Kathryn Baugher
A class in organizational management is studying mission
statements. Intrigued with the recently adopted vision statement
of their university, they decide that a class mission statement
would help measure course content and student learning.
In addition, a team of students designs a survey to deter-
mine which testing styles their classmates prefer and which type
of test helps them learn best. The class identifies a combination
test--short answer and essay--as the preferred type. The instruc-
tor, agreeing that this type accurately measures the elements of
the course, uses it and grade averages rise 68%. Has the learning
process in the class been improved? The students respond with a
resounding "yes."
For over a year, "Project LEARN" at Samford U. (AL) and
Belmont U. (TN) has attempted to answer the question: Can TQM or
something similar be applied to the processes of teaching and
learning? And if so, what are some helpful methods for applying
these principles?
To address these issues, faculty at Samford and Belmont have
used the LEARN process in their classes. The process, a form of
"classroom research," uses a team of students to design, adminis-
ter, and evaluate feedback measures and implement solutions.
The focus of the LEARN process is to improve teaching and
learning. Students and instructors concentrate on the constant
improvement of a system rather than simply seek out and solve
problems.
The quality team uses the LEARN acronym to work through
steps in a basic process improvement model:
ùLocate an opportunity for improvement.
ùEstablish a team to work on the process.
ùAssess the current process.
ùResearch the root causes.
ùNominate an improvement and enter the Plan-Do-Study-Act
(PDSA) cycle.
The team works through this cycle several times during the
course of the term.
SYNOPSIS OF THE PROCESS
An instructor decides that using a LEARN team might improve
one or several of his/her courses. This is the "L" phase, or the
"buy-in phase."
During an early class session, the instructor takes five to
10 minutes to discuss the LEARN process with the students and
lists the reasons for forming a team. If the students are inter-
ested in previewing the materials, the instructor may pass around
some of the supporting materials.
Team selection and introduction are parts of the "E" phase.
Once the team is selected--either by appointment, election, or
through volunteers--members identify and review roles, becoming
familiar with the process, their responsibilities, and the tools
and worksheets available.
If the team and/or the instructor determine there's a need
for a facilitator, an individual with experience in LEARN or
continuous improvement is invited to meet with the team regularly
or as-needed.
During the "A" phase, the team assesses the current state of
the class, using simple brainstorming techniques, and identifies
improvement. The team then surveys the class to determine which
issues are most significant or present the greatest opportunity
for improving learning. The team designs, administers, and evalu-
ates the survey and communicates the results to the instructor,
if he/she isn't a member of the team.
The "R" phase begins once team members have assessed and
identified the issues of greatest importance. Using brainstorming
and a cause-and-effect diagram, the team researches the root
causes of the barriers that they've uncovered and methods for
improvement. The team may use a second cause-and-effect diagram
to brainstorm possible solutions or courses of action.
With this data, the "N" phase begins. The team must reach
consensus on a potential project for improvement, using the PDSA
cycle for the pilot project.
Recently, we've begun developing a method to help teams
identify barriers that are systemic problems throughout the
university. For example, one LEARN team uncovered a problem with
computer facilities that wasn't unique to that single class; a
communication tool would help this team provide feedback to the
university, bringing benefit to many students.
WHAT WE'VE LEARNED
Samford U. conducted the pilot project for LEARN during the
summer term of 1992. The following fall, over 30 classes used the
process at Samford and Belmont. It's currently in use in over 50
courses in a variety of institutions.
Here are some projects LEARN teams have undertaken:
ùObtaining enough left-handed desks for students.
ùImproving retention through better organization of class
material.
ùReassigning grade values to more accurately reflect the
work required in specific assignments and its contribution
to learning.
ùChanging dates of tests/assignments to provide for better
feedback to students.
ùOrganizing study sessions and study groups.
ùHelping the computer center provide training to lab assis-
tants on all programs used by students within particular
labs.
ùDeveloping "buddy" assignments to improve class preparation
and participation.
EVALUATING THE PROCESS
These attempts to use and refine the process have generated
the following requirements:
1. It's very important, if not imperative, that the instruc-
tor be a member of the LEARN team, serving as team leader
when possible.
2. Student teams should have a communication mechanism to
provide feedback to the system, to maximize the scope of
improvements.
3. Since this process takes time outside of class, there
must be a strong commitment from those involved.
4. After working with LEARN, students want to continue this
program in other classes and learn more about continuous
improvement. It's important to develop some means for edu-
cating students on TQM principles and a campus support
structure for LEARN teams.
5. Working with a LEARN team awakens in students a sense of
responsibility for learning.
6. No matter how simple the manual and process are to fol-
low, many instructors and teams lack confidence in undertak-
ing the process. They need encouragement to work as a team.
As we continue to use and track the LEARN process, new
opportunities for improvement continue to surface. For example,
we've begun a pilot project for high schools and we're developing
a program to enable students to become certified in continuous
improvement theory and techniques.
For more information, contact: Kathryn Baugher, Dean of Admis-
sions, Belmont U., 1900 Belmont Blvd., Nashville, TN 37212; Ph:
615/386-4554.
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Characteristics of LEARN
The LEARN team provides insights and suggestions and designs
and administers surveys for the class. The LEARN process seeks to
address root causes for course improvement. This approach is more
effective than end-of-the-course evaluations or even teacher-
administered questions and papers because the students interpret
their own answers with the instructor.
The LEARN team focuses on process improvement rather than
problem-solving. Because the team is looking for ways to improve
learning within a specific course, even the most competent,
well-respected faculty member can use a team.
The LEARN team implements its own improvements, rather than
merely drop its suggestions in the lap of the instructor. A
wonderful synergy that includes both students and the instructor
must be present for real learning. As students attempt to im-
plement improvements, they begin to accept responsibility for
their own learning. They also understand other barriers of the
campus system that prohibit maximization of instruction
The LEARN team does not dictate course content to the
instructor. Although it's the instructor's responsibility to know
what content needs to be taught, the LEARN team is responsible
for designing improvements in the teaching and learning process.
The LEARN team does not deal with individual student griev-
ances. It's not the purpose of LEARN to champion the causes or
concerns of individual students. There are university procedures
in place to deal with these issues.
The LEARN team does not equate improvement with responding
to student whims.
One of the greatest concerns of instructors--and
students--is that involving students in this type of assessment
means selling out to the "customer is always right" mentality.
That's an incorrect assumption. Once the LEARN process has been
in operation about half the term, students begin to regularly
identify the serious issues that must be uncovered and
addressed.
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