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Open Access

241. Quality Approaches in Higher Education, Vol. 3 No. 1

by Deborah Hopen

Quality Approaches in Higher Education Vol.3 No.1 New Perspectives on Customer Focus The articles in this issue include:
Balancing Customer Needs and Standards in Higher Education Cathy Hall, William Swart, and Steve Duncan
Using Social Media to Enhance Students’ Learning Experiences James A. Griesemer
An Integrated Approach to Quality Enhancement in a Multi-Campus University Chenicheri Sid Nair, Patricie Mertova, and Nicolene Murdoch
In-Class Versus Interactive Television Instruction: A Study to Determine Comparability David Plum and Christine Robinson

  • Filetype: pdf
  • Publish date: 2012-03
  • Quality Approaches in Higher Education; Vol. 3; Issue 1
Open Access

242. The Essential Facts

by Amanda Hankel

The Essential Facts System™ is one of many quality tools being implemented in the Greenville School System. In this article, read how the system has been instrumental in Lynnette Bumgarner’s first-grade class in helping her students retain and build on the knowledge they gain throughout the school year. The system consists of various “facts” based on the state’s curriculum standards in each subject—science, math, language arts and social studies. The facts are worded in fill-in-the-blank format, and represent the units within the standard curriculum for a grade level. The system was the topic of a session at ASQ's 2011 National Quality in Education Conference, presented by Brenda Byrd, principal of Bethel Elementary School in Greenville, and Tami Miller, leadership development coordinator for the Greenville Chamber, which has worked with area schools to implement quality initiatives for 10 years and continues to support sustainability.

  • Filetype: pdf
  • Publish date: 2012-03
  • ASQ Primary and Secondary Education Brief
Open Access

243. Teaching Quality Impacts Student Achievement

by Bob Hoglund and Cindy McClung

Teacher accountability and evaluation reform are prevalent around the country, prompting leaders to identify specific characteristics and strategies that indicate highly effective teaching. In this article, the authors suggest that professional development in the area of quality tools and processes can help teachers to significantly impact student achievement

  • Filetype: pdf
  • Publish date: 2012-03
  • ASQ Primary and Secondary Education Brief
Open Access

244. Teachers That Make a Difference

by Amanda Hankel

What defines a quality teacher? This editorial outlines the highlighted content in the March issue of the Primary and Secondary Brief, which includes articles about teachers and schools working to define quality teaching and achieve it with the use of tools and techniques that promote continuous improvement.

  • Filetype: pdf
  • Publish date: 2012-03
  • ASQ Primary and Secondary Education Brief

245. IS0 26000 and Educational Leader Preparation

by Fernando F Padro;

A discussion of preparing teachers to lead our next generation of students and to consider social responsibility and social justice through the lens of ISO26000 and ELCC/ISSLC Standards.

  • Filetype: pdf
  • Publish date: 2012-02
  • Workforce Development Brief

246. An Integrated Approach to Quality Enhancement at a Multi-Campus University

by Nair, Sid; Murdoch, Nicolene; Mertova, Patricie;

Quality Approaches in Higher Education Vol. 3 (1) Feb 2012 article by Chenicheri Sid Nair, Patricie Mertova, and Nicolene Murdoch. This article focuses on a multicampus, research intensive Australian tertiary institution and examines one aspect of how the institution approaches quality management. In particular, it explores the recently introduced integrated evaluation data management system that consolidates and stores data from multiple internal and external sources to enable improvement and benchmarking. It also highlights some of the systems in place to communicate mprovement to students and external agencies.

  • Filetype: pdf
  • Publish date: 2012-02
  • ASQ Education Division Web Site

247. Balancing Customers' Needs and Standards in Higher Education

by Swart, William; Hall, Cathy; Duncan, Steve;

Quality Approaches in Higher Education Vol. 3 (1) Feb 2012 article by Cathy Hall, William Swart, and Steve Duncan, all faculty at East Carolina University. As major business enterprises, today’s colleges and universities may want to consider strengthening their customer oriented approaches in interactions with students. Institutions of higher learning are grappling with difficult fiscal realities, a new emphasis on students as consumers, faculty challenges in balancing rigor and student course ratings, as well complex human performance processes. Student expectations, faculty pressures, and competitive markets all contribute to an environment where it’s now commonplace to negotiate critical standards in higher learning. This article examines various influences on institutions of higher learning as they move toward a customer-oriented focus. It also stresses the importance of balancing the needs of various customer groups while continuing to serve as purveyors of educated human resources

  • Filetype: pdf
  • Publish date: 2012-02
  • Education Division Web Site

248. Using Social Media to Enhance Students' Learning Experiences

by Griesemer, James A. ;

Quality Approaches in Higher Education Vol. 3 (1) Feb 2012 article by James A. Griesemer. This article focuses on continuing efforts using social media to enhance undergraduate business students’ learning experiences. My college makes an online course management system (CMS) and training available to instructors, but leaves its use to the instructor for traditional courses. I use the CMS’s features such as bulletin boards, wikis,and online meetings and also incorporate other tools like blogs, podcasts, really simple syndication (RSS), and Twitter. Although incorporating social media into a course requires considerable time and effort, the results to date have exceeded expectations.

  • Filetype: pdf
  • Publish date: 2012-02
  • ASQ Education Division Web Site

249. In-Class Versus Interactive Television Instruction

A Study to Determine Comparability

by Robinson, Christine; Plum, David;

Quality Approaches in Higher Education Vol 3 (1) Feb 2012 article by David Plum and Christine Robinson. The economic factors and convenience advantages of interactive television (ITV) classes are well known. The question remains, however, as to the effectiveness of ITV instruction versus traditional in-class, face-to-face instruction. This study provides a statistical comparison of the relative effectiveness of three approaches: traditional face-to-face instruction, face-to-face instruction combined with originating an ITV class, and remote ITV-recipient classes. Final grade performance was analyzed using several different models and tests, with care taken to screen out controllable variables to the extent possible. Results failed to detect a significant positive or negative impact on grades due to ITV instruction.

  • Filetype: pdf
  • Publish date: 2012-02
  • ASQ Education Division Web Site
Open Access

250. Workforce Development Brief (2012-2)

February 2012

by Deborah Hopen;

The Workforce Development Brief (February 2012), published by the ASQ Education Division. It includes the following authors and the titles of their articles: Competency-Based Learning by Belinda Chavez; Workforce Development and Improvement by Tom Berstene; Professional Ethics by Bruce Bayley; Intrinsic Motivation by Christine Robinson; Building Professional Connections by Adina Suciu

  • Filetype: pdf
  • Publish date: 2012-02
  • Workforce Development Brief
Open Access

251. Leading the Way

by Amanda Hankel

Like schools in most states, Dunlap Community Unit District 323 in Peoria, IL has moved to embrace the Common Core State Standards, which focus on teaching higher-ordered thinking skills—such as synthesis, analysis, evaluation, innovation and creativity, said Jay Marino, the district's superintendent who is also an international consultant on continuous improvement and K-12 Systems Chair for the ASQ Education Division. As the Dunlap school district becomes more rigorous in its focus on embracing 21st century learning standards, it has increased its focus on the areas of science, technology, engineering and math (STEM) because the two go hand-in-hand. To do this, the district has adopted courses from Project Lead the Way (PLTW), a provider of STEM education curricular programs used in middle and high schools across the United States.

  • Filetype: pdf
  • Publish date: 2012-02
  • ASQ Higher Education Brief
Open Access

252. Increasing Sustainability of STEM Intervention Programs Through Evaluation

by Casey E. George-Jackson and Blanca Rincon

Intervention programs designed to improve undergraduate students’ participation and success in the Science, Technology, Engineering, and Mathematics (STEM) fields exist in colleges and universities throughout the United States. These programs seek to attract and retain traditionally underrepresented students including women and minorities through supplemental services including tutoring, mentoring, research, and social support networks. This study examines the extent to which such programs conduct evaluations of their program or services, and how evaluations impact the legitimacy of intervention programs. The results are discussed in terms of the legitimacy cycle and the PDSA cycle. Recommendations for STEM Intervention Programs, such as partnering with other departments and colleges to conduct evaluations, are offered.

  • Filetype: pdf
  • Publish date: 2012-02
  • ASQ Higher Education Brief
Open Access

253. Ph.D. Program Offers New Opportunities in Engineering, Applied Sciences

by Osama Abudayyeh and Anthony Vizzini

Emerging engineering challenges and research questions of national and international stature are requiring an interdisciplinary approach to finding solutions. The College of Engineering and Applied Sciences (CEAS) at Western Michigan University (WMU) currently offers five discipline-specific doctor of philosophy (Ph.D.) programs that provide opportunities for faculty to work on research problems in classical fields of engineering. In this article, learn about the new Ph.D. program in the engineering and applied sciences (EAS) that provides the flexibility needed to address new and emerging interdisciplinary research areas that cut across several engineering and science disciplines. It also provides access to doctoral-level research activities to the 36% of our faculty in CEAS who did not have a mechanism to supervise Ph.D. students.

  • Filetype: pdf
  • Publish date: 2012-02
  • ASQ Higher Education Brief
Open Access

254. SySTEMically Improving Student Academic Achievement in Mathematics and Science

by Kevin Mason, Jerrilyn Brewer, Jerry Redman, Charles Bomar, Petre Ghenciu , Mike LeDocq and Carolyn Chapel

The Western Wisconsin STEM Consortia project – SySTEMically Improving Student Academic Achievement in Mathematics and Science – provided professional development for 60 K-12 teachers from 9 different school districts in Western Wisconsin. The project was funded by a Math and Science Partnership Grant from the Wisconsin Department of Public of Instruction. The purpose of the project was to increase the academic achievement of students in mathematics and science by enhancing the content knowledge and teaching skills of classroom teachers. The 2010 Summer STEM Academy focused on ecosystems and the interdependence of organisms (Wisconsin Model Academic Standards F.12.7 and F.12.8), scientific inquiry (Wisconsin Model Academic Standard C), and statistics and probability (Common Core Standards S-CP and S-MD). It also addressed effective pedagogical strategies in mathematics and science, including contextual teaching, problem-based learning, project-based learning, and inquiry-based learning. The

  • Filetype: pdf
  • Publish date: 2012-02
  • ASQ Higher Education Brief
Open Access

255. From the Editor: Preparing Our Future Innovators

by Amanda Hankel

While teens believe some science, technology, engineering and technology (STEM)-related careers as offering the best chance of getting a job in the future, 67 percent of youth in grades 6-12 who are interested in pursuing a STEM career say they are concerned about the obstacles they would face, a recent ASQ survey reported. The survey was fielded online among 713 youth in grades 6-12 and a complementary survey was fielded online among 327 parents of children aged 10-17, in anticipation of National Engineers Week, Feb. 19-25. Meanwhile, ASQ has more than 14,000 member engineers who say they are concerned about ensuring a highly skilled workforce and educated engineers for the future. So what do these results mean? I think it means students want to pursue STEM-related careers, but question their preparedness to meet the demands of these fields.

  • Filetype: pdf
  • Publish date: 2012-02
  • ASQ Higher Education Brief
Open Access

256. Guest Editorial: Reflections on Moving Forward on STEM Education

by Cindy P. Veenstra

The ASQ Education Division held a division conference last summer at the University of Wisconsin Stout that focused on science, technology, engineering and math (STEM) education. The conference networked ideas to help students succeed and transition to STEM careers. From the 2011 conference, a book is being published of selected papers by 36 authors edited by the conference co-chairs, Julie Furst-Bowe, Fernando Padró and Cindy P. Veenstra. The book, Advancing the STEM Agenda: Quality Improvement Supports STEM, will be published by ASQ Quality Press in May. In this article, based on this experience, Veenstra offers her reflections on STEM education.

  • Filetype: pdf
  • Publish date: 2012-02
  • ASQ Higher Education
Open Access

257. ASQ Education Division's Strategic Plan on a Page

by Jay Marino

ASQ Education Division's Strategic Plan on a Page. This Plan defines the mission, vision, values & beliefs, goals and guiding philosophy of the division.

  • Filetype: pdf
  • Publish date: 2012-01
  • ASQ.ORG
Open Access

258. QED News Announcement

call for articles..

  • Filetype: pdf
  • Publish date: 2012-01
Open Access

259. A New Tool to Uncover Curricular Shortcomings

by Bill Herman

Monona Grove School District has created a software tool, Ascent, to simplify measuring the academic progress of student groups. Using national growth norms as a reference point, Ascent enables quick comparison of the growth of student groups as selected by the user, so that data indicating weak group growth can be uncovered, underlying causes can be investigated, and curricular and instructional responses can be designed and implemented. The development of Ascent was funded by a federal ARRA grant. Ascent is licensed as open source and is freely available.

  • Filetype: pdf
  • Publish date: 2012-01
  • ASQ Primary and Secondary Education Brief
Open Access

260. Quality Counts: Report Issues Grades for Education Performance, Policy

by Amanda Hankel

The nation and many states face continuing challenges in delivering a high-quality education to all students, according to Quality Counts, the annual report card published by Education Week. The nation receives a C when graded across the six distinct areas of policy and performance tracked by the report, the most comprehensive ongoing assessment of the state of American education. For the fourth year in a row, Maryland earns honors as the top-ranked state, posting the nation’s highest overall grade, a B-plus. Perennial strong finishers Massachusetts, New York, and Virginia follow close behind, each receiving a B. Nearly half the states, however, receive grades of C or lower.

  • Filetype: pdf
  • Publish date: 2012-01
  • ASQ Primary and Secondary Education Brief
Open Access

261. Making Data Meaningful

by Amanda Hankel

With the idea of data-driven instruction—using data to shape curriculum—becoming increasingly expected of schools today, the ability to collect and interpret data is becoming more important than ever for primary and secondary education teachers. And from standardized test scores to student assessments and assignments, there is no shortage of data available. The problem is that with increasingly less time and fewer resources, teachers are facing difficulty in interpreting data in a way that is meaningful in making instructional decisions. In this month’s Primary and Secondary Education Brief, we focus on the topic “Moving Beyond Data Analysis to Data Interpretation and Use in Daily Instruction.” We take a look at how teachers can collect the right data that will be useful to them, and then interpret it in way that will be meaningful for guiding instruction.

  • Filetype: pdf
  • Publish date: 2012-01
  • ASQ Primary and Secondary Education Brief
Open Access

262. Using Data to Guide Instruction

by Amanda Hankel

To better use data at Cedar Rapids Community Schools, the district began using a process to analyze in-process/formative data to identify learner needs and inform instruction. The process is adapted from the Analyzing Student Work Template from the New Teacher Center at the University of California-Santa Cruz. Since piloting the process in select elementary schools in 2008 and moving to full implementation in all elementary schools in 2009, the district has seen tremendous growth. In 2011, third, fourth and fifth graders have made at least a year-and-a-half growth, according to a district data analysis using the National Grade Equivalency with the state's Iowa Test of Basic Skills for grades K-8.

  • Filetype: pdf
  • Publish date: 2012-01
  • ASQ Primary and Secondary Education Brief
Open Access

263. Systems Thinking: Critical to Quality Improvement in Higher Education

by Julie Furst-Bowe

Quality Approaches in Higher Education Vol. 2 (2) Dec 2011 article by Julie Furst-Bowe. For a successful approach to systems thinking, four components are needed: inclusive leadership, clearly defined set of student and stakeholders groups, a participatory planning process, and an end to end system for measuring institutional performance. These are discussed as they have pertained to the University of Wisconsin-Stout along with challenges for quality improvement in higher education.

  • Filetype: pdf
  • Publish date: 2011-12
  • Quality Approaches in Higher Education; Vol. 2; Issue 2
Open Access

264. STEM:An Entrepreneurial Approach

by Keith T. Miller

STEM: An Entrepreneurial Approach was the keynote address given by Dr. Keith T Miller, president of Virginia State University at the 2011 Advancing the STEM Agenda Conference. It was published in the Division's Quality Approaches in Higher Education Vol. 2 No. 2 (Nov. 2011). It discusses the need for STEM majors and how we must have the mind-set to educate one STEM student at a time. It describe a strategic plan for recruiting more STEM students to our universities and the importance of an entrepreneurial approach to exciting students about the STEM fields. We can improve the quality of our STEM education by adopting these approaches.

  • Filetype: pdf
  • Publish date: 2011-12
  • Quality Approaches in Higher Education; Vol. 2; Issue 2
Open Access

265. Quality Approaches in Higher Education, Vol. 2 No. 2

by Deborah Hopen

Quality Approaches in Higher Education Vol.2 No.2 New Thinking New Results The articles in this issue include: Guest Commentary: Systems Thinking: Critical to Quality Improvement in Higher Education Julie Furst-Bowe STEM: An Entrepreneurial Approach Keith T. Miller Understanding Reliability in Higher Education Student Learning Outcomes Assessment Kenneth Royal Using Active, Cooperative Quality Exercises to Enhance Learning James A. Griesemer

  • Filetype: pdf
  • Publish date: 2011-12
  • Quality Approaches in Higher Education; Vol. 2; Issue 2

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