DRIVING TEACHING QUALITY IN UNIVERSITY EDUCATION: CURRENT TRENDS

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DRIVING TEACHING QUALITY IN UNIVERSITY
EDUCATION CURRENT TRENDS

• Prof. Charles Ogbulogo
• Deputy Vice Chancellor
• Covenant University
• 2009/2010 Executive Advance _at_ Covenant University

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• 1.0 The Problematics
• Though Universities have been known to exist for
  the purpose of teaching, research, community
  development and quite recently, entrepreneurial
  development, the description of an institution as
  a teaching University appears derogatory, as
  opposed to a research University. This paradox
  is carried over to the promotion guidelines of
  academic staff in tertiary education in many
  contexts. This state of affairs justifies the
  move by Covenant University to factor in Teaching
  Quality when assessing our Faculty for promotion.
  Consider the Table below

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• Parameters for Assessment for promotion at
  Covenant University
• Sound scholarship
  65
• Effective and competent teaching
  20
• Exemplary leadership skills/traits
  15
• Contribution to Community Development 15
• Alignment with the Core Values 40
  Total 155

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• At the international level, the procedures for
  ranking world-class universities tend to exclude
  teaching quality. Witness the following
  considerations.
• Global University Ranking This is based on the
  ranking of 400 World-Known Universities by the
  RatFER, a Russian based non-commercial
  independent rating agency heavily endorsed and
  supported by the Russian academic society. The
  Global University Ranking combines the four major
  global ranking scales

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• Academic Ranking of World Universities, by
  Shanghai Jiao Tong University
• HEFACT (Higher Education Evaluation and
  Accreditation Council of Taiwan)
• Times QS (Times publications company in
  association with Quacquarelli Symonds)
• Webometrics (by the Cybermetrics Lab-of Spain
  based on web presence)
• In the opinion of the experts comprising project
  officials and managers, University positions are
  determined by the following seven critical areas

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• Academic performance
• Research performance
• Faculty expertise
• Resource availability
• Social significant activities of graduates
• International activities of the University and
• International opinion of foreign Universities

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• Other notable ranking groups are the
• Newsweek Ranking platform
• The Wuhan University Ranking for Chinese Science
  Evaluation
• The Chinese Academy of Management Science
• The Higher Education Commission of Pakistan.

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• India Today and Outlook Magazines Ranking in
  major disciplines
• The Professional Regulation Commission and the
  Higher Education Ranking of the Philippines based
  on pass rates.
• The European Union Ranking for the 22
  Universities in the EU with the highest
  scientific impact.
• Le Nouvel Observateur Magazine Ranking of Grandes
  ecoles (universities)

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• The German Centre for Higher Education
  Development Ranking of Excellent European
  Graduate Programmes for biology, chemistry,
  mathematics and physics.
• La Repubblica which in collaboration of CENSIS
  compiles a league of Italian Universities.
• The Ad Astra Association of Romanian Scientists
  for the ranking of Romanian Universities.
• The SWISSUP Ranking for Swiss University and
  polytechnic students.

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• Zerkabo Nedeli Newspaper Ranking of top 200
  Ukrainian Universities.
• Macleans Ranking of Canadian Universities
• The U.S News and World Report as the best known
  American College and Universities Ranking.
• There are indeed many other Ranking platforms.
  What appears hidden is that the quality of
  research and academic performance of students are
  directly related to the quality of instruction
  received by both Faculty and Students. Here in
  lies the need for Teaching Quality as a criterion
  

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• Since no African benchmark has emerged, Covenant
  University has a golden opportunity to establish
  one, and with the deliberate intention to
  incorporate teaching quality. Our Spiritual
  platform provides further impetus. I am grateful
  to Professor Okebukola for highlighting the
  possibility of incorporating teaching quality in
  the ranking of Universities. In his very seminal
  presentation on the strategies for achieving
  world-class status he alluded to the Nigerian and
  Algerian ranking proposals.
• What then is the concept of Teaching Quality?
  This question is against the background of the
  general confusion about the concept of teaching.
  The idea of Teaching Quality is greatly dimmed by
  the following faulty assumptions
• University lecturers need only subject expertise

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• The modern day student has very little need for
  professional teachers.
• Preparing lecture modules, evaluation and
  examinations are unnecessary drudgery that should
  be out sourced to administration.
• In spite of these faulty assumptions, the
  following realities stare us in the face
• Even a great researcher may not be a great
  teacher.
• Most new lecturers have a challenge of coping
  with class expectations.
• The typical Nigerian undergraduate may have low
  attention span and may want to avoid classes.

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Objectives

• The over all aim of this paper is to present
• the salient points of Teaching Quality as
• they relate to Covenant University. In
• specific terms, it is expected that we should
• be able to
• identify the key aptitudes of a cross section of
  Covenant University students,
• match appropriate teaching methods to these
  aptitudes
• discuss a model for evaluating teaching quality

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• point out simple processes of testing teaching
  outcome and
• re-examine teaching quality enhancement
  programmes at Covenant University
• 3.0 Teaching Quality
• Teaching Excellence or Quality as viewed by
  experts at Penn State University (2009), and
  corroborated earlier by Baink (2004), Bartlett
  (2003), and Hyman et al (2000), as
• that academic process through which students
  are motivated to barn in ways that guarantee
  sustained, substantial and positive influence on
  how they think, act and feel

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• It is also
• A process that elevates students to a level where
  they learn deeply and remarkably as a result of
  teacher attributes which include among other
  things
• Expertise in the subject matter
• Skills in pedagogy
• Excellence in communication
• Readiness to play the role of a mentor
• Skills in continuous assessment

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• Generally, an excellent teacher contributes
  positively to the learning environment by
  providing exceptional energy, keen interest in
  students and extraordinatory strengths in all the
  five areas above.
• The overall aim of all the programmes at
  Covenant University is to Raise a New Generation
  of Leaders. From this perspective, the standard
  of teaching we desire should incorporate a wide
  range of techniques including

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• Lectures
• Seminars
• Tutorials
• Laboratory sessions
• Field trips
• Mentoring and Supervision
• Demonstrations, etc.

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• In modern times, the wide range of aptitudes
  have been described as forms of intelligence.
  People tend to do well when they pursue careers
  that relate to their aptitudes. The following are
  common forms of aptitudes
• Verbal/linguistic intelligence
• Logical/Mathematical intelligence
• Visual/spatial intelligence
• Bodily/kinesthetic intelligence

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• Naturalist intelligence
• Musical/Rhythm intelligence
• Interpersonal intelligence
• Intrapersonal intelligence
• 4.0. Time-tested Teaching Methods
• Success depends on how well a teacher is able to
  adapt teaching methods to the needs of the
  students. The application of time-tested methods
  is presented below

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5.0 Evaluating Teaching Quality

• Successful teaching methods are evaluated on the
  basis of how they relate to the cognitive,
  affective and psychomotor domains of learning. In
  practical terms, emphasis is on the following
• A. Knowledge and Appreciation
• Changing students factual knowledge and
  competence.

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• Reinforcing capacities for reasoning, writing,
  speaking, etc.
• Fostering intellectual appreciation.
• B. The organisation of specific lessons
• How ideas fit into the courses as well as the
  general programmes
• Use of course compacts
• Teaching with objectives in mind
• C. Clarity of Explanation
• Use of paraphrases
• Metaphors and anecdotes
• Avoiding ambiguities

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• D. Presentation Quality
• Communication
• Enthusiasm
• Use of gestures
• Retention of attention
• Structure and points of emphasis
• Avoiding overload
• Speaking clearly and coherently
• E. Stimulation of Interest
• To enhance lecture attendance
• To encourage class participation

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• F. Openness to Ideas
• Fostering active involvement.
• Willingness to communicate ideas openly.
• Ensuring that students think for themselves in a
  creative and flexible way.
• Eliciting commitment.
• G. Building Rapport
• Enhanced interpersonal relations
• Enhanced feedback flow
• H. Fairness
• Open communication
• Constructive feedback
• Equity and responsiveness
• Availability
• Cf Clark, (2009)

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6.0 Practical Steps to Follow in the Classroom

• 6.1 Ensuring creative lesson plans
• Develop core teaching competencies
• Use appropriate classroom communication
• Strive for teaching organization
• Strive for appropriate use of questions
• Engage in Accurate evaluation processes.

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• 6.2 Creating Quality Plans for Evaluating
  Teaching outcome
• Formative Evaluation (on-going)
• Summative Evaluation (terminal)
• Evaluation can be done through
• Performance demonstration
• Analysis construction
• Questions, tests and examinations are the most
  common forms of evaluation

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• 6.3 Why do we Test?
• To find out how well students learn.
• To discover learning abilities.
• To help in career and educational placement.
• To identify difficult parts that will require
  emphasis.
• 6.4 Types of Tests
• Teacher-made tests.
• Standardized tests.

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• 6.4.1 Standardized Tests
• These are used many times to achieve an average
  level of performance across a specific level of
  attainment.
• Used by psychometricians to identify
• Learning abilities
• Aptitudes and interests
• Achievements
• Competency
• Personality type

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• We are more concerned with teacher-made tests
  which can be
• Pop quizzes,
• Oral,
• Computer based,
• Diagnostic,
• Pro-tests (to give information on learners
  before the class begins,
• Instruction tests (usually occurring as
  chapter-end or unit-end tests),
• Mastery tests (which show when learners should
  move to the next level,

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• 6.4.2 Creative Test Formats
• The Objective Format as in
• Alternative-response (True/False)
• Multiple Choice
• Fill-in
• Matching
• The Essay Type
• Extended-response
• Restricted response

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• The Oral Format for expression, language
  learning, reporting, interviews
• The performance format for speech, drama,
  driving, mathematics, music, experiments,
  programming
• Note that tests should be used creatively to make
  them attractive. Scoring should also be
  systematic, valid and reliable. The modern
  teacher should be familiar with the following
  terms

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6.4.3 Other Keywords in Testing

• Non Standardized tests prepared by teachers to
  evaluate students progress in mastering specific
  information.
• Group tests given to different people at the
  same time.
• Individual tests taken just by one person at a
  time
• Norm referenced tests which contrast one
  students work with those of other students who
  had taken the test.
• Criterion referenced tests which match a
  students results against a standard.

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• 6.4.4 Constructing Reliable Tests
• Tests cover the three domains of learning
  cognitive, affective and psychomotor.
• The Cognitive Domain
• Concerned with intellectual understanding
• The ability to use ideas and information as
  presented
• Related to the knowledge and understanding that
  lead to attitude, skills or actions
• Occurs along the following levels
• Knowledge what just at the level of recall.

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• Comprehension for understanding relevant for
  restating, comparing.
• Application asking how, using information.
• Analysis Using information and asking why.
• Synthesis Creating new information.
• The Affective Domain
• This domain concentrates on the attitude changes
  stated in the learning objective. The domain
  finds expression in the following tasks
• Receiving becoming aware of ideas and being
  interested to learn about them.
• Responding seeking further information.

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• Valuing showing more commitment to the idea
  since there is more value
• Organizing a value set adding more ideas to the
  values or beliefs already held
• Characterizing by value complex making the
  value as part of life cf Covenant University
  Core Values
• The Psychomotor Domain
• At this level, emphasis is on the ability to use
  the hands to do things, as in experiments,
  workshop experience and practical sessions.

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• Interestingly, a great deal of schoolwork depends
• on the cognitive domain. However, at Covenant
• University, we programme towards the affective
• because of our human development imperative.
• In drawing questions for evaluation, the
  following
• words will be found helpful knowledge level

Define, recall, where, who, what, when,
recognize, identify, list, how many etc.
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• Comprehension Level
• Compare, contrast, differentiate, explain,
  rephrase, distinguish, describe, interpret,
  translate, predict.
• Application Level
• Apply, how, solve, design, calculate,
• demonstrate, which, choose, build.
• Analysis Level
• Analyse, why, compare, recognize, contrast, draw,
  
• identify, infer, support, distinguish, determine
  etc.

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• Synthesis Level
• Create, plan, construct, formulate, design,
• illustrate, write, suggest
• Evaluation Level
• Judge, assess, decide, appraise, choose,
• evaluate conclude, give opinion, why.
• As we strive towards world-class status, it is
• expedient that we begin to emphasise the
• psychomotor domain.

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7.0 Attempts at Instituting Teaching Quality at
Covenant University

• Covenant University was established as a
  revolution in education. As a result, it has
  consistently charted pathways for excellence.
  Apart from supporting a series of lectures
  including. The Idea of a University series, it
  has pioneered a move to redefine Teaching
  Quality. Eminent Faculty at the Professorial
  cadre have identified critical ingredients of
  teaching excellence.
• To Ako, (2008), teaching quality is a function
  of the interplay of the environment, the
  students background, the teachers background

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• and the attitude of the Management. He returned
  a verdict that the environment and the attitude
  of the Management are as the very high scale at
  Covenant University.
• He argues that Covenant University should put in
  place very solid structures to recruit quality
  students and Faculty. This suggestion has
  already been addressed by our internal efficiency
  processes.

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• Elemo (2008), identifies quality teaching as a
  critical condition of building a successful
  University in the 21st century. In ensuring that
  teaching is of the highest quality, he recommends
  more rapport between students and Faculty,
  cooperation among students active learning by
  students, the availability of quality feedback,
  excellent communication and respect for
  diversities
• At the 2008/2009 induction for new Faculty,
  Awonuga (2008) focused more on quality evaluation
  as the basis for excellence in teaching.

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• He suggests that examination should be valid and
  reliable, and should be student-friendly.
  Grading should also be consistent and fair.
• At the corporate level, the University
  Management recommends Teaching Quality to
  emphasise quality of lecture modules, use of
  modern teaching aids, lecture delivery and
  overall students performance. Experience based
  on the number of years of teaching shall also be
  considered. Scoring for promotion will be as
  specified below

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• a) Length of teaching
• b) Students evaluation
• (i) Lecture Attendance
• (ii) Quality of Tests and Questions
• (iii) Frequency and relevance
• assignments with evidence of return of
  graded manuscripts to students
• (iv) Coverage of Course Outlines

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• c) Lecture modules-with proof of portal
  posting
• d) Modern teaching aids
• e) Lecture delivery/examination
  procedures
• Overall students performance based on
  profiles of courses taught.
• The total marks allocated is 20

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• To ensure quality assurance, the following are
  recommended.
• Courses to be distributed based on experience and
  expertise
• Senior Faculty are encouraged to teach even the
  foundation classes
• Heads of Departments are expected to evaluate
  course compacts before they are processed to the
  Schools and the Colleges.
• Younger academics are expected to be supervised
  by more experienced Faculty

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• Questions for examinations are to be moderated by
  the Heads of Departments for non-graduating
  classes.
• All final year questions are moderated by
  External Examiners who must be experts in their
  fields.
• Heads of Departments are required to vet all
  grades and results
• Gross-vetting of grades on a peer-review basis is
  highly encouraged
• All examinations are graded with pre-determined
  marking guides

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• The Quality and Academic Standards Committee
  provides additional supervision of examination
  procedures by ensuring that all procedures and
  due processes have been followed.

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Concluding Remarks

• The critical clientele for University education
  are the students. In our context, these students
  are part of the revolution that points to the
  future we envision. It is deliberate to argue
  that we desire to RAISE them as the new
  generation of leaders. Raising requires
  coaching, counselling, training, tutoring,
  tending, guiding, and mentoring, all of which are
  related to TEACHING. It is therefore on the
  quality of this teaching that the future hangs.
  Thus, in our drive towards World Class status,
  teaching must be excellent.

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• Thank you for listening!

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References

• Ako, C. T. (2008), Achieving and Driving
  Teaching Quality in 21st Century African
  Universities A special presentation at the
  Friday Faculty Fellowship, Covenant University,
  June, 2008.
• Awonuga, C.O. (2008) Teaching Quality Teaching
  Methods/Evaluation Paper presented at the
  2008/2009 Induction for New Faculty at Covenant
  University, Ota
• Ayo, C. K. (2009) Quality Assurance
  Verification/Visit to Colleges and Departments
  Working Paper presented at the March 13, 2009
  Friday Faculty Fellowship, Covenant University,
  Ota

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• Bain K. (2004), What the Best College Teachers
  Do, Cambridge Massachusseh. Harvard University
  Press.
• BarHett, t. 2003), What Makes a Teacher Great
  The Chronicle of Higher Education 50(16) A. S
• Clark, J. (2009) Suggestions for Effective
  University Teaching, http//10.uwinninpeg.cu/clar
  k/acad/teach/effective html
• Elemo, B. O. (2008), Achieving and Driving
  Teaching Quality in a 21st Century African
  University A special presentation at the Friday
  Faculty Fellowship, Covenant University,
  November, 2008.

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• Hyman, D. Ayers, J. E. Cash, E.H. Fahahire, d. E.
  God D.P.Gurgevich, E.A., (2000) Uniscope A
  Multidimensional Mode of Scholarship for the 21st
  Century University
• Jenner, d. (2009) A Definition of University
  Teaching A Perhaps Swiftean Modest proposal
• http//www.bu.edu/wcp/papers/EducJenn. htm.
• Ogbulogo, C. (2007) Teaching Methods and
  Teaching Evaluation Practice and Profit Paper
  presented at the 2007 Induction of New Faculty at
  Covenant University
• Teaching Evaluation at Flinders University,
  Adelaide Australia,
• http//www.flinders.edu.au/teaching/evaluation/eva
  luation.cfrr.