[The following article appears in the November 1993 issue of _TQM_in_Higher_Education_.] USING STUDENT TEAMS TO IMPROVE TEACHING AND LEARNING [by] 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. ___________________________ 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. ___________________________________ [For more information or to subscribe, contact: TQM in Higher Education Magna Publications, Inc. 2718 Dryden Drive Madison, WI 53704-3086 Phone: 608-246-3580 or 800-433-0499]