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

2. 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)

3. 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)

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

6. Differing Perceptions of Quality

7. 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

8. 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

9. 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

11. 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

12. 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.

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