Academic Audit2007-2008

A Process of Continuous Quality Improvement

A presentation to the Tennessee Board of Regents Academic Audit Training Workshop

by Dr. Randolph C. SchulteOctober 12, 2007

The Guiding Principle

Quality is not an act,

it is a habit.

Aristotle Ancient Greek Philosopher, Scientist

and Physician (384 BC-322 BC)

The Academic Audit Process

1. The Self Study – Fall through January

2. The Auditor Site Visit - Spring

3. Implementation of Initiatives – the next

five years!

Academic Audit Self Study: The Process

• Conversations • Collaboration• Collection of Evidence

The Self Study Report

1. Introduction

2.Overall Performance

3.Performance by Focal Area

4.Potential Initiatives

5.Matrix of Improvement Initiatives

The Self Study: Introduction

1.Role & Scope

2.Demographics

3.Brief History

4.Current Status

The Self Study: Overall Performance

1.Current level of educational

quality

2.Key indicators of

educational quality

processes

Performance by Focal Area

1.Learning Objectives2.Curriculum and Co-

Curriculum3.Teaching and Learning4.Student Learning

Assessment5.Quality Assurance

Focal Area 1: Learning Objectives

• What do we want our students to know?

• Why do we want them to know it?

Focal Area 2: Curriculum and Co-curriculum

• How do we select what we teach to reach our learning objectives?

• That is, what processes do we follow to assure that we are completely and universally addressing those objectives?

• What activities beyond the classroom do we promote to reinforce our curriculum?

Focal Area 3: Teaching & Learning

• What do we do collaboratively and collectively to improve our teaching?

• From whence beyond one another do we enhance our teaching skill?

• How do we connect with the recipients of our teaching to be assured that learning is taking place?

Focal Area 4: Student Learning Assessment

• Do our assessments of student learning measure student mastery of our ___________________ ?

• How do we use assessment data to improve teaching and learning?

• How do we share best practices in student learning assessment?

Focal Area 5: Quality Assurance

• What college-wide practices promote quality in teaching and learning?

• What college-wide services promote quality in teaching and learning?

• How do we demonstrate a commitment to continuous quality improvement?

Potential Initiatives

1.Focus on “formative”

2.Respond to all identified

opportunities for improvement

3.Demonstrate feasibility

Matrix of Improvement Initiatives

1.Who has responsibility?

2.Who will participate?

3.When will work begin on the

initiative?

4.How long will implementation take?

The Auditor Site Visit

• Three member team of peers from TBR institutions

• One day on site visit

• Conversations with Faculty and Students

• Immediate Feedback – oral report by the team that day

The Auditor Site Visit: Feedback

• Completion of Academic Audit Summary Sheet– 20 Criteria: “Met” or “Not Met”

• Follow-up report may include recommendations for additional initiatives– Report goes to College and to TBR

Implementation of Initiatives

• A roadmap for continuous improvement of the discipline and program…

Implementation of Initiatives

• A resource for individual goal-setting linked directly to discipline and program improvement.

Implementation of Initiatives

• A dynamic chronicle of growth, development, and accountability.

And, practically speaking…

• A pragmatic and recurrent methodology to demonstrate institutional effectiveness

• An accepted and effective way to meet Performance Funding requirements

Our ultimate purpose…

• How wonderful it is that nobody need wait a single moment before starting to improve the world. – Anne Frank, Diary of a Young

Girl, 1952German Jewish diarist (1929 - 1945)

The Academic Audit

Continuous Quality Improvement of Teaching and Learning!

Dr. Randy Schulte, Academic Audit Coordinator