Presentation to BOT, Schools and Students March- May 2018 of Education/Qo… · core 6 law 1 sea 6...

THE AMERICAN UNIVERSITY IN CAIRO

FALL 2017

Presentation to BOT, Schools and Students March- May 2018

Aziza EllozyAssociate ProvostTransformative Learning and Teaching

Task Force Mandate

• appraise the quality of education at AUC

• devise mechanisms that would enhance and improve good teaching practices across departments

• develop a comprehensive teaching evaluation process that would include a multifaceted approach

Task Force Members

• Aziza Ellozy (Chair) Associate Provost, Acting Director, CLT

• Aliaa Bassiouni, Chair Management Dept. & Associate Professor of Finance

• Heba Eldeghaidy, Associate Professor, Graduate School of Education

• Mariam Osman, Instructor, ELI

• Matthew Hendershot, Associate Dean, Office of Undergraduate Studies

• Omar Moataz, Undergraduate Student (Senior, MENG), Student Union

• Rob Switzer, Interim Dean School of HUSS

• Sherine el Alaily, Graduate Student

• Zeinab Amin, Associate Professor & SSE Associate Dean for UG Studies

Task Force Facilitators

• Hoda Mostafa, Associate Director, and Associate Professor of Practice, CLT

• Iman Megahed, Executive Director, Data analytics and Institutional Research

• Maha Bali, Associate Professor of Practice CLT

Part-time consultant: Adham Ramadan, Dean of Graduate StudiesObserver: John Swanson, associate Provost -Assessment, Evaluation and Special Projects

HIGHLIGHTS OF REPORT • EXECUTIVE SUMMARY

• BACKGROUND AND TASK FORCE MEMBERS

• MANDATE OF THE TASK FORCE

• SUBCOMMITTEE DIRECTIVES

• RELEVANT DATA COLLECTED FROM PREVIOUS SOURCES

• QUALITY EDUCATION AT AUC: ATTEMPT AT A DEFINITION

• TASK FORCE’S DATA COLLECTION: FOCUS GROUPS AND SURVEY RESULTS• FOCUS GROUPS RESULTS

• SURVEY RESULTS: QUANTITATIVE ANALYSIS

• DEMOGRAPHICS

• QUANTITATIVE ANALYSIS: QUALITY OF TEACHING AT AUC

• QUANTITIVE ANALYSIS: QUALITY OF EDUCATION AT AUC

• SURVEY RESULTS: QUALITATIVE ANALYSIS

• OVERALL RECOMMENDATIONS AND ACTION PLAN

23%

23%

21%

20%

12%

Freshman Sophomore Junior Senior Graduating Senior

ALA GAPP HUSS BUS SSE GSE

RHET.

AND

COMP.

7 JRMC 8 Arts 15 MNGMT 10 ARCHITECTURE 81

CORE 6 LAW 1 SEA 6 ECONOMICS 4MECHANICAL

ENGINEER6

ALI 5 Total 9 PSCH 6 ACCOUNTING 2 SCIENT. TH. 5

Total 18 PHIL 4 Total 16ELECTRONICS &

COMMUNICATIO

NS ENGINEERING

4

POL. Sc. 4

MATHEMATICS &

ACTUARIAL

SCIENCE

4

ARIC 4CONSTRUCTION

ENGINEERING4

HISTORY 3 CHEMISTRY 3

APPLIED

LINGUISTICS1 PHYSICS 3

ECLT 2 BIOLOGY 2

Total 47 PETROLEUM AND

ENERGY

ENGINEERING

1

Total 45

STUDENT REPRESENTATION- N=285 FACULTY REPRESENTATION- N=146

DEMOGRAPHICS

22.97%

21.53%

22.49%

23.92%

9.09%

Freshman Sophomore

Junior Senior

Graduating senior

77.51%

9.57%

8.13%4.78%

No

Yes, undergraduate studies

Yes, both undergraduate and graduate studies

Yes, graduate studies

Why Choose AUC? Top Three Reasons

• Best Education in Egypt 67%• Employability of Graduates 52%• Reputation 54%

What is your child’s standing at AUC? Are you an Alumnus/Alumna of AUC?

PARENTS REPRESENTATION, N= 209

DEMOGRAPHICS

Highlights of somesurvey results

Q U A L I T Y O F E D U C A T I O NQ U A N T I T A T I V E A N A L Y S I S

QUALITY OF EDUCATIONWhich of the following would you rank as the top 3 factors influencing the quality of education at AUC?Faculty by School (N=146)

43.75%

9.38%

81.25%78.13%

21.88%

12.50%

46.88%

0.00%

6.25%

25.00%

62.50%

81.25%

25.00%

12.50% 12.50%

56.25%

6.25%

18.75%

44.44%

66.67%

77.78%

44.44%

11.11%

22.22%

11.11%

0.00%

11.11%

64.44%

40.00%

77.78%

42.22%

8.89%

15.56% 15.56%

0.00%

31.11%31.11%

40.00%

66.67%

60.00%

35.56%

13.33%

31.11%

8.89%11.11%

0%

20%

40%

60%

80%

100%

Liberal arts education &core curriculum course

content

Content of major courses Quality of teaching Learning transferableskills (e.g. research,

writing, critical thinking)

AUC academic support(e.g. libraries, classrooms,

labs)

Exposure to diversity (e.g.of faculty, of student

body)

Exposure to real-lifeexperiences (includingcareer preparation and

extracurricular activities)

Advising and registration Quality of facultyresearch

ALA BUS GAPP HUSS SSE

QUALITY OF EDUCATIONWhich of the following would you rank as the top 3 factors influencing the quality of education at AUC?Students by School (N=285)

46%

59%56%

27%

39%

17%

44%

10%

2%

47%

60%

65%

38%

15%

10%

57%

2%5%

55% 55%

45% 45%

35%

15%

30%

0%

20%

56%

63% 63%

28%26%

9%

35%

5% 5%

43%

65%

60%

32%

26%

10%

44%

10%

5%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


content

Content of major courses Quality of teaching Learning transferableskills (e.g. research,

writing, critical thinking)

AUC academic support(e.g. libraries,

classrooms, labs)

Exposure to diversity(e.g. of faculty, of

student body)



Advising and registration Quality of facultyresearch

UNDECLARED BUS GAPP HUSS SSE

QUALITY OF EDUCATIONWhich of the following would you rank as the top 3 factors influencing the quality of education at AUC?Parents by School (N=209)

44% 44%

68%

47%

29%

9%

35%

15%

6%

26%

52%

67%

43%

22%20%

50%

11%

7%

56%

22%

67%

56%

33% 33% 33%

0% 0%

42%38%

69%

50%

35%

15%

42%

8%

0%

36%

47%

64%

41%

35%

12%

40%

14%11%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


content

Content of major courses Quality of teaching Learning transferable skills(e.g. research, writing,

critical thinking)

AUC academic support(e.g. libraries, classrooms,

labs)

Exposure to diversity (e.g.of faculty, of student

body)



Advising and registration Quality of faculty research

Undeclared BUS GAPP HUSS SSE

Q U A L I T Y O F E D U C A T I O NQ U A L I T A T I V E A N A L Y S I S

Q u a l i t a t i v e A n a l y s i s

Three open ended questions common to all surveys

1. In your opinion, how can AUC improve the quality of education it offers?

2. In your opinion, how can AUC improve the quality of teaching it offers?

3. How would you define a good quality education?

Almost 1550 entries

Q u a l i t a t i v e A n a l y s i s

Methodology

A grounded-theory approach was used: categories were not pre-determined, but rather evolved from the data• One coder per open-ended question, across stakeholders (students, faculty,

parents and chairs)• Started with granular categories, later grouped into larger categories (e.g.

“real-life application” grouped with “career preparation” in defining quality of education)

• Discussion between coders regarding categories that applied across questions.

In your opinion, how can AUC improve the quality of education it offers? Total N=540

11.9%

17.6%

22.5%

47.6%

0% 10% 20% 30% 40% 50% 60% 70%

Curriculum development/update

Application/Career Preparation &Relevance/CBL

Teaching assessment &evaluation/Teacher PD & mentorship

Teacher quality/skills/hiring criteria

Top Themes – Students (N=227)

13.7%

16.3%

12.6%

27.4%

17.4%

62.6%

0% 10% 20% 30% 40% 50% 60% 70%

Course registration,declaration,course…

Include international element(s)

Curriculum development/update

Application/Career Preparation &…

Teaching assessment &…

Teacher quality/skills/hiring criteria

Top Themes – Parents (N=190)

13.5%

9.6%

11.5%

24.5%

0% 10% 20% 30% 40% 50% 60% 70%

Research

Administration-faculty relationship,communication & transparency

Faculty Motivation/Load/Focus

Application/Career Preparation &Relevance/CBL

Top Themes – Faculty (N=104)

10.5%

15.8%

10.5%

26.3%

0% 10% 20% 30% 40% 50% 60% 70%

Include international element(s)

Student exchange programs/international exposure & collaboration

Administration-faculty relationship,communication & transparency

Faculty Motivation/Load/Focus

Top Themes – Chairs (N=19)

Q U A L I T Y O F T E A C H I N GQ U A N T I T A T I V E A N A L Y S I S

QUALITY OF TEACHINGFactors related to the quality of teaching in terms of importance and exposureStudents (N=285)

For each of the following factors, howimportant do you consider them as part of quality of teaching, and how oftenare you exposed to them at AUC?

QUALITY OF TEACHINGFactors related to the quality of teaching in terms of importance and exposureStudents (N=285)

0% 20% 40% 60% 80% 100%

English language proficiency

Addressing student diversity within assessments (e.g. to pursue topics of…

Caring about students and their circumstances/needs outside the classroom

Challenging students beyond their comfort zone

Choice of good quality course materials

Effective ways of presenting course material (e.g. videos, text, images)

Faculty member’s accessibility (via email, office hours) and responsiveness

Fairness of grading

Group projects

In-class group activities

Opportunities for students to apply their learning in real-life contexts (e.g.…

Opportunities to interact with people across the globe (e.g. via video…

Promoting critical thinking

Quality of feedback on submitted work

Teaching for understanding beyond memorization

Timeliness of feedback on submitted work

Use of in-class discussions, debates, etc.

Use of real-life applications as examples in class

Variety of methods of assessment (e.g. not all exams/written papers)

Teachers providing career mentoring

Clarity of teacher explanation

Importance

Very important Important Moderately important Slightly important Not at all important N/A

*

*

0% 20% 40% 60% 80% 100%

Exposure

Almost all courses Many courses Some courses Few courses No courses

*

*

**

*

*

QUALITY OF TEACHINGFactors related to the quality of teaching in terms of importance and exposureFaculty (N=146)

How important do you think each of the following is to quality of teaching and how often do you do each when you teach?

QUALITY OF TEACHINGFactors related to the quality of teaching in terms of importance and how often they do it Faculty (N=148)

0% 20% 40% 60% 80% 100%

Addressing student diversity within assessments (e.g. to pursue topics of…

Caring about students and their circumstances/needs outside the…


Choice of good quality course materials (used inside and outside of class)


Faculty member’s accessibility & responsiveness

Fairness of grading

Group projects


Opportunities for students to apply their learning in real-life contexts…









Providing career mentoring

Ensuring students find teacher explanation clear

Importance

Very important Important Moderately important Slightly important Not at all important N/A

0% 20% 40% 60% 80% 100%

Frequency

Almost always Frequently Sometimes Rarely Never N/A

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Almost always Frequently Sometimes Rarely Never N/A

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Addressing student diversity within assessments (e.g. to pursue topics…

Caring about students and their circumstances/needs outside the…


Choice of good quality course materials


Faculty member’s accessibility (via email, office hours) and …

Fairness of grading

Group projects


Opportunities for students to apply their learning in real-life contexts…









Teachers providing career mentoring

Clarity of teacher explanation

Almost all courses Many courses Some courses Few courses No courses

Students: N=285How often are you exposed to thefollowing at AUC?

Faculty: N= 148How often do you do each of the following when you teach?

QUALITY OF TEACHING

QUALITY OF TEACHING

High quality/challenging/rigorous courses?

QUALITY OF TEACHINGTo what extent have your courses so far challenged you to do your best work?Students by Standing (N=285)

10%

15%

10%

4%

18%

53%

36%

38%

26%

36%

29%

41%

39%

49%

36%

7%

8%

11%

19%

9%

0%

0%

2%

2%

0%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Freshman

Sophomore

Junior

Senior

Graduating Senior

All the time Most of the time Some of the time Rarely Never

QUALITY OF TEACHINGOn average , how many courses per semester would you consider high quality courses?Students by Standing (N=285)

9%

8%

5%

2%

6%

19%

18%

11%

11%

21%

32%

27%

31%

19%

21%

28%

36%

33%

46%

33%

10%

11%

18%

18%

18%

1%

0%

2%

5%

0%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Freshman

Sophomore

Junior

Senior

Graduating Senior

Five or more Four Three Two One None

QUALITY OF TEACHINGAbility to teach a course with the level of rigor you would like.Faculty by School (N=146)

22%

19%

13%

17%

27%

47%

50%

75%

34%

44%

28%

25%

13%

36%

24%

3%

6%

0%

11%

4%

0%

0%

0%

2%

0%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

ALA

BUS

GAPP

HUSS

SSE

All the time Most of the time some of the time rarely Never

QUALITY OF TEACHING

Top three factors?

QUALITY OF TEACHINGWhat are the top 3 factors that influence the quality of teaching at AUC? Students By School (N=285)

70.7%

34.1%

39.0%36.6%

29.3%

34.1%

56.1%

81.7%

28.3%

56.7%

26.7%

16.7%

38.3%

50.0%

85.0%

20.0%

60.0%

20.0%

30.0%

15.0%

60.0%

80.7%

29.8%

36.8%

24.6%

31.6% 35.1%

57.9%

72.0%

40.2%

46.7%

23.4%25.2%

31.8%

54.2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Teacher preparation,explanation and

presentation

Teacher accessibility andcare for students

beyond the classroom

Real-life application Interaction betweenstudents via discussions

and/or group work

Variety of assessmentmethods and topic

choices

Quality and timelinessof feedback and fairness

of grading

Challenging studentsand encouraging critical

thinking

UNDECLARED BUS GAPP HUSS SSE

QUALITY OF TEACHINGWhat are the top 3 factors that influence the quality of teaching at AUC? Faculty By School (N=146)

78.13%

46.88%

21.88%

28.13%

18.75%21.88%

78.13%

87.50%

43.75%

75.00%

25.00% 25.00%

0.00%

43.75%

100.00%

50.00%

37.50%

0.00%

25.00%

12.50%

75.00%

84.78%

28.26%

23.91%26.09%

19.57%

30.43%

84.78%

66.67%

42.22%

37.78%

28.89%

33.33%

20.00%

68.89%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Teacher preparation,explanation and

presentation

Teacher accessibilityand care for studentsbeyond the classroom

Real-life application Interaction betweenstudents via

discussions and/orgroup work

Variety of assessmentmethods and topic

choices

Quality and timelinessof feedback and

fairness of grading

Challenging studentsand encouragingcritical thinking

ALA BUS GAPP HUSS SSE

Q U A L I T Y O F T E A C H I N GQ U A L I T A T I V E A N A L Y S I S

In your opinion, how can AUC improve the quality of teaching it offers? Total N=372

26.1%

32.4%

29.7%

11.7%

11.7%

-10% 10% 30% 50% 70%

TeacherQuality/ Skills/Hiring Criteria

Teaching Assessment &Evaluation/ Teacher PD &

Mentorship

Faculty Motivation/ Load/Focus

Institutional Support/Funds/ Grant Policies

Student Selection/Admission Criteria

Top Themes – Faculty (N=111)

59.9%

26.0%

13.6%

9.1%

9.1%

-10% 10% 30% 50% 70%

TeacherQuality/ Skills/HiringCriteria


Mentorship

Application/ CareerPreparation & Relevance/

CBL

CurriculumDevelopment/Update

Assessments/ Grading/Feedback

Top Themes – Students (N=242)

47.4%

47.4%

15.8%

21.1%

10.5%

-10% 10% 30% 50% 70%

Teacher Quality/ Skills/Hiring Criteria


Mentorship

Faculty Motivation/ Load/Focus

Resources (Incease F:Sratio; Retreats , Lab

Facilities ; Pay Scale of…

Promoting Inter/Multi-Disciplinarity

Top Themes – Chairs (N=19)

QUALITY OF EDUCATION: OTHER FACTORS

• Quality and Readiness of Students Admitted

• Admission and Registration Process

• Content of Courses in the Major

• Real-life Experience and Career Preparation

• Facilities/Learning Spaces

R E C O M M E N D A T I O N S A N D F O L L O W - U P

• Learners who are ready to participate and learn;

• Processes through which trained faculty use student-centered teaching approaches in well-managed classrooms and skillful assessment to facilitate learning and reduce disparities;

• Environments that provide adequate resources and facilities;

• Content that is reflected in relevant curricula and materials for the acquisition of the needed skills,

• Outcomes that encompass knowledge, skills and attitudes, and are linked to job markets and positive participation in society.

1. Adapted from UNICEF’s Document No. UNICEF/PD/ED/00/02

Quality of Education1

RECOMMENDATIONS

1. Develop an Updated Comprehensive Teaching Evaluation Process

2. Develop and adopt different models (and criteria) for promotion, tenure and renewal of contract

3. Establish a set of departmental expectations for high-quality teaching that are clearly conveyed to all instructors.

4. Revise the ‘First year’ review to make it more effective

5. Address the barriers that hinder good teaching

RECOMMENDATIONS

6) Establish a year-long robust Faculty Development program for new faculty

7) Address the lack of faculty and TA English proficiency

8) Embed critical and creative thinking as well as innovation and entrepreneurship throughout the curriculum

9) Create a channel for communication between Deans/Chairs and students

10) Establish a working group on learning spaces

Spring 2018: QoE WORK GROUP-

Follow up ACTION PLAN

QUALITY OF EDUCATION PROGRESS REPORT -PROPOSED ACTION PLAN

SPRING 2018

Board of Trustees meeting May 10-11, 2018

THE AMERICAN UNIVERSITY IN CAIRO

OTHER DATA IF NEEDED

NSSE 2017 Challenging StudentsStudent responses*

Challenging Students to Do Their Best Work Academic Emphasis

First-year

Senior

First-year Senior

How much did students say their institution emphasizes

spending significant time studying and on academic

work? Response options included "Very much," "Quite a

bit," "Some," and "Very little."

To what extent did students' courses challenge them to do their

best work? Response options ranged from 1 = "Not at all"

to 7 = "Very much."

55%49%

70%

44%

40%49%

26%

54%

0%

25%

50%

75%

100%

AUC NSSE 2016& 2017

AUC NSSE 2016& 2017

81%

88%

82%

79%

0% 25% 50% 75% 100%

NSSE 2016 & 2017

AUC

NSSE 2016 & 2017

AUC

Percentage Responding "Very much" or "Quite a bit"

*Student Engagement Survey | Office of Data Analytics and Institutional Research

Presentation to BOT, Schools and Students March- May 2018 of Education/Qo… · core 6 law 1 sea 6...

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