ERIC Number: ED373847
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Applying Total Quality to the Teaching/Learning Process.
Heverly, Mary Ann
Delaware County Community College (DCCC) in Media, Pennsylvania, began pursuing Total Quality/Continuous Quality Improvement (TQ/CQI) methods in 1985-86. A major initiative to support TQ/CQI efforts in the classroom was the development of a faculty in-service program to introduce models reflecting TQ/CQI principles and practice. Baugher's LEARN (Locate-Establish-Assess-Research-Nominate) Model and Cross and Angelo's classroom assessment technique generated the most interest. The LEARN brings the instructor together with a student quality team to identify opportunities to improve student learning. The model forces systematic data gathering, through the Plan-Do-Check-Act cycle of continuous improvement; and requires that data be collected from the entire class, not just a small segment. The student team brainstorms to identify characteristics that may be interfering with student learning, gathers data, plans changes to improve the classroom process, and evaluates the changes. Faculty were asked to describe how they adapted LEARN, the benefits, problems, and impacts on the faculty, classroom and learning outcomes. Faculty commented that students realized that they were responsible for their own learning; that it was helpful to see classroom dynamics from the students' perspective; that changes seemed trivial to instructors but important to students; and that the project created greater cohesiveness among students. The most common difficulty cited was finding time to implement LEARN. DCCC plans to increase participation to 60 full-time faculty during 1993-94. (Contains 10 references.) (KP)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Delaware County Community College PA; Locate Establish Assess Research Nominate Model
Note: Paper presented at the Annual Forum of the Association for Institutional Research (34rd, New Orleans, LA, May 29-June 1, 1994).