NUS CHANGE PROJECT: TOWARDS A SHARED UNDERSTANDING OF COURSE QUALITY & COURSE QUALITY STANDARDS

CQ WORKSHOPS 2 staff workshops on ‘Course Quality’ (June & Sept 2017) DAY 1 Faculties/Schools presented case study of a ‘quality course’ Key Words when discussing course quality Barriers to ‘quality’ course design & delivery Do we need an NUS ‘quality’ standard for courses & programmes (Why/Why not)

CQ WORKSHOPS 2 staff workshops on ‘Course Quality’ (June & Sept 2017) DAY 2 Faculties/Schools presented case study of a ‘quality course’ Key Words when discussing course quality Barriers to ‘quality’ course design & delivery Do we need an NUS ‘quality’ standard for courses & programmes (Why/Why not)

Course Quality Workshop… Identify common understanding of ‘Course Quality’ Develop draft framework for NUS Course Quality Standard

Differing Perceptions of Quality

KEY WORDS & PHRASES Assessment Applicable Knowledge Excellence Patience Relevancy Benchmarking standards Mindful Passion Skillful Skills Engagement Variety of course content Positive Fun Standards Outcome Delivery Learning is enjoyable Quality Alignment Productive Effective Reliable Positive learning environment Equity efficient Academic Literature Sustainable Senate IAP CAC Validity Driven Motivational Variety Diversity Rigorous interactive Compliance with National and International Standards Relevance with world/real life demand/ application Effective and efficiency of teaching

BARRIERS TO QUALITY COURSE DESIGN & DELIVERY Language Culture Lack of support - teacher digital competencies Attitude & Personality Access to quality materials Resources Money infrastructure Reluctant to change (old school) BARRIERS TO QUALITY COURSE DESIGN & DELIVERY Course Design - Not applicable to work force Lack of teacher commitment and innovation Adaptability Lack of skilful expertise in assessment and evaluation Consistency of standards across disciplines

Developing the Concept O. Referring to: Matrix of Elements of a Quality Course (from Day 1 presentations) Other examples in Workshop Booklet Develop an overarching list of focus areas for a proposed NUS Quality Standard for Courses For each focus area, brainstorm the expected standard for NUS For each expected standard, propose examples of evidence

Course Design Teaching & Learning Support for Learners Assessment Draft Overview NUS Course Quality Standards Course Design Strategic alignment Constructive alignment Course Content Workplace & Community Linkage Teaching & Learning Adequate & qualified staff Focus on Student Learning Adequate supply of required resources Technology-enabled Support for Learners Learner resource package Learning support Learner information Pastoral care Assessment Valid Transparent Authentic Engaging

Course Design 1.4 Workplace and Community Linkage 1.1 Strategic Alignment The course objective aligns with the NUS strategic and corporate goals and NUS mission. The course objective aligns with Samoa’s national development goals. 1.2 Constructive Alignment There is demonstrated alignment between the NUS Graduate Profile, Programme Profile, Course Objective and Course Learning Outcomes 1.3 Course Learning Outcomes & Content Course Learning Outcomes are consistent with the level of study Course content is organised to foster progressive achievement of the course learning outcomes Course content and learning activities will enable student engagement with: Current knowledge and scholarship in the discipline Study of the theoretical and conceptual frameworks relevant to the discipline Development of advanced skill and competency relevant to the professional field 1.4 Workplace and Community Linkage There is evidence of course and programme endorsement by the relevant industry and professional bodies, relevant community bodies, and other relevant stakeholders.

Next Steps Discuss Draft Framework Elements Guideline statements Application Internal processes Mapping re accreditation standards Embed in NUS policy and processes Quality assurance & enhancement