Abstract
AbstractThis paper describes a Teaching Effectiveness Improvement Program based on a multidisciplinary approach and the use of Total Quality Management (TQM) principles. The success of the program underscored the value of cross‐functional teams for teaching effectiveness improvement programs. In the case study discussed in this paper, the College of Education, the College of Engineering, the University administration and students participated extensively in framing the requirements and the structure of the program. The program was implemented in the College of Engineering at the University of Cincinnati to improve teaching effectiveness over the last three years. The Plan, Do, Study, Act (PDSA) cycle was used as a framework for improving teaching. The Student evaluations of faculty were used to measure the effectiveness of this program and the results are very promising.
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