Quality Assurance of Delivery

The college conducts sustained, evidence-based and participatory inquiry to ensure that all modes of delivery are achieving the intended learning outcomes. Curriculum design and delivery are continuously assessed through standardized and regular feedback from students (teacher and class reviews are regularly conducted) and KPI surveys. Coordinators provide academic advising, and a Centre for Student Success is located on campus to help

Benchmarks:

1. The institution conducts sustained, evidence-based and participatory inquiry to determine whether courses and the program (whether delivered using traditional, web facilitated, blended, hybrid or online methods) are achieving the intended learning outcomes.

2. The results of such inquiry are used to guide curriculum design and delivery, pedagogy and educational processes.

3. Assessment of the delivery methods includes consideration of: a) their quality and effectiveness;

b) standardized and regular feedback from students;

c) provisions for pre-registration and ongoing academic advising; d) policies concerning interventions for poor student progress; and e) availability and suitability of technical and other supports. 4. Delivery methods are appropriate to course content and design.

5. The institution has the expertise and resources to support the proposed delivery methods and to ensure their effectiveness.

6. The delivery methods contribute to and enhance the creation of academic community among students and between students and faculty. For online learning elements, this includes ensuring that:

a) the program/course design and the course syllabus make appropriate provisions for instructor-student and student-student interaction; and

b) the technologies used to achieve interactions among faculty and students (e.g., email, telephone office hours, phone conferences, voicemail, fax, chat rooms, web-based discussions, computer conferences, threaded discussions) are adequate.

In addition to describing them in this section, include in the electronic “Policies” file the college’s policies, guidelines and practices pertaining to quality assurance of program delivery method(s).

students with a variety of learning difficulties. As well, information technology and media services departments are in place to assist with both software and hardware issues and provide technical support to both students and faculty.

Georgian College has a documented history of excellence in quality of program planning and delivery (PQAPA, 2009). Policies and procedures pertaining to quality assurance of program delivery methods are found in our Policies file (Curriculum Handbook: Programs and Courses v.3; Student Satisfaction KPI Survey, and Program Quality Assurance Process Audit Orientation Manual; Georgian College Final Audit Report, and 18-Month Follow- up Report).

Methods of Delivery

This degree program offers both in-class and online delivery and class outlines clearly state expected learning outcomes and course content as well as evaluation methods.

The courses will be presented using lectures and visual presentations, site visits, tutorials, guest speakers, labs, case studies, demonstrations, and independent and group research. The fundamental theories, principles and concepts will be presented through classroom lectures, demonstrations, directed readings, and an analysis of appropriate business cases. These fundamentals will be reinforced through student discussions, case analyses, labs and participation in the courses such as the Management and Leadership capstone, where students will apply their learning to real situations. In the preparation of their research and analysis, students will use major reference works, electronic/online databases, corporate, government or education websites, as well as conduct end user research. Students will be required to apply this research to complex situations in a variety of contexts and provide supporting arguments for their conclusions. Their analysis, synthesis and arguments will be presented in case analyses, short research papers, major essays, proposals and presentations.

The students will formulate proposals derived from their research, test their theories in seminar groups or in assigned projects and will present and debate their positions in simulated settings with other students and professors.

Professional Pedagogical Development of Faculty

The Centre for Teaching and Learning (CTL) facilitates academic professional development with an emphasis on the quality of students’ learning experiences and support for those experiences both in and outside classrooms. This includes support for the program development and review process. The emphasis is on internal PD as well as external PD that leads to improved student learning through improved teaching and learning practices, systems, and support.

The Centre for Teaching and Learning works with faculty and program areas toward the following priorities: 1. To encourage and facilitate discussions about professional teaching practice at the post- secondary level,

through workshops, mentoring, online learning, and open dialogue.

2. To facilitate skill development regarding the effective use of technology for teaching and learning. 3. To create instructional and resource materials for faculty on a variety of topics related to assessment,

teaching strategies, and teaching with technology.

4. To provide and support technological (i.e. scanners, development software, digital camera, web links) and print (i.e. books, journals) resources to enhance teaching and learning

5. To develop skills in the academic areas for making and implementing informed delivery choices for curriculum.

6. To implement a model for new faculty orientation and development. 7. To provide support in continuously improving college curriculum.

These concepts are put into action in several ways, as suited to faculty and program need. They are illustrated in the chart below.

In addition, to ensure that the delivery methods are appropriate and will be effective for our degree-level programs, the Advanced Studies Macro Curriculum Committee which has experience and expertise in assessing degree-level outcomes, examines each new program outline, and each new degree-level course.

With respect to our expertise and resources concerning development and delivery of curriculum, our recent comprehensive Program Quality Assurance Process Audit report stated:

The culture of the College reflects a consistent commitment to quality. The Centre for Teaching and Learning is a key vehicle for supporting quality assurance processes. The support and resources available to full-time and part-time faculty, including the Curriculum Handbook, Professional Development

initiatives, and Curriculum Coaches are all well utilized held in high regard and demonstrate a high level of staff engagement in the quality assurance and continuous improvement processes. In addition, a

supportive committee structure for reviewing and developing curriculum processes has been in place at the College for more than 15 years. (PQAPA, 2009)

Development of curricular and instructional innovation and technology skills is supported through the following policies and procedures (available in the Policies file): Employee Orientation and Training Program, Human

Resources Development, Pro 4-102, Human Resources Development Funding, Academic Professional Development Leave, and the Staff Education Assistance Plan.