European Journal of Scientific Research (ISSN: 1450 ... - EuroJournals

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© European Journal of Scientific Research, Vol 7, No 5, 2005
Some examples of TQM-Based learning and teaching processes used in the classroom
include:
“One-minute essays" at the end of each class, through which students take a few minutes
to articulate the key points they learned in class that day and those points that remain
unclear. This provides teachers with immediate feedback on teaching and learning
effectiveness, which they follow up via e-mail, or during the next class period.
A "student feedback meter" that acts as an anonymous. Ongoing pulse taker for teachers.
Students can hit a key signaling that they "got it" or "didn't get it," which is displayed on
the instructor's screen. This informs the instructor, in real time, about the effectiveness of
teaching and learning.
Group-based interactive software involves students in establishing the class agenda
("Which of the many topics we might cover today reflect your top learning priorities?"),
in uncovering difficulties in understanding the material ("What are the most important
questions remaining in your mind from the material today?"), in processing cases ("How
would you solve this problem?"), in gauging class opinion about a controversial topic
("Do you agree or disagree with this decision?"), etc. Every student provides input, which
can be displayed.
Facilitation of student learning by providing electronic outlines and notes from the
instructor, within which students can input their own notes electronically.
Collaborative learning. Since students are involved in delivery of the material, and their
input is readily shared.
Among the lessons learned from this experience are:
Students' involvement in, and ownership over, class activity increases, provided they are
offered the opportunities.
The range of pedagogical approaches is increased.
Real time involvement of the entire class makes learning more exciting for everyone.
Ongoing student feedback enables instructors to stay in touch with student reactions and
to improve classroom processes immediately.
CURRICULUM DESIGN
When designing a curriculum for a new program, TQM puts together a crossfunctional
team of faculty and academic administrators from several departments. Rather
than follow the traditional course of designing a program and then asking for
endorsement from potential employers of the graduates, they first sought customer
requirements and then designed a program to meet those needs, involving customers all
the way to completion. The team put together customer panels, focus groups of large and
small businesses and an advisory board that they returned to periodically throughout the
process. In the customer survey, the team gathered a broad range of knowledge and skills
that potential employers wanted in graduates from a program. The team went on to define
each requirement, and then grouped them into clusters of related items.