Quality in Undergraduate Education (QUE)
Spring Meeting 2004
April 16, 2004
Collecting the History of QUE: Cluster Meetings
For the rest of the day, we would like you to meet in your clusters and
assemble individual and collective reflections on QUE. A member of your
cluster will keep notes, either on chart paper or on a computer.
What did you expect from QUE?
Did your understanding of your discipline and your disciplinary identity change because of your participation in QUE?
How have your perceptions of QUE, its aims and activities, changed during your participation?
Has QUE taught you anything about yourself as a learner?
Have you seen any changes in the programs or courses at your institution or in your department that would indicate a movement towards an emphasis on student learning outcomes? Are these attributable to QUE?
Did your institution support your participation and work in QUE?
Did your institution make it possible for you to share the QUE work with
Did your institution/department assist you in advancing the goals of QUE-establishing standards, designing assessments, aligning curricula with standards, improving student learning?
Has QUE provided you with tools that you can use as an agent of change?
How will you use those tools in future situations at your institution or in your department?
How would you characterize these obstacles? For example: personal or institutional resistance to change? Lack of administrative support? Fear of losing a favorite course? "Academic freedom" protests?
What might have helped to overcome theses obstacles?
Has your view of the dynamics of the classroom changed as a result of
your participation in QUE?
Has the curriculum been analyzed to see whether it is a logical, coherent,
unified experience for the student?
To what degree has your work in QUE become part of your institution/department?
Two-year and four-year relationships
Has the relationship between/among the two-year and four-year institutions
in your cluster changed?
Have transfer students benefited from faculty cooperation between two and four-year institutions on identifying student learning outcomes?
What kinds of new information about student learning have been provided by these assessments?
Have you designed assessments or other means of discovering whether each and every student has reached proficiency in the learning outcomes for the major?
Who has used the assessment information?
Were any changes made in the curriculum as a result of the assessment?
Successes and Challenges
Where do you think postsecondary education in the U.S. is going?