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Towards The Integration Of Teaching And Learning Processes

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Conference

1999 Annual Conference

Location

Charlotte, North Carolina

Publication Date

June 20, 1999

Start Date

June 20, 1999

End Date

June 23, 1999

ISSN

2153-5965

Page Count

12

Page Numbers

4.557.1 - 4.557.12

Permanent URL

https://peer.asee.org/8001

Download Count

13

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Paper Authors

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Shih-Ming Lee

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Sergio Martinez

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Anabel D. Ramos

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Martha A. Centeno

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

SESSION: 3563

TOWARDS THE INTEGRATION OF TEACHING AND LEARNING PROCESSES

Anabel D. Ramos, Martha A. Centeno, Shih-Ming Lee, Sergio Martinez Department of Industrial and Systems Engineering Florida International University Miami, Florida 33199

Abstract

A model and a prototype support tool that treat teaching and learning as an integrated process have been developed using Total Quality Management (TQM) and Competency Based (CB) principles. Evidence shows that the proposed model works better on long semesters than during short summer terms. Implementation indicates that the model requires significant commitment to quality on the part of the faculty. Topical Module Evaluations force professors to plan ahead all material related to a class topic; thus, modularizing handouts and providing a sense of clear direction for the student.

1. Introduction

Higher education at large is facing the big challenge of improving teaching and learning efficiency with less and less resources. In response, institutions have embarked in a variety of quality improvement efforts. Most efforts have concentrated on effecting curricular changes and on improving teaching and learning as separate processes.

There is hesitation from the academic community towards using quality concepts to improve higher education performance. Faculty participation varies from institution to institution, from department to department, and even within departments. Instructors express resistance towards using quality language and tools because it would allow students to have an active involvement in classroom management. Tracking course effectiveness, as a way to improve teaching and learning, is not emphasized in the traditional higher education culture. This culture gives greater importance to research when evaluating a professor’s performance. The existence of tenure has been singled out as one of the major reasons why teaching is not given its right value. However, the discussion about tenure is nothing else but a good excuse to make no change and maintain the status quo. Despite of this, various researchers and institutions have recognized and supported efforts to effect change. Some of these efforts include those by Bellamy and McNeill (1994), Chickering and Potter (1994), Chizmar (1994), Gilbert et al. (1993), Gupta (1994), and McNeill and Bellamy (1995). These works have addressed delivery methods, students as customers, management of teaching and learning, and teaching and learning evaluation methods. These efforts, with the exception of Chizmar’s (1994), analyze teaching and learning independently.

Lee, S., & Martinez, S., & Ramos, A. D., & Centeno, M. A. (1999, June), Towards The Integration Of Teaching And Learning Processes Paper presented at 1999 Annual Conference, Charlotte, North Carolina. https://peer.asee.org/8001

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