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A Review on Teaching and Learning Activities and Quality Assurance

A Review on Teaching and Learning Activities and Quality Assurance. Isabella Wai-Yin Poon Department of Statistics Associate Dean (Education), Faculty of Science The Chinese University of Hong Kong Email: wypoon@cuhk.edu.hk Tel: 26097925 2 April 2008. An Overview.

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A Review on Teaching and Learning Activities and Quality Assurance

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  1. A Review on Teaching and Learning Activities and Quality Assurance Isabella Wai-Yin Poon Department of Statistics Associate Dean (Education), Faculty of Science The Chinese University of Hong Kong Email: wypoon@cuhk.edu.hk Tel: 26097925 2 April 2008

  2. An Overview • Quality Assurance Council (QAC) Audit • Institutional Submission • A self-reflection document • Part A: Institutional Submission (IS) • Part B: Supplementary Materials (SM) • Audit visit: 21-25 April 2008 • Today A Faculty’s self-review on the areas described in the SMs with reference to University’s practices

  3. …An Overview • Science faculty-level information • Staff Handbook on Teaching Quality Assurance (QA) • Faculty’s Teaching and Learning (T&L) website http://www.cuhk.edu.hk/sci/education/teachlearn_e.html • T&L session in Faculty’s Strategic Meetings (2005-2008)

  4. …An Overview • Major items in Science Faculty’s Strategic Meeting 2005 • Integrated Framework • Formal Programme Review • Sharing of good practices • Curriculum development • Double degree/double majar • 4-year curriulum

  5. …An Overview • Major items in Science Faculty’s Strategic Meeting 2006 • Implementation of the Integrated Framework • Programme Review Experience • An aligned model for course and programme planning • Variety of learning activities • Outcomes-based approach (OBA) • Assessment • Teaching Development Grants • Integration of IT into the teaching & learning process • Academic honesty • Internationalization • Academic advising • Promoting science education

  6. …An Overview • Major items in Science Faculty’s Strategic Meeting 2007 • Consolidation of the QA process • Teaching Quality Assurance Review Committee • Ug programme reviews • TPg programme reviews • 4-year curriculum • OBA • Internationalization • Exchange • Learning Enhancement Officer • Promoting Science Education

  7. …An Overview • Major items in Science Faculty’s Strategic Meeting 2008 • Issues in QA • Staff Handbook • Ug and TPg programme reviews • QAC audit visit • T & L development • University T&L Action Plan (Draft: SM8.1) • Implementation of specific components in the T&L plan • OBA • 334 curriculum • Curriculum development • Faculty package • OBA development: OBA roadmap • Student experience • Exchange • Learning Enhancement Officer • The integrated student oriented system • Promoting Science Education

  8. … An Overview • University-level information • IS and the relevant SMs • 29 SMs in 8 categories: • Background material • Teaching and learning strategy • Input, output, learning objectives • Management and assurance of standards • Planning and support for T&L • Broadening • Particular aspects of curriculum • Self-review and action

  9. A list of the 29 SMs (IS p.105)

  10. SM1.1 Introduction to CUHK • An overview of CUHK • Origin • Ordinance • Academic structure and policy • CUHK annual report • Facts and figures • General information • Student enrolment • Staff number • College overviews • List of programmes

  11. …SM1.1 Introduction to CUHK • Terms of reference and composition of Senate Committees • Senate Academic Planning Committee • Senate Committee on General Education • Senate Committee on Interdisciplinary Programmes • Senate Committee on Inter-Institutional Programmes • Senate Committee on Language Enhancement • Senate Committee on Physical Education • Senate Staff-Student Consultative Committee • Senate Committee on Student Discipline • Senate Committee on Teaching and Learning • Senate Committee on Undergraduate Admissions • Senate Committee on University Press • Senate Committee on University Scholarships • Undergraduate Examination Boards

  12. …SM1.1 Introduction to CUHK • Science • Faculty Board • Faculty Executive Committee (ExCo) • Teaching Quality Assurance Review Committee (TQARC) • Compile the Handbook • Taught Postgraduate Programme Review • Faculty Disciplinary Committee

  13. SM1.2 Curriculum Structure Curriculum Structure • Total Course Load • S6: 123 units; S7: 99 units • Major requirement: 51-72 units • Intensive Programme in Putonghua, Cantonese and English • 1st year, students take examination for each of the three courses • non-credit-bearing • Results recorded in transcript (distinction, credit, pass, failure) • Compulsory (faculty) language requirement • Science • S7: 3 units of English • S6: 9 units of English, 3 units of Chinese, (3 units of Cantonese)

  14. …SM1.2 Curriculum Structure • IT competence requirement • Physical education requirement: 2 units • General education requirement • S6: 21 units; S7: 15 units • Double degree • Double major programme • Minor programme: 15-30 units • Elective courses • Foundation requirements for S6 (24 units) • 9 units language, 6 units GE, 9 units Faculty • Course load per term: 18-21 units • Period of study • S6: 4-6 years; S7: 3-5 years • Course and unit exemptions: approved by Faculty Deans on the recommendation of the Departments concerned

  15. SM1.2 Curriculum Structure Assessment of Students • Course examination • Visiting examiner system • Academic probation and discontinuation of studies • Graduation • Degree classification

  16. …SM1.2 Curriculum Structure Others • General regulations • Main features of the Mphil-PhD programme

  17. SM2.1 Senate Committee on Teaching & Learning • Rationale for the establishment • Recommendations in the report of the second (2002) Teaching & Learning Quality Process Review (TLQPR) • Development of a more systematic, holistic and institutional-level QA framework, led by senior management • A shift in perspective: away from a primary focus on teaching toward an emphasis on student learning • Emphasis on ongoing curriculum development informed primarily by learning outcomes • Broadening the framework for evaluation • Reviewing the External Examiner system to ensure the capacity to work within a broadened QA framework

  18. …SM2.1 Senate Committee on Teaching & Learning • Formed in October 2003 • First major task: Develop the Integrated Framework for Curriculum Development and Review(IF)

  19. …SM2.1 Senate Committee on Teaching & Learning • IF for Programme Development and Review http://www.cuhk.edu.hk/v6/en/teaching/quality.html (Handbook App 5B, SM2.3-app1) • Main features in the IF • Curriculum and course planning and design • An Outcomes-Based Approach (OBA) • Course reviews • At least once every three years • OBA

  20. …SM2.1 Senate Committee on Teaching & Learning • Programme reviews • Programme self-evaluation every year • Six-year cycle formal Programme Review • Reporting cycle • Year 1: Programme self-evaluation • Year 3: full annual progress report • Years 2,4,5,6: brief annual progress report • Professional development for teachers and Teaching Assistants (TAs) • Others • Incentives, Instruments

  21. … Practice in University Proper to support quality An aligned OBA model

  22. …SM2.1 Senate Committee on Teaching & Learning • Key changes brought about by SCTL • Implementation of the IF • Internalized QA culture • Programme reviews lead to • Increasingly self-critical approach to the use of evidence about T&L approach • Continuous refinement of departmental QA process • Professional development of teachers

  23. …SM2.1 Senate Committee on Teaching & Learning • Implementation of the IF for Taught Postgraduate Programmes • Handbook: Appendix 10C • Similar to the undergraduate version • Periodic programme reviews • Responsibility of the Faculty Board • Science: 1st programme review completed • MSc in Data Science and Business Statistics

  24. …SM2.1 Senate Committee on Teaching & Learning • Oversee Teaching Development Grant (TDG) projects to secure the sharing of good practices • Science(Handbook App 13B) • 2 faculty-level TDG projects • 4 departmental-level TDG projects • Science: Development of TDG project websites to share good practice • Assessment project: http://www.cuhk.edu.hk/sci/TDG/ • OBA project: http://www.cuhk.edu.hk/sci/OBA/ • Science (Handbook App 13A) • A number of activities to share good practices http://www.cuhk.edu.hk/sci/education/teachlearn_e.html • More specific curriculum matter: Outcomes-Based-Approach (OBA), Assessment, Plagiarism

  25. SM2.2 Centre for Learning Enhancement & Research (CLEAR) Key services of CLEAR • Professional development courses • Becoming an excellent teacher • Courses for Postgraduate students/TAs • Departments support the teaching of these courses • Course evaluation results are monitored by the Faculty Board • In general very good, all courses • Occasional seminars and workshops

  26. …SM2.2 CLEAR • Evaluation services • Student Engagement Questionnaire (SEQ) • Science: Most programmes are in the process of developing programme-specific items to supplement the SEQ • Better measure students’ development of programme-level learning outcomes • Graduate Survey • Science: At least ½ of Science programmes have developed and administered graduate surveys with programme-specific items • Better measure graduates’ achievement of programme-level learning outcomes

  27. …SM2.2 CLEAR • Course planning and review • A feedback service on course outline • Course outline template • Handbook App 5G • Science • Each department has started the course review with reference to the course outline template • Many courses have developed comprehensive course outlines • eLearning support • Science • 7 teaching development projects presented posters in the “eLearning EXPO: Excellence Online” that was organized by the Information Technology Service Centre (ITSC) and CLEAR held in October 2007 • The posters were then displayed in the Science Faculty for one week

  28. …SM2.2 CLEAR • Innovative learning design • Assistance in planning, implementation, evaluation & scholarly dissemination of innovative learning designs • Case-based learning • Student self-assessment • Student peer-assessment • Mobile learning • Science • Collaboration with CLEAR in the faculty-level TDG project “Engaging students in the design and enactment of assessment” • Involve every departments of the faculty • http://www.cuhk.edu.hk/sci/TDG

  29. …SM2.2 CLEAR • Teaching consultation • New staff orientation • Research collaboration

  30. SM2.3 Programme Monitoring and Review • QA in the context of University management • Flat management structure • Responsibility devolved to departments • Advantage: Sense of ownership helps promote a climate of continual improvement • Potential disadvantages • Good practices may not spread • Workshops and publications by CLEAR (eg. Award winning teachers) • Programme reviews • Science: A number of activities to share good practices (Handbook: Appendix 13A) • Devolved structure may lead to uneven performance • Programme reviews

  31. …SM2.3 Programme Monitoring and Review • Integrated framework • Programme reviews • Initially treated with some suspicion and concern about extra workload & undue bureaucratic imposition • The climate has become more positive and the process become closely entwined with other quality enhancement activities

  32. …SM2.3 Programme Monitoring and Review • Graduate survey • Student Engagement Questionnaire (SEQ) • Course evaluation • Curriculum refinement • Most programmes achieve well in terms of content • Less awareness and acceptance of the need in other elements • Programme reviews and SEQ help change attitude • Evidence-based curriculum improvement • Good practice in T&L

  33. …SM2.3 Programme Monitoring and Review • Appendices with very useful information • SM2.3-app2: Summary of External Examiners’ comments on programme content (Ug) (Science: p.58) • SM2.3-app3: Summary of External Examiners’ comments on programme content (TPg) (Science: p.81) • SM2.3-app13: Instances of good practice in teaching and learning noted in programme reviews 2005 and 2006

  34. SM3.1 Intake Quality • CUHK attracts good students • Longitudinal data on Science median WGPA • Some 250 (about 45 in Science Stream) top mainland students were admitted to CUHK through the National System • Support services: Learning Enhancement Officers (LEO) provide care for non-local students

  35. …SM3.1 Intake Quality • Rpg • Intake quality for RPg • SM3.1-app12: Minimum entry requirements for postgraduate programmes

  36. SM3.2 Output Statistics • Completion and attrition • International English Language Testing System (IELTS) scores (9-point scale) 5=Modest 6=Competent 7=Good 8= V. good 9=Expert

  37. …SM3.2 Output Statistics • Several employer survey results • CUHK students rank top in many aspects • Examples of student achievements • Chemistry graduate appointed by Yale University as assistant professor • 2 Biochemistry Mphil students awarded doctoral training at National Institutes of Health (NIHs) • Top CUHK Mathematics graduates got admitted to Harvard and Princeton to further PhD study • Scholarships won by students • Further study destinations • Estimate: 26% of first-degree graduates eventually gain at least a master degree

  38. SM3.3 University OBA Plan • Phase 1 (1999-2004): Development of a coherent T&L policy based on explicitly articulated principles • The Integrated Framework

  39. …SM3.3 University OBA Plan • Phase 2 (2005-2007): Implementation of the policy through a number of strategies • Programme reviews • The use of SEQ: How certain features of the T&L environment support the development of desired learning outcomes • Development of Professional Development Courses – an OBA to professional development • Building careful consideration of learning outcomes into the detailed planning for 334 • Capacity building in OBA across the University • Use of TDG projects • Science has 2 faculty-level and 4 progrmme-level projects • Development of a network to support OBA • Focus at programme level more than on individual courses • Positioning of students as central to the process • consultation with students (eg: SEQ)

  40. …SM3.3 University OBA Plan • Phase 3 (2007- ): Consolidation of initiatives by focusing explicitly on an OBA in all units • Each unit (faculty and GE) has a suitable project that addresses an aspect of OBA • Science: OBA project to develop learning outcomes and measurement instruments • Strategies to ensure the experience is a “whole university” one • Workshops conducted by CLEAR • A website • A series of seminars • A collection of papers • Science • TDG project involves all departments: A network • Workshop on OBA • Website: http://www.cuhk.edu.hk/sci/OBA/ • CLEAR’s involvement

  41. …SM3.3 University OBA Plan • Plan for further OBA enhancement • 2007-08: Each unit to consolidate all ongoing strategies into a strategic OBA roadmap (due May 2008). The roadmap should include • Programme-level description of desired student learning outcomes • An analysis of the strengths and challenges • How an OBA has been built into the Unit’s 334 plans • Details of specific strategies • A prioritization of these strategies • A detailed proposal for work on the strategy with priority number one • Clearly defined and described monitoring mechanisms • Plans for addressing the time around 2012 • 2008-2012: Work on different priority strategies

  42. …SM3.3 University OBA Plan Progress in Science • Achieved good progress in the TDG project “Promoting the Use of OBA in Science Programmes: Development of Learning Outcome Statements and Measurement Instruments” • All programmes have completed the development of a set of learning outcomes • Most programmes have developed a set of programme-specific SEQ or graduate survey to measure students’ perception on the development of learning outcomes • A faculty OBA website (http://www.cuhk.edu.hk/sci/OBA) was launched in November 2007 • Talks on OBA

  43. …SM3.3 University OBA Plan • Development of Faculty’s OBA roadmap • Discussion in the Science Faculty’s Strategic Meeting • Provide central support, programmes take ownership • Address recommendations in programme reviews • Build on works completed, and good initiatives and practices • Enhance students’ involvement

  44. …SM3.3 University OBA Plan • A framework for the Science OBA roadmap • Strengths and challenges • Capacity built: good progress in the TDG project, many good initiatives in the front line • There is some unevenness across programmes in the commitment to framing and implementing an OBA • (Potential) strategies • Enhance students’ involvement to refine learning outcomes • Develop the “outcome x course” matrix • Develop course-level learning outcomes • Detailed OBA course outline for each course • Handbook, App 5H • Centralized database of all course outlines (see SM8.1) • When all programmes complete their 1st reviews in 2009, identify and work on common challenges

  45. SM3.4 Programm-level Learning Objectives • University-level learning outcomes: CUHK Strategic Plan includes a statement of desired outcomes for its graduates • an appreciation of the values of a broad range of intellectual disciplines as well as general knowledge; • a depth of knowledge within a specialty, not only as an end in itself but also as a vehicle for experience in serious study and enquiry; • a high level of bilingual proficiency in Chinese and English; • a basket of skills including numeracy, analytic skills and IT capability, and ability to continue with life-long learning and professional development;

  46. …SM3.4 Programm-level Learning Objectives • have cultivated a habit of reading widely, learnt to be critical and independent, effective in communication and working in a team; • have a deep understanding of Chinese culture and an appreciation of other cultures, a high degree of inter-cultural sensitivity, tolerance and a global perspective; • an attitude of compassion, honesty and integrity, and the ability to contribute as citizens and leaders; • a sense of purpose, responsibility and commitment in life, a desire to serve, as well as taste in their pursuits. • University-level outcomes cascade to influence programme- and course-level outcomes and curriculum design (Science: Handbook 13-2)

  47. …SM3.4 Programm-level Learning Objectives • Promotion of OBA at programme level • There has been a concentration on programme-level outcomes flowing from high-level outcomes • Science • Outcomes are developed with reference to university-level outcomes, with external references • UK Quality Assurance Agency (QAA) benchmark statements • University of Oxford outcome statements • Europe higher education structure: Bologna Process • All outcomes in Science can be classified into three broad categories (same as those at the university-level) • Content • Skills: Professional and generic skills • Attitude/value

  48. …SM3.4 Programm-level Learning Objectives • Science programmes’ learning outcome statements all uploaded to the OBA Website • http://www.cuhk.edu.hk/sci/OBA/project_progress/project_progress04.html • Programme-level learning outcomes shape the faculty-level and university-level outcomes in the long-run • Care has been taken to stress that outcomes need not be quantitatively measurable --- avoid the negative connotations associated with the behavioural objectives movement

  49. …SM3.4 Programm-level Learning Objectives • Contribution of individual courses to progrmme outcomes • The “course x outcomes” matrix • The relative contributions of courses to nurturing capabilities • SM3.4-app3: Outcomes statement for Environmental Science

  50. SM3.5 Course-level Objectives and Planning • Development of an OBA at course level • Course planning follows the OBA specified in the IF • Align course-level learning outcomes with programme and University outcomes • Within each course, align content, learning activities, assessment with the desired learning outcomes • Policy and processes for course development and review • Course planning and reviews: regular internal process • course review at least every three years • Course description form (Form A) (Handbook App 5A, p.19) and course outline (Handbook App 5G) • Content, learning outcomes, learning activities, assessment, feedback for evaluation, learning resources etc. • CLEAR’s service for course planning and review

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