Academic Audit Some Elements

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

1

Dr P H Waghodekar

IBS MIT Aurangabad

Ref Education Quality Improvement A Handbook for Academic Audit 2007-2008 Cohort Tennessee Board of Regents July 2007 UpdateWebsite www tbreduWorkArealinkitaspLinkIdentifier=idampItemID=4065

Academic Audit Model

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

2

Those who speak most of progress measure it by

quantity and not by quality

George SantayanaUS (Spanish-born) philosopher

(1863 - 1952)

2082011 3Collection compiled by Dr P H Waghodekar

MIT Abad

It is quality rather than quantity that matters

Seneca Epistles

2082011 4Collection compiled by Dr P H Waghodekar

MIT Abad

Quality is not an act

it is a habit

Aristotle Ancient Greek Philosopher Scientist

and Physician (384 BC-322 BC)

2082011 5Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

6

Emphasizes self-reflection self-improvementRather thanhellipCompliance with predetermined standards

Academic Auditbull To encourage DepartmentPrograms to evaluate their ldquoeducation quality processrdquobullThe key faculty activities to produce assure and regularly improve the quality of teaching and learningAudit looks forbull How faculty making decisionsbull Organize their work given resourcesbull Working collectively

ACADEMIC AUDIT

bull Academic system=academic input +academic process+Academic output

bull Academic audit is systematic and scientific process of reviewing the academic system for improvement of quality

2082011 7Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Auditbull A faculty-driven model of ongoing

self-reflection (INTROSPECTION) peer feedback collaboration and teamwork based on structured conversation to

improve educational quality processes in teaching and learning

ldquoimprovement cyclerdquo to stimulate quality work and to implement a peer review2082011 8Collection compiled by

Dr P H Waghodekar MIT Abad

What is an Academic Audit

A faculty-driven model of ongoing self

reflection peer feedback collaboration

and teamwork based on structured

conversation to improve educational

quality processes

2082011 9Collection compiled by Dr P H Waghodekar

MIT Abad

Why Conduct an Academic Audit

bull Provides a faculty driven process for a continuous improvement process

bull Promotes dialogue among faculty students and administrators

bull Provides self-assessment based on quality principles

bull Promotes integration across programs and disciplines

2082011 10Collection compiled by Dr P H Waghodekar

MIT Abad

Why We Became Involved

Academic Audit is a process thatbull Provides accountability to stakeholdersbull Promotes stewardship of financial

resourcesbull Provides management ldquoforrdquo quality not

ldquoofrdquo qualitybull Provides value-added resultsbull Provides continuous improvement for

quality assurance

2082011 11Collection compiled by Dr P H Waghodekar

MIT Abad

Engaging Faculty in Improvement Process

bull Build trust in a non-threatening environment

bull Emphasize collaboration on all aspects of audit especially the self-study

bull Emphasize Transparencyndashno hidden agendas and Create a synergy

bull Emphasize that the audit process is not an evaluation of faculty

bull Provide for shared experiences

2082011 12Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Audit PROSStakeholdeStakeholdersrs

BenefitBenefit

SocietySociety Expectations are satisfied effective use of public money Expectations are satisfied effective use of public money (govt aided institutes)(govt aided institutes)

Statutory Statutory bodybody

Maintenance of academic standard can be assured Maintenance of academic standard can be assured quality of different institutions can be compared quality of different institutions can be compared academic level of institution can be publicizedacademic level of institution can be publicized

EmployerEmployerss

Right type of graduates can be recruited level of Right type of graduates can be recruited level of graduates and their salary can be decided potential of graduates and their salary can be decided potential of institution can be harnessed for contedu Research and institution can be harnessed for contedu Research and projectsprojects

StudentStudentparentsparents

Reduction of time efforts and money reduce tension and Reduction of time efforts and money reduce tension and stress comparison on performance Ascertain level of stress comparison on performance Ascertain level of institution decision makinginstitution decision making

teachersteachers Clear roles and responsibilities no wastage of time and Clear roles and responsibilities no wastage of time and efforts no confusion and conflictefforts no confusion and conflict

2082011 13Collection compiled by Dr P H Waghodekar

MIT Abad

Elements Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

14

1 Self-Study2 Peer Review3 Principles of Academic audit

Self -Study1Determining learning objectives2Designing curriculum and Co-curriculum3Designing Teaching and Learning Methods4Developing student learning assessment5Assuring implementation of Quality Education

Departments write a self-study report (max 20 pages)

Principles Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

15

1Define quality in terms of outcome Learning not teaching per se is what ultimately matters

2Focus on process3Work collaboratively4Base decision on evidence5Strive for coherence6Learn from best practice7Make continuous

improvement apriority

No hidden agenda no right way to approach academic audit process but following are good educational practice

Academic Audit Focal Areas

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

16

I Learning Objectives 1048664 Have we explicitly defined what we want students who complete our program to know and be able to do (eg as employees as graduate students as citizens) 1048664 Do we work collaboratively to define program learning objectives or is the task delegated to one or a few individuals 1048664 Do we consult sources beyond our own faculty when defining program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we communicate program learning objectives to students employers or other stakeholders 1048664 Do we periodically review program learning objectives to see how they might be improved 1048664 (See also questions in the remaining focal areas on how we use program learning objectives)

II Curriculum and Co-curriculum

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

17

bull Do we consciously design the curriculum and co-curriculum to achieve program learning objectives bull Do we work collaboratively to design the curriculum and co-curriculum or do they reflect our individual preferences or decisions bull Do we consider out-of-classroom activities that could complement or be integrated into the curriculum bull Do we consult sources beyond our own faculty when designing the curriculum and co-curriculum (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we clearly communicate curricular and co-curricular requirements and the reasoning behind these requirements to students bull Do we periodically review the curriculum and co-curriculum to see how they might be improved 10

III Teaching and Learning Methods

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

18

1048664 Do we consciously consider program and course learning objectives when deciding which teaching methods we will use in our courses 1048664 Do we discuss our teaching practices with each other and work collaboratively to improve teaching and learning or is teaching primarily an individual responsibility 1048664 Do we consult sources beyond our own faculty when selecting our teaching practices (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we identify best practices in teaching and use this information to improve our teaching 1048664 Do we periodically review our teaching methods to see how they might be improved

IV Student Learning Assessment

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

19

bull Are we measuring the degree to which our students are achieving program learning objectives bull Do we work collaboratively to develop and implement assessments of program learning objectives or are these tasks delegated to one or a few individuals bull Do we consult sources beyond our own faculty when designing assessments of program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we discuss assessment data and use our findings to improve our curriculum co-curriculum and teaching practices bull Do we identify best practices in assessment of program learning objectives and use this information to improve our assessments bull Do we periodically review our assessment methods to see how they might be improved

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Academic Audit Model

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

2

Those who speak most of progress measure it by

quantity and not by quality

George SantayanaUS (Spanish-born) philosopher

(1863 - 1952)

2082011 3Collection compiled by Dr P H Waghodekar

MIT Abad

It is quality rather than quantity that matters

Seneca Epistles

2082011 4Collection compiled by Dr P H Waghodekar

MIT Abad

Quality is not an act

it is a habit

Aristotle Ancient Greek Philosopher Scientist

and Physician (384 BC-322 BC)

2082011 5Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

6

Emphasizes self-reflection self-improvementRather thanhellipCompliance with predetermined standards

Academic Auditbull To encourage DepartmentPrograms to evaluate their ldquoeducation quality processrdquobullThe key faculty activities to produce assure and regularly improve the quality of teaching and learningAudit looks forbull How faculty making decisionsbull Organize their work given resourcesbull Working collectively

ACADEMIC AUDIT

bull Academic system=academic input +academic process+Academic output

bull Academic audit is systematic and scientific process of reviewing the academic system for improvement of quality

2082011 7Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Auditbull A faculty-driven model of ongoing

self-reflection (INTROSPECTION) peer feedback collaboration and teamwork based on structured conversation to

improve educational quality processes in teaching and learning

ldquoimprovement cyclerdquo to stimulate quality work and to implement a peer review2082011 8Collection compiled by

Dr P H Waghodekar MIT Abad

What is an Academic Audit

A faculty-driven model of ongoing self

reflection peer feedback collaboration

and teamwork based on structured

conversation to improve educational

quality processes

2082011 9Collection compiled by Dr P H Waghodekar

MIT Abad

Why Conduct an Academic Audit

bull Provides a faculty driven process for a continuous improvement process

bull Promotes dialogue among faculty students and administrators

bull Provides self-assessment based on quality principles

bull Promotes integration across programs and disciplines

2082011 10Collection compiled by Dr P H Waghodekar

MIT Abad

Why We Became Involved

Academic Audit is a process thatbull Provides accountability to stakeholdersbull Promotes stewardship of financial

resourcesbull Provides management ldquoforrdquo quality not

ldquoofrdquo qualitybull Provides value-added resultsbull Provides continuous improvement for

quality assurance

2082011 11Collection compiled by Dr P H Waghodekar

MIT Abad

Engaging Faculty in Improvement Process

bull Build trust in a non-threatening environment

bull Emphasize collaboration on all aspects of audit especially the self-study

bull Emphasize Transparencyndashno hidden agendas and Create a synergy

bull Emphasize that the audit process is not an evaluation of faculty

bull Provide for shared experiences

2082011 12Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Audit PROSStakeholdeStakeholdersrs

BenefitBenefit

SocietySociety Expectations are satisfied effective use of public money Expectations are satisfied effective use of public money (govt aided institutes)(govt aided institutes)

Statutory Statutory bodybody

Maintenance of academic standard can be assured Maintenance of academic standard can be assured quality of different institutions can be compared quality of different institutions can be compared academic level of institution can be publicizedacademic level of institution can be publicized

EmployerEmployerss

Right type of graduates can be recruited level of Right type of graduates can be recruited level of graduates and their salary can be decided potential of graduates and their salary can be decided potential of institution can be harnessed for contedu Research and institution can be harnessed for contedu Research and projectsprojects

StudentStudentparentsparents

Reduction of time efforts and money reduce tension and Reduction of time efforts and money reduce tension and stress comparison on performance Ascertain level of stress comparison on performance Ascertain level of institution decision makinginstitution decision making

teachersteachers Clear roles and responsibilities no wastage of time and Clear roles and responsibilities no wastage of time and efforts no confusion and conflictefforts no confusion and conflict

2082011 13Collection compiled by Dr P H Waghodekar

MIT Abad

Elements Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

14

1 Self-Study2 Peer Review3 Principles of Academic audit

Self -Study1Determining learning objectives2Designing curriculum and Co-curriculum3Designing Teaching and Learning Methods4Developing student learning assessment5Assuring implementation of Quality Education

Departments write a self-study report (max 20 pages)

Principles Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

15

1Define quality in terms of outcome Learning not teaching per se is what ultimately matters

2Focus on process3Work collaboratively4Base decision on evidence5Strive for coherence6Learn from best practice7Make continuous

improvement apriority

No hidden agenda no right way to approach academic audit process but following are good educational practice

Academic Audit Focal Areas

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

16

I Learning Objectives 1048664 Have we explicitly defined what we want students who complete our program to know and be able to do (eg as employees as graduate students as citizens) 1048664 Do we work collaboratively to define program learning objectives or is the task delegated to one or a few individuals 1048664 Do we consult sources beyond our own faculty when defining program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we communicate program learning objectives to students employers or other stakeholders 1048664 Do we periodically review program learning objectives to see how they might be improved 1048664 (See also questions in the remaining focal areas on how we use program learning objectives)

II Curriculum and Co-curriculum

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

17

bull Do we consciously design the curriculum and co-curriculum to achieve program learning objectives bull Do we work collaboratively to design the curriculum and co-curriculum or do they reflect our individual preferences or decisions bull Do we consider out-of-classroom activities that could complement or be integrated into the curriculum bull Do we consult sources beyond our own faculty when designing the curriculum and co-curriculum (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we clearly communicate curricular and co-curricular requirements and the reasoning behind these requirements to students bull Do we periodically review the curriculum and co-curriculum to see how they might be improved 10

III Teaching and Learning Methods

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

18

1048664 Do we consciously consider program and course learning objectives when deciding which teaching methods we will use in our courses 1048664 Do we discuss our teaching practices with each other and work collaboratively to improve teaching and learning or is teaching primarily an individual responsibility 1048664 Do we consult sources beyond our own faculty when selecting our teaching practices (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we identify best practices in teaching and use this information to improve our teaching 1048664 Do we periodically review our teaching methods to see how they might be improved

IV Student Learning Assessment

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

19

bull Are we measuring the degree to which our students are achieving program learning objectives bull Do we work collaboratively to develop and implement assessments of program learning objectives or are these tasks delegated to one or a few individuals bull Do we consult sources beyond our own faculty when designing assessments of program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we discuss assessment data and use our findings to improve our curriculum co-curriculum and teaching practices bull Do we identify best practices in assessment of program learning objectives and use this information to improve our assessments bull Do we periodically review our assessment methods to see how they might be improved

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Those who speak most of progress measure it by

quantity and not by quality

George SantayanaUS (Spanish-born) philosopher

(1863 - 1952)

2082011 3Collection compiled by Dr P H Waghodekar

MIT Abad

It is quality rather than quantity that matters

Seneca Epistles

2082011 4Collection compiled by Dr P H Waghodekar

MIT Abad

Quality is not an act

it is a habit

Aristotle Ancient Greek Philosopher Scientist

and Physician (384 BC-322 BC)

2082011 5Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

6

Emphasizes self-reflection self-improvementRather thanhellipCompliance with predetermined standards

Academic Auditbull To encourage DepartmentPrograms to evaluate their ldquoeducation quality processrdquobullThe key faculty activities to produce assure and regularly improve the quality of teaching and learningAudit looks forbull How faculty making decisionsbull Organize their work given resourcesbull Working collectively

ACADEMIC AUDIT

bull Academic system=academic input +academic process+Academic output

bull Academic audit is systematic and scientific process of reviewing the academic system for improvement of quality

2082011 7Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Auditbull A faculty-driven model of ongoing

self-reflection (INTROSPECTION) peer feedback collaboration and teamwork based on structured conversation to

improve educational quality processes in teaching and learning

ldquoimprovement cyclerdquo to stimulate quality work and to implement a peer review2082011 8Collection compiled by

Dr P H Waghodekar MIT Abad

What is an Academic Audit

A faculty-driven model of ongoing self

reflection peer feedback collaboration

and teamwork based on structured

conversation to improve educational

quality processes

2082011 9Collection compiled by Dr P H Waghodekar

MIT Abad

Why Conduct an Academic Audit

bull Provides a faculty driven process for a continuous improvement process

bull Promotes dialogue among faculty students and administrators

bull Provides self-assessment based on quality principles

bull Promotes integration across programs and disciplines

2082011 10Collection compiled by Dr P H Waghodekar

MIT Abad

Why We Became Involved

Academic Audit is a process thatbull Provides accountability to stakeholdersbull Promotes stewardship of financial

resourcesbull Provides management ldquoforrdquo quality not

ldquoofrdquo qualitybull Provides value-added resultsbull Provides continuous improvement for

quality assurance

2082011 11Collection compiled by Dr P H Waghodekar

MIT Abad

Engaging Faculty in Improvement Process

bull Build trust in a non-threatening environment

bull Emphasize collaboration on all aspects of audit especially the self-study

bull Emphasize Transparencyndashno hidden agendas and Create a synergy

bull Emphasize that the audit process is not an evaluation of faculty

bull Provide for shared experiences

2082011 12Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Audit PROSStakeholdeStakeholdersrs

BenefitBenefit

SocietySociety Expectations are satisfied effective use of public money Expectations are satisfied effective use of public money (govt aided institutes)(govt aided institutes)

Statutory Statutory bodybody

Maintenance of academic standard can be assured Maintenance of academic standard can be assured quality of different institutions can be compared quality of different institutions can be compared academic level of institution can be publicizedacademic level of institution can be publicized

EmployerEmployerss

Right type of graduates can be recruited level of Right type of graduates can be recruited level of graduates and their salary can be decided potential of graduates and their salary can be decided potential of institution can be harnessed for contedu Research and institution can be harnessed for contedu Research and projectsprojects

StudentStudentparentsparents

Reduction of time efforts and money reduce tension and Reduction of time efforts and money reduce tension and stress comparison on performance Ascertain level of stress comparison on performance Ascertain level of institution decision makinginstitution decision making

teachersteachers Clear roles and responsibilities no wastage of time and Clear roles and responsibilities no wastage of time and efforts no confusion and conflictefforts no confusion and conflict

2082011 13Collection compiled by Dr P H Waghodekar

MIT Abad

Elements Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

14

1 Self-Study2 Peer Review3 Principles of Academic audit

Self -Study1Determining learning objectives2Designing curriculum and Co-curriculum3Designing Teaching and Learning Methods4Developing student learning assessment5Assuring implementation of Quality Education

Departments write a self-study report (max 20 pages)

Principles Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

15

1Define quality in terms of outcome Learning not teaching per se is what ultimately matters

2Focus on process3Work collaboratively4Base decision on evidence5Strive for coherence6Learn from best practice7Make continuous

improvement apriority

No hidden agenda no right way to approach academic audit process but following are good educational practice

Academic Audit Focal Areas

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

16

I Learning Objectives 1048664 Have we explicitly defined what we want students who complete our program to know and be able to do (eg as employees as graduate students as citizens) 1048664 Do we work collaboratively to define program learning objectives or is the task delegated to one or a few individuals 1048664 Do we consult sources beyond our own faculty when defining program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we communicate program learning objectives to students employers or other stakeholders 1048664 Do we periodically review program learning objectives to see how they might be improved 1048664 (See also questions in the remaining focal areas on how we use program learning objectives)

II Curriculum and Co-curriculum

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

17

bull Do we consciously design the curriculum and co-curriculum to achieve program learning objectives bull Do we work collaboratively to design the curriculum and co-curriculum or do they reflect our individual preferences or decisions bull Do we consider out-of-classroom activities that could complement or be integrated into the curriculum bull Do we consult sources beyond our own faculty when designing the curriculum and co-curriculum (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we clearly communicate curricular and co-curricular requirements and the reasoning behind these requirements to students bull Do we periodically review the curriculum and co-curriculum to see how they might be improved 10

III Teaching and Learning Methods

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

18

1048664 Do we consciously consider program and course learning objectives when deciding which teaching methods we will use in our courses 1048664 Do we discuss our teaching practices with each other and work collaboratively to improve teaching and learning or is teaching primarily an individual responsibility 1048664 Do we consult sources beyond our own faculty when selecting our teaching practices (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we identify best practices in teaching and use this information to improve our teaching 1048664 Do we periodically review our teaching methods to see how they might be improved

IV Student Learning Assessment

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

19

bull Are we measuring the degree to which our students are achieving program learning objectives bull Do we work collaboratively to develop and implement assessments of program learning objectives or are these tasks delegated to one or a few individuals bull Do we consult sources beyond our own faculty when designing assessments of program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we discuss assessment data and use our findings to improve our curriculum co-curriculum and teaching practices bull Do we identify best practices in assessment of program learning objectives and use this information to improve our assessments bull Do we periodically review our assessment methods to see how they might be improved

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

It is quality rather than quantity that matters

Seneca Epistles

2082011 4Collection compiled by Dr P H Waghodekar

MIT Abad

Quality is not an act

it is a habit

Aristotle Ancient Greek Philosopher Scientist

and Physician (384 BC-322 BC)

2082011 5Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

6

Emphasizes self-reflection self-improvementRather thanhellipCompliance with predetermined standards

Academic Auditbull To encourage DepartmentPrograms to evaluate their ldquoeducation quality processrdquobullThe key faculty activities to produce assure and regularly improve the quality of teaching and learningAudit looks forbull How faculty making decisionsbull Organize their work given resourcesbull Working collectively

ACADEMIC AUDIT

bull Academic system=academic input +academic process+Academic output

bull Academic audit is systematic and scientific process of reviewing the academic system for improvement of quality

2082011 7Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Auditbull A faculty-driven model of ongoing

self-reflection (INTROSPECTION) peer feedback collaboration and teamwork based on structured conversation to

improve educational quality processes in teaching and learning

ldquoimprovement cyclerdquo to stimulate quality work and to implement a peer review2082011 8Collection compiled by

Dr P H Waghodekar MIT Abad

What is an Academic Audit

A faculty-driven model of ongoing self

reflection peer feedback collaboration

and teamwork based on structured

conversation to improve educational

quality processes

2082011 9Collection compiled by Dr P H Waghodekar

MIT Abad

Why Conduct an Academic Audit

bull Provides a faculty driven process for a continuous improvement process

bull Promotes dialogue among faculty students and administrators

bull Provides self-assessment based on quality principles

bull Promotes integration across programs and disciplines

2082011 10Collection compiled by Dr P H Waghodekar

MIT Abad

Why We Became Involved

Academic Audit is a process thatbull Provides accountability to stakeholdersbull Promotes stewardship of financial

resourcesbull Provides management ldquoforrdquo quality not

ldquoofrdquo qualitybull Provides value-added resultsbull Provides continuous improvement for

quality assurance

2082011 11Collection compiled by Dr P H Waghodekar

MIT Abad

Engaging Faculty in Improvement Process

bull Build trust in a non-threatening environment

bull Emphasize collaboration on all aspects of audit especially the self-study

bull Emphasize Transparencyndashno hidden agendas and Create a synergy

bull Emphasize that the audit process is not an evaluation of faculty

bull Provide for shared experiences

2082011 12Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Audit PROSStakeholdeStakeholdersrs

BenefitBenefit

SocietySociety Expectations are satisfied effective use of public money Expectations are satisfied effective use of public money (govt aided institutes)(govt aided institutes)

Statutory Statutory bodybody

Maintenance of academic standard can be assured Maintenance of academic standard can be assured quality of different institutions can be compared quality of different institutions can be compared academic level of institution can be publicizedacademic level of institution can be publicized

EmployerEmployerss

Right type of graduates can be recruited level of Right type of graduates can be recruited level of graduates and their salary can be decided potential of graduates and their salary can be decided potential of institution can be harnessed for contedu Research and institution can be harnessed for contedu Research and projectsprojects

StudentStudentparentsparents

Reduction of time efforts and money reduce tension and Reduction of time efforts and money reduce tension and stress comparison on performance Ascertain level of stress comparison on performance Ascertain level of institution decision makinginstitution decision making

teachersteachers Clear roles and responsibilities no wastage of time and Clear roles and responsibilities no wastage of time and efforts no confusion and conflictefforts no confusion and conflict

2082011 13Collection compiled by Dr P H Waghodekar

MIT Abad

Elements Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

14

1 Self-Study2 Peer Review3 Principles of Academic audit

Self -Study1Determining learning objectives2Designing curriculum and Co-curriculum3Designing Teaching and Learning Methods4Developing student learning assessment5Assuring implementation of Quality Education

Departments write a self-study report (max 20 pages)

Principles Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

15

1Define quality in terms of outcome Learning not teaching per se is what ultimately matters

2Focus on process3Work collaboratively4Base decision on evidence5Strive for coherence6Learn from best practice7Make continuous

improvement apriority

No hidden agenda no right way to approach academic audit process but following are good educational practice

Academic Audit Focal Areas

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

16

I Learning Objectives 1048664 Have we explicitly defined what we want students who complete our program to know and be able to do (eg as employees as graduate students as citizens) 1048664 Do we work collaboratively to define program learning objectives or is the task delegated to one or a few individuals 1048664 Do we consult sources beyond our own faculty when defining program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we communicate program learning objectives to students employers or other stakeholders 1048664 Do we periodically review program learning objectives to see how they might be improved 1048664 (See also questions in the remaining focal areas on how we use program learning objectives)

II Curriculum and Co-curriculum

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

17

bull Do we consciously design the curriculum and co-curriculum to achieve program learning objectives bull Do we work collaboratively to design the curriculum and co-curriculum or do they reflect our individual preferences or decisions bull Do we consider out-of-classroom activities that could complement or be integrated into the curriculum bull Do we consult sources beyond our own faculty when designing the curriculum and co-curriculum (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we clearly communicate curricular and co-curricular requirements and the reasoning behind these requirements to students bull Do we periodically review the curriculum and co-curriculum to see how they might be improved 10

III Teaching and Learning Methods

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

18

1048664 Do we consciously consider program and course learning objectives when deciding which teaching methods we will use in our courses 1048664 Do we discuss our teaching practices with each other and work collaboratively to improve teaching and learning or is teaching primarily an individual responsibility 1048664 Do we consult sources beyond our own faculty when selecting our teaching practices (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we identify best practices in teaching and use this information to improve our teaching 1048664 Do we periodically review our teaching methods to see how they might be improved

IV Student Learning Assessment

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

19

bull Are we measuring the degree to which our students are achieving program learning objectives bull Do we work collaboratively to develop and implement assessments of program learning objectives or are these tasks delegated to one or a few individuals bull Do we consult sources beyond our own faculty when designing assessments of program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we discuss assessment data and use our findings to improve our curriculum co-curriculum and teaching practices bull Do we identify best practices in assessment of program learning objectives and use this information to improve our assessments bull Do we periodically review our assessment methods to see how they might be improved

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Quality is not an act

it is a habit

Aristotle Ancient Greek Philosopher Scientist

and Physician (384 BC-322 BC)

2082011 5Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

6

Emphasizes self-reflection self-improvementRather thanhellipCompliance with predetermined standards

Academic Auditbull To encourage DepartmentPrograms to evaluate their ldquoeducation quality processrdquobullThe key faculty activities to produce assure and regularly improve the quality of teaching and learningAudit looks forbull How faculty making decisionsbull Organize their work given resourcesbull Working collectively

ACADEMIC AUDIT

bull Academic system=academic input +academic process+Academic output

bull Academic audit is systematic and scientific process of reviewing the academic system for improvement of quality

2082011 7Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Auditbull A faculty-driven model of ongoing

self-reflection (INTROSPECTION) peer feedback collaboration and teamwork based on structured conversation to

improve educational quality processes in teaching and learning

ldquoimprovement cyclerdquo to stimulate quality work and to implement a peer review2082011 8Collection compiled by

Dr P H Waghodekar MIT Abad

What is an Academic Audit

A faculty-driven model of ongoing self

reflection peer feedback collaboration

and teamwork based on structured

conversation to improve educational

quality processes

2082011 9Collection compiled by Dr P H Waghodekar

MIT Abad

Why Conduct an Academic Audit

bull Provides a faculty driven process for a continuous improvement process

bull Promotes dialogue among faculty students and administrators

bull Provides self-assessment based on quality principles

bull Promotes integration across programs and disciplines

2082011 10Collection compiled by Dr P H Waghodekar

MIT Abad

Why We Became Involved

Academic Audit is a process thatbull Provides accountability to stakeholdersbull Promotes stewardship of financial

resourcesbull Provides management ldquoforrdquo quality not

ldquoofrdquo qualitybull Provides value-added resultsbull Provides continuous improvement for

quality assurance

2082011 11Collection compiled by Dr P H Waghodekar

MIT Abad

Engaging Faculty in Improvement Process

bull Build trust in a non-threatening environment

bull Emphasize collaboration on all aspects of audit especially the self-study

bull Emphasize Transparencyndashno hidden agendas and Create a synergy

bull Emphasize that the audit process is not an evaluation of faculty

bull Provide for shared experiences

2082011 12Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Audit PROSStakeholdeStakeholdersrs

BenefitBenefit

SocietySociety Expectations are satisfied effective use of public money Expectations are satisfied effective use of public money (govt aided institutes)(govt aided institutes)

Statutory Statutory bodybody

Maintenance of academic standard can be assured Maintenance of academic standard can be assured quality of different institutions can be compared quality of different institutions can be compared academic level of institution can be publicizedacademic level of institution can be publicized

EmployerEmployerss

Right type of graduates can be recruited level of Right type of graduates can be recruited level of graduates and their salary can be decided potential of graduates and their salary can be decided potential of institution can be harnessed for contedu Research and institution can be harnessed for contedu Research and projectsprojects

StudentStudentparentsparents

Reduction of time efforts and money reduce tension and Reduction of time efforts and money reduce tension and stress comparison on performance Ascertain level of stress comparison on performance Ascertain level of institution decision makinginstitution decision making

teachersteachers Clear roles and responsibilities no wastage of time and Clear roles and responsibilities no wastage of time and efforts no confusion and conflictefforts no confusion and conflict

2082011 13Collection compiled by Dr P H Waghodekar

MIT Abad

Elements Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

14

1 Self-Study2 Peer Review3 Principles of Academic audit

Self -Study1Determining learning objectives2Designing curriculum and Co-curriculum3Designing Teaching and Learning Methods4Developing student learning assessment5Assuring implementation of Quality Education

Departments write a self-study report (max 20 pages)

Principles Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

15

1Define quality in terms of outcome Learning not teaching per se is what ultimately matters

2Focus on process3Work collaboratively4Base decision on evidence5Strive for coherence6Learn from best practice7Make continuous

improvement apriority

No hidden agenda no right way to approach academic audit process but following are good educational practice

Academic Audit Focal Areas

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

16

I Learning Objectives 1048664 Have we explicitly defined what we want students who complete our program to know and be able to do (eg as employees as graduate students as citizens) 1048664 Do we work collaboratively to define program learning objectives or is the task delegated to one or a few individuals 1048664 Do we consult sources beyond our own faculty when defining program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we communicate program learning objectives to students employers or other stakeholders 1048664 Do we periodically review program learning objectives to see how they might be improved 1048664 (See also questions in the remaining focal areas on how we use program learning objectives)

II Curriculum and Co-curriculum

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

17

bull Do we consciously design the curriculum and co-curriculum to achieve program learning objectives bull Do we work collaboratively to design the curriculum and co-curriculum or do they reflect our individual preferences or decisions bull Do we consider out-of-classroom activities that could complement or be integrated into the curriculum bull Do we consult sources beyond our own faculty when designing the curriculum and co-curriculum (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we clearly communicate curricular and co-curricular requirements and the reasoning behind these requirements to students bull Do we periodically review the curriculum and co-curriculum to see how they might be improved 10

III Teaching and Learning Methods

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

18

1048664 Do we consciously consider program and course learning objectives when deciding which teaching methods we will use in our courses 1048664 Do we discuss our teaching practices with each other and work collaboratively to improve teaching and learning or is teaching primarily an individual responsibility 1048664 Do we consult sources beyond our own faculty when selecting our teaching practices (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we identify best practices in teaching and use this information to improve our teaching 1048664 Do we periodically review our teaching methods to see how they might be improved

IV Student Learning Assessment

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

19

bull Are we measuring the degree to which our students are achieving program learning objectives bull Do we work collaboratively to develop and implement assessments of program learning objectives or are these tasks delegated to one or a few individuals bull Do we consult sources beyond our own faculty when designing assessments of program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we discuss assessment data and use our findings to improve our curriculum co-curriculum and teaching practices bull Do we identify best practices in assessment of program learning objectives and use this information to improve our assessments bull Do we periodically review our assessment methods to see how they might be improved

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

6

Emphasizes self-reflection self-improvementRather thanhellipCompliance with predetermined standards

Academic Auditbull To encourage DepartmentPrograms to evaluate their ldquoeducation quality processrdquobullThe key faculty activities to produce assure and regularly improve the quality of teaching and learningAudit looks forbull How faculty making decisionsbull Organize their work given resourcesbull Working collectively

ACADEMIC AUDIT

bull Academic system=academic input +academic process+Academic output

bull Academic audit is systematic and scientific process of reviewing the academic system for improvement of quality

2082011 7Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Auditbull A faculty-driven model of ongoing

self-reflection (INTROSPECTION) peer feedback collaboration and teamwork based on structured conversation to

improve educational quality processes in teaching and learning

ldquoimprovement cyclerdquo to stimulate quality work and to implement a peer review2082011 8Collection compiled by

Dr P H Waghodekar MIT Abad

What is an Academic Audit

A faculty-driven model of ongoing self

reflection peer feedback collaboration

and teamwork based on structured

conversation to improve educational

quality processes

2082011 9Collection compiled by Dr P H Waghodekar

MIT Abad

Why Conduct an Academic Audit

bull Provides a faculty driven process for a continuous improvement process

bull Promotes dialogue among faculty students and administrators

bull Provides self-assessment based on quality principles

bull Promotes integration across programs and disciplines

2082011 10Collection compiled by Dr P H Waghodekar

MIT Abad

Why We Became Involved

Academic Audit is a process thatbull Provides accountability to stakeholdersbull Promotes stewardship of financial

resourcesbull Provides management ldquoforrdquo quality not

ldquoofrdquo qualitybull Provides value-added resultsbull Provides continuous improvement for

quality assurance

2082011 11Collection compiled by Dr P H Waghodekar

MIT Abad

Engaging Faculty in Improvement Process

bull Build trust in a non-threatening environment

bull Emphasize collaboration on all aspects of audit especially the self-study

bull Emphasize Transparencyndashno hidden agendas and Create a synergy

bull Emphasize that the audit process is not an evaluation of faculty

bull Provide for shared experiences

2082011 12Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Audit PROSStakeholdeStakeholdersrs

BenefitBenefit

SocietySociety Expectations are satisfied effective use of public money Expectations are satisfied effective use of public money (govt aided institutes)(govt aided institutes)

Statutory Statutory bodybody

Maintenance of academic standard can be assured Maintenance of academic standard can be assured quality of different institutions can be compared quality of different institutions can be compared academic level of institution can be publicizedacademic level of institution can be publicized

EmployerEmployerss

Right type of graduates can be recruited level of Right type of graduates can be recruited level of graduates and their salary can be decided potential of graduates and their salary can be decided potential of institution can be harnessed for contedu Research and institution can be harnessed for contedu Research and projectsprojects

StudentStudentparentsparents

Reduction of time efforts and money reduce tension and Reduction of time efforts and money reduce tension and stress comparison on performance Ascertain level of stress comparison on performance Ascertain level of institution decision makinginstitution decision making

teachersteachers Clear roles and responsibilities no wastage of time and Clear roles and responsibilities no wastage of time and efforts no confusion and conflictefforts no confusion and conflict

2082011 13Collection compiled by Dr P H Waghodekar

MIT Abad

Elements Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

14

1 Self-Study2 Peer Review3 Principles of Academic audit

Self -Study1Determining learning objectives2Designing curriculum and Co-curriculum3Designing Teaching and Learning Methods4Developing student learning assessment5Assuring implementation of Quality Education

Departments write a self-study report (max 20 pages)

Principles Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

15

1Define quality in terms of outcome Learning not teaching per se is what ultimately matters

2Focus on process3Work collaboratively4Base decision on evidence5Strive for coherence6Learn from best practice7Make continuous

improvement apriority

No hidden agenda no right way to approach academic audit process but following are good educational practice

Academic Audit Focal Areas

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

16

I Learning Objectives 1048664 Have we explicitly defined what we want students who complete our program to know and be able to do (eg as employees as graduate students as citizens) 1048664 Do we work collaboratively to define program learning objectives or is the task delegated to one or a few individuals 1048664 Do we consult sources beyond our own faculty when defining program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we communicate program learning objectives to students employers or other stakeholders 1048664 Do we periodically review program learning objectives to see how they might be improved 1048664 (See also questions in the remaining focal areas on how we use program learning objectives)

II Curriculum and Co-curriculum

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

17

bull Do we consciously design the curriculum and co-curriculum to achieve program learning objectives bull Do we work collaboratively to design the curriculum and co-curriculum or do they reflect our individual preferences or decisions bull Do we consider out-of-classroom activities that could complement or be integrated into the curriculum bull Do we consult sources beyond our own faculty when designing the curriculum and co-curriculum (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we clearly communicate curricular and co-curricular requirements and the reasoning behind these requirements to students bull Do we periodically review the curriculum and co-curriculum to see how they might be improved 10

III Teaching and Learning Methods

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

18

1048664 Do we consciously consider program and course learning objectives when deciding which teaching methods we will use in our courses 1048664 Do we discuss our teaching practices with each other and work collaboratively to improve teaching and learning or is teaching primarily an individual responsibility 1048664 Do we consult sources beyond our own faculty when selecting our teaching practices (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we identify best practices in teaching and use this information to improve our teaching 1048664 Do we periodically review our teaching methods to see how they might be improved

IV Student Learning Assessment

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

19

bull Are we measuring the degree to which our students are achieving program learning objectives bull Do we work collaboratively to develop and implement assessments of program learning objectives or are these tasks delegated to one or a few individuals bull Do we consult sources beyond our own faculty when designing assessments of program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we discuss assessment data and use our findings to improve our curriculum co-curriculum and teaching practices bull Do we identify best practices in assessment of program learning objectives and use this information to improve our assessments bull Do we periodically review our assessment methods to see how they might be improved

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

ACADEMIC AUDIT

bull Academic system=academic input +academic process+Academic output

bull Academic audit is systematic and scientific process of reviewing the academic system for improvement of quality

2082011 7Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Auditbull A faculty-driven model of ongoing

self-reflection (INTROSPECTION) peer feedback collaboration and teamwork based on structured conversation to

improve educational quality processes in teaching and learning

ldquoimprovement cyclerdquo to stimulate quality work and to implement a peer review2082011 8Collection compiled by

Dr P H Waghodekar MIT Abad

What is an Academic Audit

A faculty-driven model of ongoing self

reflection peer feedback collaboration

and teamwork based on structured

conversation to improve educational

quality processes

2082011 9Collection compiled by Dr P H Waghodekar

MIT Abad

Why Conduct an Academic Audit

bull Provides a faculty driven process for a continuous improvement process

bull Promotes dialogue among faculty students and administrators

bull Provides self-assessment based on quality principles

bull Promotes integration across programs and disciplines

2082011 10Collection compiled by Dr P H Waghodekar

MIT Abad

Why We Became Involved

Academic Audit is a process thatbull Provides accountability to stakeholdersbull Promotes stewardship of financial

resourcesbull Provides management ldquoforrdquo quality not

ldquoofrdquo qualitybull Provides value-added resultsbull Provides continuous improvement for

quality assurance

2082011 11Collection compiled by Dr P H Waghodekar

MIT Abad

Engaging Faculty in Improvement Process

bull Build trust in a non-threatening environment

bull Emphasize collaboration on all aspects of audit especially the self-study

bull Emphasize Transparencyndashno hidden agendas and Create a synergy

bull Emphasize that the audit process is not an evaluation of faculty

bull Provide for shared experiences

2082011 12Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Audit PROSStakeholdeStakeholdersrs

BenefitBenefit

SocietySociety Expectations are satisfied effective use of public money Expectations are satisfied effective use of public money (govt aided institutes)(govt aided institutes)

Statutory Statutory bodybody

Maintenance of academic standard can be assured Maintenance of academic standard can be assured quality of different institutions can be compared quality of different institutions can be compared academic level of institution can be publicizedacademic level of institution can be publicized

EmployerEmployerss

Right type of graduates can be recruited level of Right type of graduates can be recruited level of graduates and their salary can be decided potential of graduates and their salary can be decided potential of institution can be harnessed for contedu Research and institution can be harnessed for contedu Research and projectsprojects

StudentStudentparentsparents

Reduction of time efforts and money reduce tension and Reduction of time efforts and money reduce tension and stress comparison on performance Ascertain level of stress comparison on performance Ascertain level of institution decision makinginstitution decision making

teachersteachers Clear roles and responsibilities no wastage of time and Clear roles and responsibilities no wastage of time and efforts no confusion and conflictefforts no confusion and conflict

2082011 13Collection compiled by Dr P H Waghodekar

MIT Abad

Elements Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

14

1 Self-Study2 Peer Review3 Principles of Academic audit

Self -Study1Determining learning objectives2Designing curriculum and Co-curriculum3Designing Teaching and Learning Methods4Developing student learning assessment5Assuring implementation of Quality Education

Departments write a self-study report (max 20 pages)

Principles Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

15

1Define quality in terms of outcome Learning not teaching per se is what ultimately matters

2Focus on process3Work collaboratively4Base decision on evidence5Strive for coherence6Learn from best practice7Make continuous

improvement apriority

No hidden agenda no right way to approach academic audit process but following are good educational practice

Academic Audit Focal Areas

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

16

I Learning Objectives 1048664 Have we explicitly defined what we want students who complete our program to know and be able to do (eg as employees as graduate students as citizens) 1048664 Do we work collaboratively to define program learning objectives or is the task delegated to one or a few individuals 1048664 Do we consult sources beyond our own faculty when defining program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we communicate program learning objectives to students employers or other stakeholders 1048664 Do we periodically review program learning objectives to see how they might be improved 1048664 (See also questions in the remaining focal areas on how we use program learning objectives)

II Curriculum and Co-curriculum

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

17

bull Do we consciously design the curriculum and co-curriculum to achieve program learning objectives bull Do we work collaboratively to design the curriculum and co-curriculum or do they reflect our individual preferences or decisions bull Do we consider out-of-classroom activities that could complement or be integrated into the curriculum bull Do we consult sources beyond our own faculty when designing the curriculum and co-curriculum (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we clearly communicate curricular and co-curricular requirements and the reasoning behind these requirements to students bull Do we periodically review the curriculum and co-curriculum to see how they might be improved 10

III Teaching and Learning Methods

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

18

1048664 Do we consciously consider program and course learning objectives when deciding which teaching methods we will use in our courses 1048664 Do we discuss our teaching practices with each other and work collaboratively to improve teaching and learning or is teaching primarily an individual responsibility 1048664 Do we consult sources beyond our own faculty when selecting our teaching practices (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we identify best practices in teaching and use this information to improve our teaching 1048664 Do we periodically review our teaching methods to see how they might be improved

IV Student Learning Assessment

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

19

bull Are we measuring the degree to which our students are achieving program learning objectives bull Do we work collaboratively to develop and implement assessments of program learning objectives or are these tasks delegated to one or a few individuals bull Do we consult sources beyond our own faculty when designing assessments of program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we discuss assessment data and use our findings to improve our curriculum co-curriculum and teaching practices bull Do we identify best practices in assessment of program learning objectives and use this information to improve our assessments bull Do we periodically review our assessment methods to see how they might be improved

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Academic Auditbull A faculty-driven model of ongoing

self-reflection (INTROSPECTION) peer feedback collaboration and teamwork based on structured conversation to

improve educational quality processes in teaching and learning

ldquoimprovement cyclerdquo to stimulate quality work and to implement a peer review2082011 8Collection compiled by

Dr P H Waghodekar MIT Abad

What is an Academic Audit

A faculty-driven model of ongoing self

reflection peer feedback collaboration

and teamwork based on structured

conversation to improve educational

quality processes

2082011 9Collection compiled by Dr P H Waghodekar

MIT Abad

Why Conduct an Academic Audit

bull Provides a faculty driven process for a continuous improvement process

bull Promotes dialogue among faculty students and administrators

bull Provides self-assessment based on quality principles

bull Promotes integration across programs and disciplines

2082011 10Collection compiled by Dr P H Waghodekar

MIT Abad

Why We Became Involved

Academic Audit is a process thatbull Provides accountability to stakeholdersbull Promotes stewardship of financial

resourcesbull Provides management ldquoforrdquo quality not

ldquoofrdquo qualitybull Provides value-added resultsbull Provides continuous improvement for

quality assurance

2082011 11Collection compiled by Dr P H Waghodekar

MIT Abad

Engaging Faculty in Improvement Process

bull Build trust in a non-threatening environment

bull Emphasize collaboration on all aspects of audit especially the self-study

bull Emphasize Transparencyndashno hidden agendas and Create a synergy

bull Emphasize that the audit process is not an evaluation of faculty

bull Provide for shared experiences

2082011 12Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Audit PROSStakeholdeStakeholdersrs

BenefitBenefit

SocietySociety Expectations are satisfied effective use of public money Expectations are satisfied effective use of public money (govt aided institutes)(govt aided institutes)

Statutory Statutory bodybody

Maintenance of academic standard can be assured Maintenance of academic standard can be assured quality of different institutions can be compared quality of different institutions can be compared academic level of institution can be publicizedacademic level of institution can be publicized

EmployerEmployerss

Right type of graduates can be recruited level of Right type of graduates can be recruited level of graduates and their salary can be decided potential of graduates and their salary can be decided potential of institution can be harnessed for contedu Research and institution can be harnessed for contedu Research and projectsprojects

StudentStudentparentsparents

Reduction of time efforts and money reduce tension and Reduction of time efforts and money reduce tension and stress comparison on performance Ascertain level of stress comparison on performance Ascertain level of institution decision makinginstitution decision making

teachersteachers Clear roles and responsibilities no wastage of time and Clear roles and responsibilities no wastage of time and efforts no confusion and conflictefforts no confusion and conflict

2082011 13Collection compiled by Dr P H Waghodekar

MIT Abad

Elements Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

14

1 Self-Study2 Peer Review3 Principles of Academic audit

Self -Study1Determining learning objectives2Designing curriculum and Co-curriculum3Designing Teaching and Learning Methods4Developing student learning assessment5Assuring implementation of Quality Education

Departments write a self-study report (max 20 pages)

Principles Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

15

1Define quality in terms of outcome Learning not teaching per se is what ultimately matters

2Focus on process3Work collaboratively4Base decision on evidence5Strive for coherence6Learn from best practice7Make continuous

improvement apriority

No hidden agenda no right way to approach academic audit process but following are good educational practice

Academic Audit Focal Areas

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

16

I Learning Objectives 1048664 Have we explicitly defined what we want students who complete our program to know and be able to do (eg as employees as graduate students as citizens) 1048664 Do we work collaboratively to define program learning objectives or is the task delegated to one or a few individuals 1048664 Do we consult sources beyond our own faculty when defining program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we communicate program learning objectives to students employers or other stakeholders 1048664 Do we periodically review program learning objectives to see how they might be improved 1048664 (See also questions in the remaining focal areas on how we use program learning objectives)

II Curriculum and Co-curriculum

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

17

bull Do we consciously design the curriculum and co-curriculum to achieve program learning objectives bull Do we work collaboratively to design the curriculum and co-curriculum or do they reflect our individual preferences or decisions bull Do we consider out-of-classroom activities that could complement or be integrated into the curriculum bull Do we consult sources beyond our own faculty when designing the curriculum and co-curriculum (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we clearly communicate curricular and co-curricular requirements and the reasoning behind these requirements to students bull Do we periodically review the curriculum and co-curriculum to see how they might be improved 10

III Teaching and Learning Methods

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

18

1048664 Do we consciously consider program and course learning objectives when deciding which teaching methods we will use in our courses 1048664 Do we discuss our teaching practices with each other and work collaboratively to improve teaching and learning or is teaching primarily an individual responsibility 1048664 Do we consult sources beyond our own faculty when selecting our teaching practices (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we identify best practices in teaching and use this information to improve our teaching 1048664 Do we periodically review our teaching methods to see how they might be improved

IV Student Learning Assessment

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

19

bull Are we measuring the degree to which our students are achieving program learning objectives bull Do we work collaboratively to develop and implement assessments of program learning objectives or are these tasks delegated to one or a few individuals bull Do we consult sources beyond our own faculty when designing assessments of program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we discuss assessment data and use our findings to improve our curriculum co-curriculum and teaching practices bull Do we identify best practices in assessment of program learning objectives and use this information to improve our assessments bull Do we periodically review our assessment methods to see how they might be improved

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

What is an Academic Audit

A faculty-driven model of ongoing self

reflection peer feedback collaboration

and teamwork based on structured

conversation to improve educational

quality processes

2082011 9Collection compiled by Dr P H Waghodekar

MIT Abad

Why Conduct an Academic Audit

bull Provides a faculty driven process for a continuous improvement process

bull Promotes dialogue among faculty students and administrators

bull Provides self-assessment based on quality principles

bull Promotes integration across programs and disciplines

2082011 10Collection compiled by Dr P H Waghodekar

MIT Abad

Why We Became Involved

Academic Audit is a process thatbull Provides accountability to stakeholdersbull Promotes stewardship of financial

resourcesbull Provides management ldquoforrdquo quality not

ldquoofrdquo qualitybull Provides value-added resultsbull Provides continuous improvement for

quality assurance

2082011 11Collection compiled by Dr P H Waghodekar

MIT Abad

Engaging Faculty in Improvement Process

bull Build trust in a non-threatening environment

bull Emphasize collaboration on all aspects of audit especially the self-study

bull Emphasize Transparencyndashno hidden agendas and Create a synergy

bull Emphasize that the audit process is not an evaluation of faculty

bull Provide for shared experiences

2082011 12Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Audit PROSStakeholdeStakeholdersrs

BenefitBenefit

SocietySociety Expectations are satisfied effective use of public money Expectations are satisfied effective use of public money (govt aided institutes)(govt aided institutes)

Statutory Statutory bodybody

Maintenance of academic standard can be assured Maintenance of academic standard can be assured quality of different institutions can be compared quality of different institutions can be compared academic level of institution can be publicizedacademic level of institution can be publicized

EmployerEmployerss

Right type of graduates can be recruited level of Right type of graduates can be recruited level of graduates and their salary can be decided potential of graduates and their salary can be decided potential of institution can be harnessed for contedu Research and institution can be harnessed for contedu Research and projectsprojects

StudentStudentparentsparents

Reduction of time efforts and money reduce tension and Reduction of time efforts and money reduce tension and stress comparison on performance Ascertain level of stress comparison on performance Ascertain level of institution decision makinginstitution decision making

teachersteachers Clear roles and responsibilities no wastage of time and Clear roles and responsibilities no wastage of time and efforts no confusion and conflictefforts no confusion and conflict

2082011 13Collection compiled by Dr P H Waghodekar

MIT Abad

Elements Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

14

1 Self-Study2 Peer Review3 Principles of Academic audit

Self -Study1Determining learning objectives2Designing curriculum and Co-curriculum3Designing Teaching and Learning Methods4Developing student learning assessment5Assuring implementation of Quality Education

Departments write a self-study report (max 20 pages)

Principles Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

15

1Define quality in terms of outcome Learning not teaching per se is what ultimately matters

2Focus on process3Work collaboratively4Base decision on evidence5Strive for coherence6Learn from best practice7Make continuous

improvement apriority

No hidden agenda no right way to approach academic audit process but following are good educational practice

Academic Audit Focal Areas

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

16

I Learning Objectives 1048664 Have we explicitly defined what we want students who complete our program to know and be able to do (eg as employees as graduate students as citizens) 1048664 Do we work collaboratively to define program learning objectives or is the task delegated to one or a few individuals 1048664 Do we consult sources beyond our own faculty when defining program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we communicate program learning objectives to students employers or other stakeholders 1048664 Do we periodically review program learning objectives to see how they might be improved 1048664 (See also questions in the remaining focal areas on how we use program learning objectives)

II Curriculum and Co-curriculum

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

17

bull Do we consciously design the curriculum and co-curriculum to achieve program learning objectives bull Do we work collaboratively to design the curriculum and co-curriculum or do they reflect our individual preferences or decisions bull Do we consider out-of-classroom activities that could complement or be integrated into the curriculum bull Do we consult sources beyond our own faculty when designing the curriculum and co-curriculum (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we clearly communicate curricular and co-curricular requirements and the reasoning behind these requirements to students bull Do we periodically review the curriculum and co-curriculum to see how they might be improved 10

III Teaching and Learning Methods

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

18

1048664 Do we consciously consider program and course learning objectives when deciding which teaching methods we will use in our courses 1048664 Do we discuss our teaching practices with each other and work collaboratively to improve teaching and learning or is teaching primarily an individual responsibility 1048664 Do we consult sources beyond our own faculty when selecting our teaching practices (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we identify best practices in teaching and use this information to improve our teaching 1048664 Do we periodically review our teaching methods to see how they might be improved

IV Student Learning Assessment

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

19

bull Are we measuring the degree to which our students are achieving program learning objectives bull Do we work collaboratively to develop and implement assessments of program learning objectives or are these tasks delegated to one or a few individuals bull Do we consult sources beyond our own faculty when designing assessments of program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we discuss assessment data and use our findings to improve our curriculum co-curriculum and teaching practices bull Do we identify best practices in assessment of program learning objectives and use this information to improve our assessments bull Do we periodically review our assessment methods to see how they might be improved

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Why Conduct an Academic Audit

bull Provides a faculty driven process for a continuous improvement process

bull Promotes dialogue among faculty students and administrators

bull Provides self-assessment based on quality principles

bull Promotes integration across programs and disciplines

2082011 10Collection compiled by Dr P H Waghodekar

MIT Abad

Why We Became Involved

Academic Audit is a process thatbull Provides accountability to stakeholdersbull Promotes stewardship of financial

resourcesbull Provides management ldquoforrdquo quality not

ldquoofrdquo qualitybull Provides value-added resultsbull Provides continuous improvement for

quality assurance

2082011 11Collection compiled by Dr P H Waghodekar

MIT Abad

Engaging Faculty in Improvement Process

bull Build trust in a non-threatening environment

bull Emphasize collaboration on all aspects of audit especially the self-study

bull Emphasize Transparencyndashno hidden agendas and Create a synergy

bull Emphasize that the audit process is not an evaluation of faculty

bull Provide for shared experiences

2082011 12Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Audit PROSStakeholdeStakeholdersrs

BenefitBenefit

SocietySociety Expectations are satisfied effective use of public money Expectations are satisfied effective use of public money (govt aided institutes)(govt aided institutes)

Statutory Statutory bodybody

Maintenance of academic standard can be assured Maintenance of academic standard can be assured quality of different institutions can be compared quality of different institutions can be compared academic level of institution can be publicizedacademic level of institution can be publicized

EmployerEmployerss

Right type of graduates can be recruited level of Right type of graduates can be recruited level of graduates and their salary can be decided potential of graduates and their salary can be decided potential of institution can be harnessed for contedu Research and institution can be harnessed for contedu Research and projectsprojects

StudentStudentparentsparents

Reduction of time efforts and money reduce tension and Reduction of time efforts and money reduce tension and stress comparison on performance Ascertain level of stress comparison on performance Ascertain level of institution decision makinginstitution decision making

teachersteachers Clear roles and responsibilities no wastage of time and Clear roles and responsibilities no wastage of time and efforts no confusion and conflictefforts no confusion and conflict

2082011 13Collection compiled by Dr P H Waghodekar

MIT Abad

Elements Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

14

1 Self-Study2 Peer Review3 Principles of Academic audit

Self -Study1Determining learning objectives2Designing curriculum and Co-curriculum3Designing Teaching and Learning Methods4Developing student learning assessment5Assuring implementation of Quality Education

Departments write a self-study report (max 20 pages)

Principles Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

15

1Define quality in terms of outcome Learning not teaching per se is what ultimately matters

2Focus on process3Work collaboratively4Base decision on evidence5Strive for coherence6Learn from best practice7Make continuous

improvement apriority

No hidden agenda no right way to approach academic audit process but following are good educational practice

Academic Audit Focal Areas

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

16

I Learning Objectives 1048664 Have we explicitly defined what we want students who complete our program to know and be able to do (eg as employees as graduate students as citizens) 1048664 Do we work collaboratively to define program learning objectives or is the task delegated to one or a few individuals 1048664 Do we consult sources beyond our own faculty when defining program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we communicate program learning objectives to students employers or other stakeholders 1048664 Do we periodically review program learning objectives to see how they might be improved 1048664 (See also questions in the remaining focal areas on how we use program learning objectives)

II Curriculum and Co-curriculum

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

17

bull Do we consciously design the curriculum and co-curriculum to achieve program learning objectives bull Do we work collaboratively to design the curriculum and co-curriculum or do they reflect our individual preferences or decisions bull Do we consider out-of-classroom activities that could complement or be integrated into the curriculum bull Do we consult sources beyond our own faculty when designing the curriculum and co-curriculum (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we clearly communicate curricular and co-curricular requirements and the reasoning behind these requirements to students bull Do we periodically review the curriculum and co-curriculum to see how they might be improved 10

III Teaching and Learning Methods

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

18

1048664 Do we consciously consider program and course learning objectives when deciding which teaching methods we will use in our courses 1048664 Do we discuss our teaching practices with each other and work collaboratively to improve teaching and learning or is teaching primarily an individual responsibility 1048664 Do we consult sources beyond our own faculty when selecting our teaching practices (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we identify best practices in teaching and use this information to improve our teaching 1048664 Do we periodically review our teaching methods to see how they might be improved

IV Student Learning Assessment

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

19

bull Are we measuring the degree to which our students are achieving program learning objectives bull Do we work collaboratively to develop and implement assessments of program learning objectives or are these tasks delegated to one or a few individuals bull Do we consult sources beyond our own faculty when designing assessments of program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we discuss assessment data and use our findings to improve our curriculum co-curriculum and teaching practices bull Do we identify best practices in assessment of program learning objectives and use this information to improve our assessments bull Do we periodically review our assessment methods to see how they might be improved

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Why We Became Involved

Academic Audit is a process thatbull Provides accountability to stakeholdersbull Promotes stewardship of financial

resourcesbull Provides management ldquoforrdquo quality not

ldquoofrdquo qualitybull Provides value-added resultsbull Provides continuous improvement for

quality assurance

2082011 11Collection compiled by Dr P H Waghodekar

MIT Abad

Engaging Faculty in Improvement Process

bull Build trust in a non-threatening environment

bull Emphasize collaboration on all aspects of audit especially the self-study

bull Emphasize Transparencyndashno hidden agendas and Create a synergy

bull Emphasize that the audit process is not an evaluation of faculty

bull Provide for shared experiences

2082011 12Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Audit PROSStakeholdeStakeholdersrs

BenefitBenefit

SocietySociety Expectations are satisfied effective use of public money Expectations are satisfied effective use of public money (govt aided institutes)(govt aided institutes)

Statutory Statutory bodybody

Maintenance of academic standard can be assured Maintenance of academic standard can be assured quality of different institutions can be compared quality of different institutions can be compared academic level of institution can be publicizedacademic level of institution can be publicized

EmployerEmployerss

Right type of graduates can be recruited level of Right type of graduates can be recruited level of graduates and their salary can be decided potential of graduates and their salary can be decided potential of institution can be harnessed for contedu Research and institution can be harnessed for contedu Research and projectsprojects

StudentStudentparentsparents

Reduction of time efforts and money reduce tension and Reduction of time efforts and money reduce tension and stress comparison on performance Ascertain level of stress comparison on performance Ascertain level of institution decision makinginstitution decision making

teachersteachers Clear roles and responsibilities no wastage of time and Clear roles and responsibilities no wastage of time and efforts no confusion and conflictefforts no confusion and conflict

2082011 13Collection compiled by Dr P H Waghodekar

MIT Abad

Elements Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

14

1 Self-Study2 Peer Review3 Principles of Academic audit

Self -Study1Determining learning objectives2Designing curriculum and Co-curriculum3Designing Teaching and Learning Methods4Developing student learning assessment5Assuring implementation of Quality Education

Departments write a self-study report (max 20 pages)

Principles Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

15

1Define quality in terms of outcome Learning not teaching per se is what ultimately matters

2Focus on process3Work collaboratively4Base decision on evidence5Strive for coherence6Learn from best practice7Make continuous

improvement apriority

No hidden agenda no right way to approach academic audit process but following are good educational practice

Academic Audit Focal Areas

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

16

I Learning Objectives 1048664 Have we explicitly defined what we want students who complete our program to know and be able to do (eg as employees as graduate students as citizens) 1048664 Do we work collaboratively to define program learning objectives or is the task delegated to one or a few individuals 1048664 Do we consult sources beyond our own faculty when defining program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we communicate program learning objectives to students employers or other stakeholders 1048664 Do we periodically review program learning objectives to see how they might be improved 1048664 (See also questions in the remaining focal areas on how we use program learning objectives)

II Curriculum and Co-curriculum

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

17

bull Do we consciously design the curriculum and co-curriculum to achieve program learning objectives bull Do we work collaboratively to design the curriculum and co-curriculum or do they reflect our individual preferences or decisions bull Do we consider out-of-classroom activities that could complement or be integrated into the curriculum bull Do we consult sources beyond our own faculty when designing the curriculum and co-curriculum (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we clearly communicate curricular and co-curricular requirements and the reasoning behind these requirements to students bull Do we periodically review the curriculum and co-curriculum to see how they might be improved 10

III Teaching and Learning Methods

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

18

1048664 Do we consciously consider program and course learning objectives when deciding which teaching methods we will use in our courses 1048664 Do we discuss our teaching practices with each other and work collaboratively to improve teaching and learning or is teaching primarily an individual responsibility 1048664 Do we consult sources beyond our own faculty when selecting our teaching practices (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we identify best practices in teaching and use this information to improve our teaching 1048664 Do we periodically review our teaching methods to see how they might be improved

IV Student Learning Assessment

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

19

bull Are we measuring the degree to which our students are achieving program learning objectives bull Do we work collaboratively to develop and implement assessments of program learning objectives or are these tasks delegated to one or a few individuals bull Do we consult sources beyond our own faculty when designing assessments of program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we discuss assessment data and use our findings to improve our curriculum co-curriculum and teaching practices bull Do we identify best practices in assessment of program learning objectives and use this information to improve our assessments bull Do we periodically review our assessment methods to see how they might be improved

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Engaging Faculty in Improvement Process

bull Build trust in a non-threatening environment

bull Emphasize collaboration on all aspects of audit especially the self-study

bull Emphasize Transparencyndashno hidden agendas and Create a synergy

bull Emphasize that the audit process is not an evaluation of faculty

bull Provide for shared experiences

2082011 12Collection compiled by Dr P H Waghodekar

MIT Abad

Academic Audit PROSStakeholdeStakeholdersrs

BenefitBenefit

SocietySociety Expectations are satisfied effective use of public money Expectations are satisfied effective use of public money (govt aided institutes)(govt aided institutes)

Statutory Statutory bodybody

Maintenance of academic standard can be assured Maintenance of academic standard can be assured quality of different institutions can be compared quality of different institutions can be compared academic level of institution can be publicizedacademic level of institution can be publicized

EmployerEmployerss

Right type of graduates can be recruited level of Right type of graduates can be recruited level of graduates and their salary can be decided potential of graduates and their salary can be decided potential of institution can be harnessed for contedu Research and institution can be harnessed for contedu Research and projectsprojects

StudentStudentparentsparents

Reduction of time efforts and money reduce tension and Reduction of time efforts and money reduce tension and stress comparison on performance Ascertain level of stress comparison on performance Ascertain level of institution decision makinginstitution decision making

teachersteachers Clear roles and responsibilities no wastage of time and Clear roles and responsibilities no wastage of time and efforts no confusion and conflictefforts no confusion and conflict

2082011 13Collection compiled by Dr P H Waghodekar

MIT Abad

Elements Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

14

1 Self-Study2 Peer Review3 Principles of Academic audit

Self -Study1Determining learning objectives2Designing curriculum and Co-curriculum3Designing Teaching and Learning Methods4Developing student learning assessment5Assuring implementation of Quality Education

Departments write a self-study report (max 20 pages)

Principles Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

15

1Define quality in terms of outcome Learning not teaching per se is what ultimately matters

2Focus on process3Work collaboratively4Base decision on evidence5Strive for coherence6Learn from best practice7Make continuous

improvement apriority

No hidden agenda no right way to approach academic audit process but following are good educational practice

Academic Audit Focal Areas

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

16

I Learning Objectives 1048664 Have we explicitly defined what we want students who complete our program to know and be able to do (eg as employees as graduate students as citizens) 1048664 Do we work collaboratively to define program learning objectives or is the task delegated to one or a few individuals 1048664 Do we consult sources beyond our own faculty when defining program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we communicate program learning objectives to students employers or other stakeholders 1048664 Do we periodically review program learning objectives to see how they might be improved 1048664 (See also questions in the remaining focal areas on how we use program learning objectives)

II Curriculum and Co-curriculum

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

17

bull Do we consciously design the curriculum and co-curriculum to achieve program learning objectives bull Do we work collaboratively to design the curriculum and co-curriculum or do they reflect our individual preferences or decisions bull Do we consider out-of-classroom activities that could complement or be integrated into the curriculum bull Do we consult sources beyond our own faculty when designing the curriculum and co-curriculum (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we clearly communicate curricular and co-curricular requirements and the reasoning behind these requirements to students bull Do we periodically review the curriculum and co-curriculum to see how they might be improved 10

III Teaching and Learning Methods

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

18

1048664 Do we consciously consider program and course learning objectives when deciding which teaching methods we will use in our courses 1048664 Do we discuss our teaching practices with each other and work collaboratively to improve teaching and learning or is teaching primarily an individual responsibility 1048664 Do we consult sources beyond our own faculty when selecting our teaching practices (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we identify best practices in teaching and use this information to improve our teaching 1048664 Do we periodically review our teaching methods to see how they might be improved

IV Student Learning Assessment

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

19

bull Are we measuring the degree to which our students are achieving program learning objectives bull Do we work collaboratively to develop and implement assessments of program learning objectives or are these tasks delegated to one or a few individuals bull Do we consult sources beyond our own faculty when designing assessments of program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we discuss assessment data and use our findings to improve our curriculum co-curriculum and teaching practices bull Do we identify best practices in assessment of program learning objectives and use this information to improve our assessments bull Do we periodically review our assessment methods to see how they might be improved

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Academic Audit PROSStakeholdeStakeholdersrs

BenefitBenefit

SocietySociety Expectations are satisfied effective use of public money Expectations are satisfied effective use of public money (govt aided institutes)(govt aided institutes)

Statutory Statutory bodybody

Maintenance of academic standard can be assured Maintenance of academic standard can be assured quality of different institutions can be compared quality of different institutions can be compared academic level of institution can be publicizedacademic level of institution can be publicized

EmployerEmployerss

Right type of graduates can be recruited level of Right type of graduates can be recruited level of graduates and their salary can be decided potential of graduates and their salary can be decided potential of institution can be harnessed for contedu Research and institution can be harnessed for contedu Research and projectsprojects

StudentStudentparentsparents

Reduction of time efforts and money reduce tension and Reduction of time efforts and money reduce tension and stress comparison on performance Ascertain level of stress comparison on performance Ascertain level of institution decision makinginstitution decision making

teachersteachers Clear roles and responsibilities no wastage of time and Clear roles and responsibilities no wastage of time and efforts no confusion and conflictefforts no confusion and conflict

2082011 13Collection compiled by Dr P H Waghodekar

MIT Abad

Elements Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

14

1 Self-Study2 Peer Review3 Principles of Academic audit

Self -Study1Determining learning objectives2Designing curriculum and Co-curriculum3Designing Teaching and Learning Methods4Developing student learning assessment5Assuring implementation of Quality Education

Departments write a self-study report (max 20 pages)

Principles Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

15

1Define quality in terms of outcome Learning not teaching per se is what ultimately matters

2Focus on process3Work collaboratively4Base decision on evidence5Strive for coherence6Learn from best practice7Make continuous

improvement apriority

No hidden agenda no right way to approach academic audit process but following are good educational practice

Academic Audit Focal Areas

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

16

I Learning Objectives 1048664 Have we explicitly defined what we want students who complete our program to know and be able to do (eg as employees as graduate students as citizens) 1048664 Do we work collaboratively to define program learning objectives or is the task delegated to one or a few individuals 1048664 Do we consult sources beyond our own faculty when defining program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we communicate program learning objectives to students employers or other stakeholders 1048664 Do we periodically review program learning objectives to see how they might be improved 1048664 (See also questions in the remaining focal areas on how we use program learning objectives)

II Curriculum and Co-curriculum

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

17

bull Do we consciously design the curriculum and co-curriculum to achieve program learning objectives bull Do we work collaboratively to design the curriculum and co-curriculum or do they reflect our individual preferences or decisions bull Do we consider out-of-classroom activities that could complement or be integrated into the curriculum bull Do we consult sources beyond our own faculty when designing the curriculum and co-curriculum (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we clearly communicate curricular and co-curricular requirements and the reasoning behind these requirements to students bull Do we periodically review the curriculum and co-curriculum to see how they might be improved 10

III Teaching and Learning Methods

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

18

1048664 Do we consciously consider program and course learning objectives when deciding which teaching methods we will use in our courses 1048664 Do we discuss our teaching practices with each other and work collaboratively to improve teaching and learning or is teaching primarily an individual responsibility 1048664 Do we consult sources beyond our own faculty when selecting our teaching practices (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we identify best practices in teaching and use this information to improve our teaching 1048664 Do we periodically review our teaching methods to see how they might be improved

IV Student Learning Assessment

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

19

bull Are we measuring the degree to which our students are achieving program learning objectives bull Do we work collaboratively to develop and implement assessments of program learning objectives or are these tasks delegated to one or a few individuals bull Do we consult sources beyond our own faculty when designing assessments of program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we discuss assessment data and use our findings to improve our curriculum co-curriculum and teaching practices bull Do we identify best practices in assessment of program learning objectives and use this information to improve our assessments bull Do we periodically review our assessment methods to see how they might be improved

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Elements Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

14

1 Self-Study2 Peer Review3 Principles of Academic audit

Self -Study1Determining learning objectives2Designing curriculum and Co-curriculum3Designing Teaching and Learning Methods4Developing student learning assessment5Assuring implementation of Quality Education

Departments write a self-study report (max 20 pages)

Principles Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

15

1Define quality in terms of outcome Learning not teaching per se is what ultimately matters

2Focus on process3Work collaboratively4Base decision on evidence5Strive for coherence6Learn from best practice7Make continuous

improvement apriority

No hidden agenda no right way to approach academic audit process but following are good educational practice

Academic Audit Focal Areas

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

16

I Learning Objectives 1048664 Have we explicitly defined what we want students who complete our program to know and be able to do (eg as employees as graduate students as citizens) 1048664 Do we work collaboratively to define program learning objectives or is the task delegated to one or a few individuals 1048664 Do we consult sources beyond our own faculty when defining program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we communicate program learning objectives to students employers or other stakeholders 1048664 Do we periodically review program learning objectives to see how they might be improved 1048664 (See also questions in the remaining focal areas on how we use program learning objectives)

II Curriculum and Co-curriculum

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

17

bull Do we consciously design the curriculum and co-curriculum to achieve program learning objectives bull Do we work collaboratively to design the curriculum and co-curriculum or do they reflect our individual preferences or decisions bull Do we consider out-of-classroom activities that could complement or be integrated into the curriculum bull Do we consult sources beyond our own faculty when designing the curriculum and co-curriculum (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we clearly communicate curricular and co-curricular requirements and the reasoning behind these requirements to students bull Do we periodically review the curriculum and co-curriculum to see how they might be improved 10

III Teaching and Learning Methods

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

18

1048664 Do we consciously consider program and course learning objectives when deciding which teaching methods we will use in our courses 1048664 Do we discuss our teaching practices with each other and work collaboratively to improve teaching and learning or is teaching primarily an individual responsibility 1048664 Do we consult sources beyond our own faculty when selecting our teaching practices (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we identify best practices in teaching and use this information to improve our teaching 1048664 Do we periodically review our teaching methods to see how they might be improved

IV Student Learning Assessment

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

19

bull Are we measuring the degree to which our students are achieving program learning objectives bull Do we work collaboratively to develop and implement assessments of program learning objectives or are these tasks delegated to one or a few individuals bull Do we consult sources beyond our own faculty when designing assessments of program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we discuss assessment data and use our findings to improve our curriculum co-curriculum and teaching practices bull Do we identify best practices in assessment of program learning objectives and use this information to improve our assessments bull Do we periodically review our assessment methods to see how they might be improved

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Principles Academic Audit

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

15

1Define quality in terms of outcome Learning not teaching per se is what ultimately matters

2Focus on process3Work collaboratively4Base decision on evidence5Strive for coherence6Learn from best practice7Make continuous

improvement apriority

No hidden agenda no right way to approach academic audit process but following are good educational practice

Academic Audit Focal Areas

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

16

I Learning Objectives 1048664 Have we explicitly defined what we want students who complete our program to know and be able to do (eg as employees as graduate students as citizens) 1048664 Do we work collaboratively to define program learning objectives or is the task delegated to one or a few individuals 1048664 Do we consult sources beyond our own faculty when defining program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we communicate program learning objectives to students employers or other stakeholders 1048664 Do we periodically review program learning objectives to see how they might be improved 1048664 (See also questions in the remaining focal areas on how we use program learning objectives)

II Curriculum and Co-curriculum

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

17

bull Do we consciously design the curriculum and co-curriculum to achieve program learning objectives bull Do we work collaboratively to design the curriculum and co-curriculum or do they reflect our individual preferences or decisions bull Do we consider out-of-classroom activities that could complement or be integrated into the curriculum bull Do we consult sources beyond our own faculty when designing the curriculum and co-curriculum (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we clearly communicate curricular and co-curricular requirements and the reasoning behind these requirements to students bull Do we periodically review the curriculum and co-curriculum to see how they might be improved 10

III Teaching and Learning Methods

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

18

1048664 Do we consciously consider program and course learning objectives when deciding which teaching methods we will use in our courses 1048664 Do we discuss our teaching practices with each other and work collaboratively to improve teaching and learning or is teaching primarily an individual responsibility 1048664 Do we consult sources beyond our own faculty when selecting our teaching practices (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we identify best practices in teaching and use this information to improve our teaching 1048664 Do we periodically review our teaching methods to see how they might be improved

IV Student Learning Assessment

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

19

bull Are we measuring the degree to which our students are achieving program learning objectives bull Do we work collaboratively to develop and implement assessments of program learning objectives or are these tasks delegated to one or a few individuals bull Do we consult sources beyond our own faculty when designing assessments of program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we discuss assessment data and use our findings to improve our curriculum co-curriculum and teaching practices bull Do we identify best practices in assessment of program learning objectives and use this information to improve our assessments bull Do we periodically review our assessment methods to see how they might be improved

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Academic Audit Focal Areas

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

16

I Learning Objectives 1048664 Have we explicitly defined what we want students who complete our program to know and be able to do (eg as employees as graduate students as citizens) 1048664 Do we work collaboratively to define program learning objectives or is the task delegated to one or a few individuals 1048664 Do we consult sources beyond our own faculty when defining program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we communicate program learning objectives to students employers or other stakeholders 1048664 Do we periodically review program learning objectives to see how they might be improved 1048664 (See also questions in the remaining focal areas on how we use program learning objectives)

II Curriculum and Co-curriculum

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

17

bull Do we consciously design the curriculum and co-curriculum to achieve program learning objectives bull Do we work collaboratively to design the curriculum and co-curriculum or do they reflect our individual preferences or decisions bull Do we consider out-of-classroom activities that could complement or be integrated into the curriculum bull Do we consult sources beyond our own faculty when designing the curriculum and co-curriculum (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we clearly communicate curricular and co-curricular requirements and the reasoning behind these requirements to students bull Do we periodically review the curriculum and co-curriculum to see how they might be improved 10

III Teaching and Learning Methods

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

18

1048664 Do we consciously consider program and course learning objectives when deciding which teaching methods we will use in our courses 1048664 Do we discuss our teaching practices with each other and work collaboratively to improve teaching and learning or is teaching primarily an individual responsibility 1048664 Do we consult sources beyond our own faculty when selecting our teaching practices (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we identify best practices in teaching and use this information to improve our teaching 1048664 Do we periodically review our teaching methods to see how they might be improved

IV Student Learning Assessment

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

19

bull Are we measuring the degree to which our students are achieving program learning objectives bull Do we work collaboratively to develop and implement assessments of program learning objectives or are these tasks delegated to one or a few individuals bull Do we consult sources beyond our own faculty when designing assessments of program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we discuss assessment data and use our findings to improve our curriculum co-curriculum and teaching practices bull Do we identify best practices in assessment of program learning objectives and use this information to improve our assessments bull Do we periodically review our assessment methods to see how they might be improved

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

II Curriculum and Co-curriculum

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

17

bull Do we consciously design the curriculum and co-curriculum to achieve program learning objectives bull Do we work collaboratively to design the curriculum and co-curriculum or do they reflect our individual preferences or decisions bull Do we consider out-of-classroom activities that could complement or be integrated into the curriculum bull Do we consult sources beyond our own faculty when designing the curriculum and co-curriculum (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we clearly communicate curricular and co-curricular requirements and the reasoning behind these requirements to students bull Do we periodically review the curriculum and co-curriculum to see how they might be improved 10

III Teaching and Learning Methods

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

18

1048664 Do we consciously consider program and course learning objectives when deciding which teaching methods we will use in our courses 1048664 Do we discuss our teaching practices with each other and work collaboratively to improve teaching and learning or is teaching primarily an individual responsibility 1048664 Do we consult sources beyond our own faculty when selecting our teaching practices (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we identify best practices in teaching and use this information to improve our teaching 1048664 Do we periodically review our teaching methods to see how they might be improved

IV Student Learning Assessment

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

19

bull Are we measuring the degree to which our students are achieving program learning objectives bull Do we work collaboratively to develop and implement assessments of program learning objectives or are these tasks delegated to one or a few individuals bull Do we consult sources beyond our own faculty when designing assessments of program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we discuss assessment data and use our findings to improve our curriculum co-curriculum and teaching practices bull Do we identify best practices in assessment of program learning objectives and use this information to improve our assessments bull Do we periodically review our assessment methods to see how they might be improved

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

III Teaching and Learning Methods

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

18

1048664 Do we consciously consider program and course learning objectives when deciding which teaching methods we will use in our courses 1048664 Do we discuss our teaching practices with each other and work collaboratively to improve teaching and learning or is teaching primarily an individual responsibility 1048664 Do we consult sources beyond our own faculty when selecting our teaching practices (eg employers students or graduates comparable programs in other institutions professional associations) 1048664 Do we identify best practices in teaching and use this information to improve our teaching 1048664 Do we periodically review our teaching methods to see how they might be improved

IV Student Learning Assessment

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

19

bull Are we measuring the degree to which our students are achieving program learning objectives bull Do we work collaboratively to develop and implement assessments of program learning objectives or are these tasks delegated to one or a few individuals bull Do we consult sources beyond our own faculty when designing assessments of program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we discuss assessment data and use our findings to improve our curriculum co-curriculum and teaching practices bull Do we identify best practices in assessment of program learning objectives and use this information to improve our assessments bull Do we periodically review our assessment methods to see how they might be improved

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

IV Student Learning Assessment

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

19

bull Are we measuring the degree to which our students are achieving program learning objectives bull Do we work collaboratively to develop and implement assessments of program learning objectives or are these tasks delegated to one or a few individuals bull Do we consult sources beyond our own faculty when designing assessments of program learning objectives (eg employers students or graduates comparable programs in other institutions professional associations) bull Do we discuss assessment data and use our findings to improve our curriculum co-curriculum and teaching practices bull Do we identify best practices in assessment of program learning objectives and use this information to improve our assessments bull Do we periodically review our assessment methods to see how they might be improved

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

V Quality Assurance

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

20

How do we assure ourselves that each course in the curriculum addresses agreed upon content that sound teaching practices are carried out appropriately and consistently that assessments are conducted as planned and that agreed upon plans to improve courses or the program as a whole are implemented by those responsible How do we assure ourselves that other faculty activities affecting students such as academic advisement are being performed appropriately and consistently Do we provide meaningful timely feedback and recognition to faculty regarding how they are performing work related to the curriculum teaching and learning assessment and other practices affecting students Do we identify best practices in quality assurance and use this information to improve how we assure that the work of the program is performed appropriately and consistently Do we periodically review our quality assurance practices to see how they might be improved

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Academic Audit Self Study

An academic process review designed to ldquoelicit deep and structured conversationrdquo

2082011 21Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

CONSbull It creates fear in the membersbull It can be taken as inspection and

ground for taking actionbull Manipulation and malpractices can

be done at preparation of documentbull Subjectivity at assessment level of

processes while grading can be existed

2082011 22Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

CONSbull Members can have political

approach in the process

bull Lack of quality irresponsibilitys haphazard working style will be exposed so members might have internal unhealthy approaches for the same

2082011 23Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

CONSbull Members due to accountability and

responsibility feel stress of the academic audit process

bull Lot of work and preparation of systematic documentation is required

2082011 24Collection compiled by Dr P H Waghodekar

MIT Abad

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

CONSbull Actual audited data may be hidden

hence status may unclear as far as practical quality assurance is concerned

bull Auditing team may take as revenge or punishment approach

2082011 25Collection compiled by Dr P H Waghodekar

MIT Abad

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Matrix of Improvement Initiatives

1Who has overall responsibility

2Who will participate

3When will work begin on the

initiative

4How long will the work take

2082011 26Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Collecting Evidence

Conversations

Meetings

Focus Groups

Conference Calls

2082011 27Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Collecting Evidence

Electronic Communication

Email

Online discussion board

WebCT class

2082011 28Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Collecting Evidence

Questionnaire-based Data

Existing Data

Develop a Survey

2082011 29Collection compiled by Dr P H Waghodekar

MIT Abad

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Collecting Evidence

Other Data

Internal document review

Internet research

Literature review

2082011 30Collection compiled by Dr P H Waghodekar

MIT Abad

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Absence of evidence is not

evidence of absenceDr Carl Sagan

American Astronomer writer amp scientist

(1934-1996)

2082011 31Collection compiled by Dr P H Waghodekar

MIT Abad

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

A wise man therefore proportions his belief to the

evidenceDavid Hume

Scottish philosopher amp historian

(1771-1776)

2082011 32Collection compiled by Dr P H Waghodekar

MIT Abad

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Evidence supports a belief that something is true

2082011 33Collection compiled by Dr P H Waghodekar

MIT Abad

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Characteristics of Evidence

Should help to answer questions of importance

Can be quantitative or qualitativeCan be direct or indirectInvolves information from a variety

of sourcesNeeds interpretation to determine

meaning support conclusions

2082011 34Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Student Demographics Enrolled student surveys or interviews Alumnigraduate surveys or interviews Employer surveys or interviews Advisory boardcommittee meeting

minutes Feedback from faculty teaching follow-on

courses Peer feedback from seniorgraduate

institutions

2082011 35Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Sources of Evidence Education Quality Process Information Resources

Learning Objectives Competenciesoutcomes of

seniorgraduate programs in your discipline

National standards for your discipline Syllabi

2082011 36Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Feedback from stakeholders (students

graduates employers advisory boards) Curricula from peer and seniorgraduate

programs National standards for curriculum in your

discipline Departmentalinstitutional policies Minutesnotes from faculty meetings

2082011 37Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Sources of Evidence Education Quality Process Information Resources

CurriculumCo-curriculum Documentation of curriculum revision Syllabi

2082011 38Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Current researchliterature on effective

teaching methodologies Minutesnotes from faculty meetings Feedback from stakeholders (students

graduates employers advisory boards) Learning styles inventory assessments Evaluations by students supervisors End of course surveys

2082011 39Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Peer mentoring Annual personal goalsobjectives Course analysis documents Professional development (internal or

external) disciplinary or pedagogical Ongoing professional memberships

2082011 40Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Sources of Evidence Education Quality Process Information Resources

Teaching and Learning Assessments of student success

Test item analysisComparison of different instructional settings

(web vs traditional)Withdrawal ratesGrade distributionSuccess in subsequent courses

2082011 41Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Documentation of key learning quality

indicators Feedback from stakeholders (students

graduates employers advisory boards) Minutesnotes from faculty meetings Job placement rates Acceptance into seniorgraduate

programs Success in seniorgraduate programs

2082011 42Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Sources of Evidence Education Quality Process Information Resources

Student Learning Assessment Institutional foundation testing of

graduates Pre-and-post tests Deptprogram exit testing Student portfolios capstone course

projects internship evaluations Testassessment bank or library

2082011 43Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Sources of Evidence Education Quality Process Information Resources

Quality Assurance Deptinstitutional policies that support

collaboration assessment professional development

Assessment plans review schedules meeting calendars etc

Benchmarking for national comparison (NSSECCSSE NCCBP etc)

2082011 44Collection compiled by Dr P H Waghodekar

MIT Abad

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Sources of Evidence Education Quality Process Information Resources

Quality AssuranceRegularly published and shared

information about progress on improvement initiatives use of results

2082011 45Collection compiled by Dr P H Waghodekar

MIT Abad

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Donrsquot accept your dogrsquos admiration

as conclusive evidence

that you are wonderful

Ann Landers

American advice columnist

(1918-2002)

2082011 46Collection compiled by Dr P H Waghodekar

MIT Abad

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Some Hints

2082011 Collection compiled by Dr P H Waghodekar

MIT Abad

47

bullBe student-academic-learning outcomes centeredbullEach Department need to have 5-6 Kaizen teamsbullTeam will select one issue out of many existing ad work on that have Kaizen result presentationbullBe aware of tools like TQM Lean PDCA Statistical analysis self-leadership style JIT etcbullBe enthusiasticbullGet students involvedbullBe an excellent team memberbullNo substitute for collaboration bullDocumentation and evidence a must

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination

Lucky we are to be a participant in the Quality education Movement

a journey without destination

Thanks

2082011 Collection compiled by Dr P H Waghodekar MIT Abad

48

• Academic Audit Some Elements
• Academic Audit Model
• Slide 3
• Slide 4
• Slide 5
• Academic Audit
• ACADEMIC AUDIT
• Academic Audit
• What is an Academic Audit
• Why Conduct an Academic Audit
• Why We Became Involved
• Engaging Faculty in Improvement Process
• Academic Audit PROS
• Elements Academic Audit
• Principles Academic Audit
• Academic Audit Focal Areas
• II Curriculum and Co-curriculum
• III Teaching and Learning Methods
• IV Student Learning Assessment
• V Quality Assurance
• Academic Audit Self Study
• CONS
• Slide 23
• Slide 24
• Slide 25
• Matrix of Improvement Initiatives
• Collecting Evidence
• Slide 28
• Slide 29
• Slide 30
• Slide 31
• Slide 32
• Slide 33
• Characteristics of Evidence
• Sources of Evidence Education Quality Process Information Resources
• Slide 36
• Slide 37
• Slide 38
• Slide 39
• Slide 40
• Slide 41
• Slide 42
• Slide 43
• Slide 44
• Slide 45
• Slide 46
• Some Hints
• Lucky we are to be a participant in the Quality education Movement a journey without destination