Area 5 Quality AssuranceQuality Assurance

11 What college-wide What college-wide practicespractices promote promote

quality in teaching and learningquality in teaching and learning

22 What college-wide What college-wide servicesservices promote promote

quality in teaching and learningquality in teaching and learning

33 How do we demonstrate a commitment How do we demonstrate a commitment

to to continuous quality improvementcontinuous quality improvement

1919

The Self Study Report The Self Study Report [20 pp][20 pp]

11 IntroductionIntroduction

22 Overall PerformanceOverall Performance

33 Performance by Focal AreaPerformance by Focal Area

44 Potential InitiativesPotential Initiatives

55 Matrix of Improvement InitiativesMatrix of Improvement Initiatives

66 Appendix [up to 10 additional pages]Appendix [up to 10 additional pages]

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

1010

The Self Study Process Stage 1The Self Study Process Stage 1 Getting StartedGetting Started

bull Form the Self Study Team Form the Self Study Team

bull Identify stakeholders Identify stakeholders

bull Assign key rolesAssign key roles

bull Establish a scheduleEstablish a schedule

1111

The Self Study Process Stage 2The Self Study Process Stage 2 Organize by Focal AreaOrganize by Focal Area

11 Learning ObjectivesLearning Objectives

22 Curriculum and Co- CurriculumCurriculum and Co- Curriculum

33 Teaching and LearningTeaching and Learning

44 Student Learning AssessmentStudent Learning Assessment

55 Quality AssuranceQuality Assurance

1212

The Self Study ProcessThe Self Study Process Underlying Quality PrinciplesUnderlying Quality Principles

1048729 1048729 Define quality in terms of outcomesDefine quality in terms of outcomes

1048729 1048729 Focus on process (how things get done)Focus on process (how things get done)

1048729 1048729 Work collaborativelyWork collaboratively

1048729 1048729 Base decisions on evidenceBase decisions on evidence

1048729 1048729 Strive for coherenceStrive for coherence

1048729 1048729 Learn from best practiceLearn from best practice

1048729 1048729 Make continuous improvement a top priorityMake continuous improvement a top priority

William MassyWilliam Massy

1313

Guiding Questions for Focal Area Guiding Questions for Focal Area 1 1

Learning ObjectivesLearning Objectives11 What do we want our students What do we want our students

to knowto know

22 Why do we want them to know Why do we want them to know itit

33 What What processesprocesses do we employ do we employ to evaluate our Learning to evaluate our Learning Objectives regularlyObjectives regularly

1414

Guiding Questions for Focal Area 2Guiding Questions for Focal Area 2 Curriculum and Co-curriculumCurriculum and Co-curriculum

11 How do we select what we teach to How do we select what we teach to reach our learning objectivesreach our learning objectives

22 What What processesprocesses do we follow to assure do we follow to assure that we are completely and universally that we are completely and universally addressing those objectivesaddressing those objectives

33 What activities beyond the classroom do What activities beyond the classroom do we promote to reinforce our curriculumwe promote to reinforce our curriculum

1515

What is ldquoco-curriculumrdquoWhat is ldquoco-curriculumrdquo

Clubs and organizationsClubs and organizations Campus activitiesCampus activities Community activitiesCommunity activities Service learning internships co-opsService learning internships co-ops Field trips summer travel study abroadField trips summer travel study abroad Research Faculty and student-engagedResearch Faculty and student-engaged Electives or requirements outside the Electives or requirements outside the

departmentdepartment OtherhellipOtherhellip

1616

Guiding Questions for Focal Area 3Guiding Questions for Focal Area 3 Teaching amp LearningTeaching amp Learning

11 What do we do collaboratively and What do we do collaboratively and collectively to improve our teachingcollectively to improve our teaching

22 Aside from casual interaction with one Aside from casual interaction with one another how do we enhance our another how do we enhance our teaching skillteaching skill

33 How do we How do we connect with our studentsconnect with our students to be assured that learning is taking to be assured that learning is taking placeplace

1717

Guiding Questions for Focal Area 4Guiding Questions for Focal Area 4 Student Learning AssessmentStudent Learning Assessment

11 Do our assessments of student learning measure Do our assessments of student learning measure

student mastery of our ___________________ student mastery of our ___________________

22 How do we use assessment data to improve How do we use assessment data to improve

teaching and learningteaching and learning

33 How do we procure and then share best How do we procure and then share best

practices in student learning assessmentpractices in student learning assessment

1818

Guiding Questions for Focal Area 5Guiding Questions for Focal Area 5 Quality AssuranceQuality Assurance

11 What college-wide What college-wide practicespractices promote promote

quality in teaching and learningquality in teaching and learning

22 What college-wide What college-wide servicesservices promote promote

quality in teaching and learningquality in teaching and learning

33 How do we demonstrate a commitment How do we demonstrate a commitment

to to continuous quality improvementcontinuous quality improvement

1919

The Self Study Report The Self Study Report [20 pp][20 pp]

11 IntroductionIntroduction

22 Overall PerformanceOverall Performance

33 Performance by Focal AreaPerformance by Focal Area

44 Potential InitiativesPotential Initiatives

55 Matrix of Improvement InitiativesMatrix of Improvement Initiatives

66 Appendix [up to 10 additional pages]Appendix [up to 10 additional pages]

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

1111

The Self Study Process Stage 2The Self Study Process Stage 2 Organize by Focal AreaOrganize by Focal Area

11 Learning ObjectivesLearning Objectives

22 Curriculum and Co- CurriculumCurriculum and Co- Curriculum

33 Teaching and LearningTeaching and Learning

44 Student Learning AssessmentStudent Learning Assessment

55 Quality AssuranceQuality Assurance

1212

The Self Study ProcessThe Self Study Process Underlying Quality PrinciplesUnderlying Quality Principles

1048729 1048729 Define quality in terms of outcomesDefine quality in terms of outcomes

1048729 1048729 Focus on process (how things get done)Focus on process (how things get done)

1048729 1048729 Work collaborativelyWork collaboratively

1048729 1048729 Base decisions on evidenceBase decisions on evidence

1048729 1048729 Strive for coherenceStrive for coherence

1048729 1048729 Learn from best practiceLearn from best practice

1048729 1048729 Make continuous improvement a top priorityMake continuous improvement a top priority

William MassyWilliam Massy

1313

Guiding Questions for Focal Area Guiding Questions for Focal Area 1 1

Learning ObjectivesLearning Objectives11 What do we want our students What do we want our students

to knowto know

22 Why do we want them to know Why do we want them to know itit

33 What What processesprocesses do we employ do we employ to evaluate our Learning to evaluate our Learning Objectives regularlyObjectives regularly

1414

Guiding Questions for Focal Area 2Guiding Questions for Focal Area 2 Curriculum and Co-curriculumCurriculum and Co-curriculum

11 How do we select what we teach to How do we select what we teach to reach our learning objectivesreach our learning objectives

22 What What processesprocesses do we follow to assure do we follow to assure that we are completely and universally that we are completely and universally addressing those objectivesaddressing those objectives

33 What activities beyond the classroom do What activities beyond the classroom do we promote to reinforce our curriculumwe promote to reinforce our curriculum

1515

What is ldquoco-curriculumrdquoWhat is ldquoco-curriculumrdquo

Clubs and organizationsClubs and organizations Campus activitiesCampus activities Community activitiesCommunity activities Service learning internships co-opsService learning internships co-ops Field trips summer travel study abroadField trips summer travel study abroad Research Faculty and student-engagedResearch Faculty and student-engaged Electives or requirements outside the Electives or requirements outside the

departmentdepartment OtherhellipOtherhellip

1616

Guiding Questions for Focal Area 3Guiding Questions for Focal Area 3 Teaching amp LearningTeaching amp Learning

11 What do we do collaboratively and What do we do collaboratively and collectively to improve our teachingcollectively to improve our teaching

22 Aside from casual interaction with one Aside from casual interaction with one another how do we enhance our another how do we enhance our teaching skillteaching skill

33 How do we How do we connect with our studentsconnect with our students to be assured that learning is taking to be assured that learning is taking placeplace

1717

Guiding Questions for Focal Area 4Guiding Questions for Focal Area 4 Student Learning AssessmentStudent Learning Assessment

11 Do our assessments of student learning measure Do our assessments of student learning measure

student mastery of our ___________________ student mastery of our ___________________

22 How do we use assessment data to improve How do we use assessment data to improve

teaching and learningteaching and learning

33 How do we procure and then share best How do we procure and then share best

practices in student learning assessmentpractices in student learning assessment

1818

Guiding Questions for Focal Area 5Guiding Questions for Focal Area 5 Quality AssuranceQuality Assurance

11 What college-wide What college-wide practicespractices promote promote

quality in teaching and learningquality in teaching and learning

22 What college-wide What college-wide servicesservices promote promote

quality in teaching and learningquality in teaching and learning

33 How do we demonstrate a commitment How do we demonstrate a commitment

to to continuous quality improvementcontinuous quality improvement

1919

The Self Study Report The Self Study Report [20 pp][20 pp]

11 IntroductionIntroduction

22 Overall PerformanceOverall Performance

33 Performance by Focal AreaPerformance by Focal Area

44 Potential InitiativesPotential Initiatives

55 Matrix of Improvement InitiativesMatrix of Improvement Initiatives

66 Appendix [up to 10 additional pages]Appendix [up to 10 additional pages]

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

1212

The Self Study ProcessThe Self Study Process Underlying Quality PrinciplesUnderlying Quality Principles

1048729 1048729 Define quality in terms of outcomesDefine quality in terms of outcomes

1048729 1048729 Focus on process (how things get done)Focus on process (how things get done)

1048729 1048729 Work collaborativelyWork collaboratively

1048729 1048729 Base decisions on evidenceBase decisions on evidence

1048729 1048729 Strive for coherenceStrive for coherence

1048729 1048729 Learn from best practiceLearn from best practice

1048729 1048729 Make continuous improvement a top priorityMake continuous improvement a top priority

William MassyWilliam Massy

1313

Guiding Questions for Focal Area Guiding Questions for Focal Area 1 1

Learning ObjectivesLearning Objectives11 What do we want our students What do we want our students

to knowto know

22 Why do we want them to know Why do we want them to know itit

33 What What processesprocesses do we employ do we employ to evaluate our Learning to evaluate our Learning Objectives regularlyObjectives regularly

1414

Guiding Questions for Focal Area 2Guiding Questions for Focal Area 2 Curriculum and Co-curriculumCurriculum and Co-curriculum

11 How do we select what we teach to How do we select what we teach to reach our learning objectivesreach our learning objectives

22 What What processesprocesses do we follow to assure do we follow to assure that we are completely and universally that we are completely and universally addressing those objectivesaddressing those objectives

33 What activities beyond the classroom do What activities beyond the classroom do we promote to reinforce our curriculumwe promote to reinforce our curriculum

1515

What is ldquoco-curriculumrdquoWhat is ldquoco-curriculumrdquo

Clubs and organizationsClubs and organizations Campus activitiesCampus activities Community activitiesCommunity activities Service learning internships co-opsService learning internships co-ops Field trips summer travel study abroadField trips summer travel study abroad Research Faculty and student-engagedResearch Faculty and student-engaged Electives or requirements outside the Electives or requirements outside the

departmentdepartment OtherhellipOtherhellip

1616

Guiding Questions for Focal Area 3Guiding Questions for Focal Area 3 Teaching amp LearningTeaching amp Learning

11 What do we do collaboratively and What do we do collaboratively and collectively to improve our teachingcollectively to improve our teaching

22 Aside from casual interaction with one Aside from casual interaction with one another how do we enhance our another how do we enhance our teaching skillteaching skill

33 How do we How do we connect with our studentsconnect with our students to be assured that learning is taking to be assured that learning is taking placeplace

1717

Guiding Questions for Focal Area 4Guiding Questions for Focal Area 4 Student Learning AssessmentStudent Learning Assessment

11 Do our assessments of student learning measure Do our assessments of student learning measure

student mastery of our ___________________ student mastery of our ___________________

22 How do we use assessment data to improve How do we use assessment data to improve

teaching and learningteaching and learning

33 How do we procure and then share best How do we procure and then share best

practices in student learning assessmentpractices in student learning assessment

1818

Guiding Questions for Focal Area 5Guiding Questions for Focal Area 5 Quality AssuranceQuality Assurance

11 What college-wide What college-wide practicespractices promote promote

quality in teaching and learningquality in teaching and learning

22 What college-wide What college-wide servicesservices promote promote

quality in teaching and learningquality in teaching and learning

33 How do we demonstrate a commitment How do we demonstrate a commitment

to to continuous quality improvementcontinuous quality improvement

1919

The Self Study Report The Self Study Report [20 pp][20 pp]

11 IntroductionIntroduction

22 Overall PerformanceOverall Performance

33 Performance by Focal AreaPerformance by Focal Area

44 Potential InitiativesPotential Initiatives

55 Matrix of Improvement InitiativesMatrix of Improvement Initiatives

66 Appendix [up to 10 additional pages]Appendix [up to 10 additional pages]

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

1313

Guiding Questions for Focal Area Guiding Questions for Focal Area 1 1

Learning ObjectivesLearning Objectives11 What do we want our students What do we want our students

to knowto know

22 Why do we want them to know Why do we want them to know itit

33 What What processesprocesses do we employ do we employ to evaluate our Learning to evaluate our Learning Objectives regularlyObjectives regularly

1414

Guiding Questions for Focal Area 2Guiding Questions for Focal Area 2 Curriculum and Co-curriculumCurriculum and Co-curriculum

11 How do we select what we teach to How do we select what we teach to reach our learning objectivesreach our learning objectives

22 What What processesprocesses do we follow to assure do we follow to assure that we are completely and universally that we are completely and universally addressing those objectivesaddressing those objectives

33 What activities beyond the classroom do What activities beyond the classroom do we promote to reinforce our curriculumwe promote to reinforce our curriculum

1515

What is ldquoco-curriculumrdquoWhat is ldquoco-curriculumrdquo

Clubs and organizationsClubs and organizations Campus activitiesCampus activities Community activitiesCommunity activities Service learning internships co-opsService learning internships co-ops Field trips summer travel study abroadField trips summer travel study abroad Research Faculty and student-engagedResearch Faculty and student-engaged Electives or requirements outside the Electives or requirements outside the

departmentdepartment OtherhellipOtherhellip

1616

Guiding Questions for Focal Area 3Guiding Questions for Focal Area 3 Teaching amp LearningTeaching amp Learning

11 What do we do collaboratively and What do we do collaboratively and collectively to improve our teachingcollectively to improve our teaching

22 Aside from casual interaction with one Aside from casual interaction with one another how do we enhance our another how do we enhance our teaching skillteaching skill

33 How do we How do we connect with our studentsconnect with our students to be assured that learning is taking to be assured that learning is taking placeplace

1717

Guiding Questions for Focal Area 4Guiding Questions for Focal Area 4 Student Learning AssessmentStudent Learning Assessment

11 Do our assessments of student learning measure Do our assessments of student learning measure

student mastery of our ___________________ student mastery of our ___________________

22 How do we use assessment data to improve How do we use assessment data to improve

teaching and learningteaching and learning

33 How do we procure and then share best How do we procure and then share best

practices in student learning assessmentpractices in student learning assessment

1818

Guiding Questions for Focal Area 5Guiding Questions for Focal Area 5 Quality AssuranceQuality Assurance

11 What college-wide What college-wide practicespractices promote promote

quality in teaching and learningquality in teaching and learning

22 What college-wide What college-wide servicesservices promote promote

quality in teaching and learningquality in teaching and learning

33 How do we demonstrate a commitment How do we demonstrate a commitment

to to continuous quality improvementcontinuous quality improvement

1919

The Self Study Report The Self Study Report [20 pp][20 pp]

11 IntroductionIntroduction

22 Overall PerformanceOverall Performance

33 Performance by Focal AreaPerformance by Focal Area

44 Potential InitiativesPotential Initiatives

55 Matrix of Improvement InitiativesMatrix of Improvement Initiatives

66 Appendix [up to 10 additional pages]Appendix [up to 10 additional pages]

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

1414

Guiding Questions for Focal Area 2Guiding Questions for Focal Area 2 Curriculum and Co-curriculumCurriculum and Co-curriculum

11 How do we select what we teach to How do we select what we teach to reach our learning objectivesreach our learning objectives

22 What What processesprocesses do we follow to assure do we follow to assure that we are completely and universally that we are completely and universally addressing those objectivesaddressing those objectives

33 What activities beyond the classroom do What activities beyond the classroom do we promote to reinforce our curriculumwe promote to reinforce our curriculum

1515

What is ldquoco-curriculumrdquoWhat is ldquoco-curriculumrdquo

Clubs and organizationsClubs and organizations Campus activitiesCampus activities Community activitiesCommunity activities Service learning internships co-opsService learning internships co-ops Field trips summer travel study abroadField trips summer travel study abroad Research Faculty and student-engagedResearch Faculty and student-engaged Electives or requirements outside the Electives or requirements outside the

departmentdepartment OtherhellipOtherhellip

1616

Guiding Questions for Focal Area 3Guiding Questions for Focal Area 3 Teaching amp LearningTeaching amp Learning

11 What do we do collaboratively and What do we do collaboratively and collectively to improve our teachingcollectively to improve our teaching

22 Aside from casual interaction with one Aside from casual interaction with one another how do we enhance our another how do we enhance our teaching skillteaching skill

33 How do we How do we connect with our studentsconnect with our students to be assured that learning is taking to be assured that learning is taking placeplace

1717

Guiding Questions for Focal Area 4Guiding Questions for Focal Area 4 Student Learning AssessmentStudent Learning Assessment

11 Do our assessments of student learning measure Do our assessments of student learning measure

student mastery of our ___________________ student mastery of our ___________________

22 How do we use assessment data to improve How do we use assessment data to improve

teaching and learningteaching and learning

33 How do we procure and then share best How do we procure and then share best

practices in student learning assessmentpractices in student learning assessment

1818

Guiding Questions for Focal Area 5Guiding Questions for Focal Area 5 Quality AssuranceQuality Assurance

11 What college-wide What college-wide practicespractices promote promote

quality in teaching and learningquality in teaching and learning

22 What college-wide What college-wide servicesservices promote promote

quality in teaching and learningquality in teaching and learning

33 How do we demonstrate a commitment How do we demonstrate a commitment

to to continuous quality improvementcontinuous quality improvement

1919

The Self Study Report The Self Study Report [20 pp][20 pp]

11 IntroductionIntroduction

22 Overall PerformanceOverall Performance

33 Performance by Focal AreaPerformance by Focal Area

44 Potential InitiativesPotential Initiatives

55 Matrix of Improvement InitiativesMatrix of Improvement Initiatives

66 Appendix [up to 10 additional pages]Appendix [up to 10 additional pages]

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

1515

What is ldquoco-curriculumrdquoWhat is ldquoco-curriculumrdquo

Clubs and organizationsClubs and organizations Campus activitiesCampus activities Community activitiesCommunity activities Service learning internships co-opsService learning internships co-ops Field trips summer travel study abroadField trips summer travel study abroad Research Faculty and student-engagedResearch Faculty and student-engaged Electives or requirements outside the Electives or requirements outside the

departmentdepartment OtherhellipOtherhellip

1616

Guiding Questions for Focal Area 3Guiding Questions for Focal Area 3 Teaching amp LearningTeaching amp Learning

11 What do we do collaboratively and What do we do collaboratively and collectively to improve our teachingcollectively to improve our teaching

22 Aside from casual interaction with one Aside from casual interaction with one another how do we enhance our another how do we enhance our teaching skillteaching skill

33 How do we How do we connect with our studentsconnect with our students to be assured that learning is taking to be assured that learning is taking placeplace

1717

Guiding Questions for Focal Area 4Guiding Questions for Focal Area 4 Student Learning AssessmentStudent Learning Assessment

11 Do our assessments of student learning measure Do our assessments of student learning measure

student mastery of our ___________________ student mastery of our ___________________

22 How do we use assessment data to improve How do we use assessment data to improve

teaching and learningteaching and learning

33 How do we procure and then share best How do we procure and then share best

practices in student learning assessmentpractices in student learning assessment

1818

Guiding Questions for Focal Area 5Guiding Questions for Focal Area 5 Quality AssuranceQuality Assurance

11 What college-wide What college-wide practicespractices promote promote

quality in teaching and learningquality in teaching and learning

22 What college-wide What college-wide servicesservices promote promote

quality in teaching and learningquality in teaching and learning

33 How do we demonstrate a commitment How do we demonstrate a commitment

to to continuous quality improvementcontinuous quality improvement

1919

The Self Study Report The Self Study Report [20 pp][20 pp]

11 IntroductionIntroduction

22 Overall PerformanceOverall Performance

33 Performance by Focal AreaPerformance by Focal Area

44 Potential InitiativesPotential Initiatives

55 Matrix of Improvement InitiativesMatrix of Improvement Initiatives

66 Appendix [up to 10 additional pages]Appendix [up to 10 additional pages]

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

1616

Guiding Questions for Focal Area 3Guiding Questions for Focal Area 3 Teaching amp LearningTeaching amp Learning

11 What do we do collaboratively and What do we do collaboratively and collectively to improve our teachingcollectively to improve our teaching

22 Aside from casual interaction with one Aside from casual interaction with one another how do we enhance our another how do we enhance our teaching skillteaching skill

33 How do we How do we connect with our studentsconnect with our students to be assured that learning is taking to be assured that learning is taking placeplace

1717

Guiding Questions for Focal Area 4Guiding Questions for Focal Area 4 Student Learning AssessmentStudent Learning Assessment

11 Do our assessments of student learning measure Do our assessments of student learning measure

student mastery of our ___________________ student mastery of our ___________________

22 How do we use assessment data to improve How do we use assessment data to improve

teaching and learningteaching and learning

33 How do we procure and then share best How do we procure and then share best

practices in student learning assessmentpractices in student learning assessment

1818

Guiding Questions for Focal Area 5Guiding Questions for Focal Area 5 Quality AssuranceQuality Assurance

11 What college-wide What college-wide practicespractices promote promote

quality in teaching and learningquality in teaching and learning

22 What college-wide What college-wide servicesservices promote promote

quality in teaching and learningquality in teaching and learning

33 How do we demonstrate a commitment How do we demonstrate a commitment

to to continuous quality improvementcontinuous quality improvement

1919

The Self Study Report The Self Study Report [20 pp][20 pp]

11 IntroductionIntroduction

22 Overall PerformanceOverall Performance

33 Performance by Focal AreaPerformance by Focal Area

44 Potential InitiativesPotential Initiatives

55 Matrix of Improvement InitiativesMatrix of Improvement Initiatives

66 Appendix [up to 10 additional pages]Appendix [up to 10 additional pages]

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

1717

Guiding Questions for Focal Area 4Guiding Questions for Focal Area 4 Student Learning AssessmentStudent Learning Assessment

11 Do our assessments of student learning measure Do our assessments of student learning measure

student mastery of our ___________________ student mastery of our ___________________

22 How do we use assessment data to improve How do we use assessment data to improve

teaching and learningteaching and learning

33 How do we procure and then share best How do we procure and then share best

practices in student learning assessmentpractices in student learning assessment

1818

Guiding Questions for Focal Area 5Guiding Questions for Focal Area 5 Quality AssuranceQuality Assurance

11 What college-wide What college-wide practicespractices promote promote

quality in teaching and learningquality in teaching and learning

22 What college-wide What college-wide servicesservices promote promote

quality in teaching and learningquality in teaching and learning

33 How do we demonstrate a commitment How do we demonstrate a commitment

to to continuous quality improvementcontinuous quality improvement

1919

The Self Study Report The Self Study Report [20 pp][20 pp]

11 IntroductionIntroduction

22 Overall PerformanceOverall Performance

33 Performance by Focal AreaPerformance by Focal Area

44 Potential InitiativesPotential Initiatives

55 Matrix of Improvement InitiativesMatrix of Improvement Initiatives

66 Appendix [up to 10 additional pages]Appendix [up to 10 additional pages]

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

1818

Guiding Questions for Focal Area 5Guiding Questions for Focal Area 5 Quality AssuranceQuality Assurance

11 What college-wide What college-wide practicespractices promote promote

quality in teaching and learningquality in teaching and learning

22 What college-wide What college-wide servicesservices promote promote

quality in teaching and learningquality in teaching and learning

33 How do we demonstrate a commitment How do we demonstrate a commitment

to to continuous quality improvementcontinuous quality improvement

1919

The Self Study Report The Self Study Report [20 pp][20 pp]

11 IntroductionIntroduction

22 Overall PerformanceOverall Performance

33 Performance by Focal AreaPerformance by Focal Area

44 Potential InitiativesPotential Initiatives

55 Matrix of Improvement InitiativesMatrix of Improvement Initiatives

66 Appendix [up to 10 additional pages]Appendix [up to 10 additional pages]

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

1919

The Self Study Report The Self Study Report [20 pp][20 pp]

11 IntroductionIntroduction

22 Overall PerformanceOverall Performance

33 Performance by Focal AreaPerformance by Focal Area

44 Potential InitiativesPotential Initiatives

55 Matrix of Improvement InitiativesMatrix of Improvement Initiatives

66 Appendix [up to 10 additional pages]Appendix [up to 10 additional pages]

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

2020

Self Study Report Self Study Report

IntroductionIntroduction

11 Role amp ScopeRole amp Scope

22 DemographicsDemographics

33 Brief HistoryBrief History

44 Current StatusCurrent Status

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

2121

Self Study ReportSelf Study Report Overall PerformanceOverall Performance

11 Current level of Current level of

educational qualityeducational quality

22 Key indicators of Key indicators of

educational quality educational quality

processesprocesses

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

2222

Self Study ReportSelf Study Report Performance by Focal Area Performance by Focal Area

11 One to three pages on each Focal AreaOne to three pages on each Focal Area

22 Keep impersonal Keep impersonal

33 Cite strengths in that area especially the Cite strengths in that area especially the

processes in place that help assure qualityprocesses in place that help assure quality

44 Include salient examples or anecdotesInclude salient examples or anecdotes

55 Identify potential areas for improvementIdentify potential areas for improvement

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

2323

Self Study ReportSelf Study Report Potential InitiativesPotential Initiatives

11 Focus on ldquoformativerdquo and ldquoprocessrdquoFocus on ldquoformativerdquo and ldquoprocessrdquo

22 Respond to all opportunities for Respond to all opportunities for

improvement identified in reportimprovement identified in report

33 State goals to allow for flexibility State goals to allow for flexibility

and responsivenessand responsiveness

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

2424

Self Study ReportSelf Study Report Matrix of Improvement InitiativesMatrix of Improvement Initiatives

11 Who has responsibility for Who has responsibility for

implementationimplementation

22 Who will participateWho will participate

33 When will work begin on the initiativeWhen will work begin on the initiative

44 How long will implementation takeHow long will implementation take

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

2525

Self Study Report Self Study Report

AppendixAppendix

11 Select the most relevant and helpful Select the most relevant and helpful ancillary informationancillary information

22 Limit hard copy information to ten Limit hard copy information to ten (10) pages(10) pages

33 Clearly identify the web page links Clearly identify the web page links provided (hint check accuracy of provided (hint check accuracy of each link address first)each link address first)

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

2626

The Auditor Team ProcessThe Auditor Team Process

ConceptConcept

Which way to quality assurance in higher Which way to quality assurance in higher

education education

Through a new mutually reinforcing system Through a new mutually reinforcing system

of institution-based quality assessments of of institution-based quality assessments of

teaching and learning and a coordinated teaching and learning and a coordinated

regional system of external academic regional system of external academic

auditsaudits

David Dill 1996David Dill 1996

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

2727

The Auditor Team ProcessThe Auditor Team Process

In PracticeIn Practice

11 Two to four member team of peers from Two to four member team of peers from TBR institutions or other institutionsTBR institutions or other institutions

22 Team review of Self Study Report and Team review of Self Study Report and AppendicesAppendices

33 One day on-site visit including One day on-site visit including conversations with Faculty and Studentsconversations with Faculty and Students

44 Immediate Feedback ndash oral report by the Immediate Feedback ndash oral report by the team on day of site visit (exit session)team on day of site visit (exit session)

55 Written report submitted by team Written report submitted by team

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

2828

The Auditor Team ProcessThe Auditor Team Process

Pre-Site Visit ResponsibilitiesPre-Site Visit Responsibilities

11 Build relationships within team and with Build relationships within team and with program undergoing the auditprogram undergoing the audit

22 Read understand and evaluate the Self Read understand and evaluate the Self

StudyStudy

33 Develop meaningful probing questionsDevelop meaningful probing questions

44 Prepare Site Visit Agenda and team Prepare Site Visit Agenda and team

member responsibilitiesmember responsibilities

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

2929

The Auditor Team ProcessThe Auditor Team Process

Site Visit ExperienceSite Visit Experience

ldquoldquoThe role of the audit team is to set the tone The role of the audit team is to set the tone

for a collegial supportive dialoguerdquo for a collegial supportive dialoguerdquo William Massy 2007William Massy 2007

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

3030

The Auditor Team ProcessThe Auditor Team ProcessSuggested Auditor Team Site Visit Suggested Auditor Team Site Visit

ScheduleSchedule

SessionSession AttendeesAttendees

TimeTime

Team Meeting at HotelTeam Meeting at Hotel AuditorsAuditors 730 am 730 am

Opening Session Opening Session AllAll 830 am 830 am

Meeting 1Meeting 1 Faculty Faculty 900 ndash 1000 am900 ndash 1000 am

Meeting 2Meeting 2 StudentsStudents 1015 ndash 1100 am1015 ndash 1100 am

Meeting 3Meeting 3 Faculty ampor stakeholdersFaculty ampor stakeholders 1115 ndash 1215 pm1115 ndash 1215 pm

Working LunchWorking Lunch Audit Team onlyAudit Team only 1215 ndash 130 pm1215 ndash 130 pm

Meeting and Work Time Meeting and Work Time FlexibleFlexible 130 ndash 330 pm130 ndash 330 pm

Exit SessionExit Session AllAll 330 ndash 400 pm330 ndash 400 pm

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

3131

The Auditor Team ProcessThe Auditor Team Process FeedbackFeedback

Commendations Affirmations and Commendations Affirmations and RecommendationsRecommendations

Completion of Academic Audit Summary Completion of Academic Audit Summary Sheet for Performance Funding ProgramsSheet for Performance Funding Programs 20 Criteria ldquoMetrdquo or ldquoNot Metrdquo20 Criteria ldquoMetrdquo or ldquoNot Metrdquo

Follow-up report including Follow-up report including recommendations for additional initiativesrecommendations for additional initiatives Report goes to College and to TBRReport goes to College and to TBR

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

3232

Implementation of InitiativesImplementation of Initiatives

11 A roadmap for continuous A roadmap for continuous improvement of the discipline and improvement of the discipline and programprogram

22 A resource for individual goal-A resource for individual goal-setting linked directly to discipline setting linked directly to discipline and program improvementand program improvement

33 A dynamic chronicle of growth A dynamic chronicle of growth development and accountabilitydevelopment and accountability

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

3333

Implementation of InitiativesImplementation of InitiativesSample Tracking ToolSample Tracking Tool

PROGRAM English

YEAR 1 2007-08

PROGRAM INITIATIVE 1

To assess the research process and research paper writing expectations of other disciplines in the College of Arts amp Sciences

Activities A committee was formed to work with IR to design a survey of research needs in other departments This survey was piloted among a sample of full time teachers in the Arts amp Sciences

Results The survey results were helpful but we learned that the survey questions need to be more specific regarding faculty expectations of documentation as well as if (and how) expectations for research sources vary by course level

Evidence Minutes of committee meetings Sample of survey Survey results spreadsheet

Use of Results The survey will be improved and sent out to all Arts amp Sciences instructors in Fall 2008

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

3434

The Academic AuditThe Academic Audit

11 A pragmatic and recurrent methodology to A pragmatic and recurrent methodology to

demonstrate institutional effectivenessdemonstrate institutional effectiveness

22 An accepted and effective way to meet An accepted and effective way to meet

Performance Funding requirementsPerformance Funding requirements

33 A means by which continuous quality A means by which continuous quality

improvement of teaching and learning can be improvement of teaching and learning can be

pursuedpursued

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

3535

The Academic AuditThe Academic AuditContinuous Quality Improvement of Teaching Continuous Quality Improvement of Teaching

and Learningand Learning

ldquoQuality is never an accident it is always the result of high intention sincere effort

intelligent direction and skillful executionrdquo

William A Foster author of Paradigms and Promises New Approaches to Educational

Administration

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8

3636

Contact InformationContact Information

Dr Randolph C SchulteDr Randolph C Schulte

Assistant Vice Chancellor for Academic AffairsAssistant Vice Chancellor for Academic Affairs

Tennessee Board of RegentsTennessee Board of Regents

1415 Murfreesboro Road Suite 3241415 Murfreesboro Road Suite 324

Nashville TN 37217Nashville TN 37217

Tel 6153651505 Fax 615-366-3903Tel 6153651505 Fax 615-366-3903

RandySchultetbredu

httpwwwtbreduofficesacademicaffairsaspxid=3178ampekmensel=e2f22c9a_608_690_3178_3

Academic Quality Work A Handbook for ImprovementAcademic Quality Work A Handbook for Improvement (JB - Anker Series 2007) (JB - Anker Series 2007)

(Hardcover)(Hardcover)

by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8by William F Massy Steven W Graham amp Paula Myrick Short ISBN 978-1-933371-23-8