Tightening Curricular Connections: CQI and Effective Curriculum Planning |
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| Authors: | Betty J Harper and Lisa R Lattuca |
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| Institution: | (1) Student Affairs Research and Assessment, The Pennsylvania State University, 222 Boucke Building, University Park, PA 16802, USA;(2) Center for the Study of Higher Education, The Pennsylvania State University, 400 Rackley Building, University Park, PA 16802, USA |
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| Abstract: | Over the past decade, continuous quality improvement (CQI) has emerged as a strategy for documenting and systematically building
academic program quality. This study used a nationally representative sample of engineering faculty members and students to
examine the influence of faculty members’ CQI activities on the relationships between student and institutional characteristics,
student experiences in- and out-of-class, and student learning outcomes. A cluster analysis validated the use of four CQI-related
variables to differentiate engineering programs into high- and low-CQI groups. In a multiple group path analysis, the models
for the high and low groups differed significantly, supporting the hypothesis that CQI indirectly influences the relationships
between student and institutional characteristics, student experiences, and student learning outcomes. Further, the path results
suggested a number of modifications to the analytical and conceptual frameworks used in the study. |
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