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