Quality assurance in learning and development

Institutional setting

• Are there policies and structures that facilitate or hinder our ability to gather evaluation data? 

• Are there policies that must be considered (e.g., accessibility)? 

Evaluation mindset

• Why are we evaluating our programs? 

• Is evaluation a priority at The Centre for the Advancement of Teaching and Learning? 

• What do stakeholders expect in regards to evaluation? 

• What makes us uncomfortable about evaluating our programs? 

• How much do these concerns shape our evaluation practices? 

• From where do these concerns originate? 

Infrastructure

• Do we have processes and technology in place to systematically collect evaluation data? 

• Are we adequately staffed to carry out quality assurance processes? 

Curricular structure

• Do our mission and goals clearly articulate the change in teaching and learning we intended to create? 

• Are our programs, activities, and services designed to advance our guiding mission, vision, and values, and outcomes? 

• Do we use a sound instructional design process for developing our programs and offerings? 

• Do our programs, activities, and services reflect a well-conceptualized curricular structure? 

Evaluation framework

• Is The Centre for the Advancement of Teaching and Learning operating in a data-driven manner? 

• Do our annual reports demonstrate the impact of our faculty development work? 

• Do our evaluation methods measure the goals of our programs? 

• Do we gather qualitative and quantitative data? 

• Is evaluation embedded into daily operations? 

• Do we have benchmarks for data comparisons? 

Quality assurance in learning and development is fundamental to professional development projects, ensuring that the resources and programs have value and meet our objectives. Through evaluation and revision based on the results, educational developers can deliver professional development opportunities that advance the teaching and learning mission of the University of Manitoba.