Supporting Faculty Excellence in Teaching and Development
Purpose
The Instructional Quality Guidelines are designed to support faculty in delivering high-quality instruction and promoting professional development. These guidelines affirm the high regard in which uAPS faculty are held, while providing resources and structures to foster support, community, and continuous improvement.
Goals
- Maintain and enhance instructional quality in alignment with the high expectations of the College of Continuing & Professional Studies (CCAPS).
- Provide clear, achievable benchmarks for faculty development and course quality.
- Support a learner-centered approach to foster student success.
Guiding Principles
The Guidelines are part of the uAPS Continuous Quality Improvement (CQI) program. CQI is a learner-centered community of practice aimed at ongoing enhancement of teaching and learning. The CQI framework draws from proven models and best practices in education and business:
Kolb Experiential Learning Cycle
Encouraging reflective practice and continuous learning through experience.Deming Quality Cycle (Plan-Do-Check-Act)
Promoting iterative improvement and quality assurance in teaching.Seven Principles for Good Practice in Undergraduate Education
Supporting effective teaching strategies, including student-faculty interaction, active learning, and prompt feedback.Community of Inquiry Framework
Emphasizing the development of social, cognitive, and teaching presence in online and face-to-face learning environments.
Continuous Review and Feedback
This document is reviewed regularly to:
- Reflect the latest research in teaching and learning effectiveness.
- Align with updated University of Minnesota (U of M) guidelines.
- Incorporate feedback from uAPS faculty to remain relevant and responsive.
Commitment to Excellence
By engaging with these Guidelines, uAPS faculty contribute to a culture of excellence, innovation, and student-centered teaching. Together, we advance the mission of CCAPS and the success of every learner.