This textbook introduces students to the application methods of control charts to improve quality in health care. The textbook is written to be accessible to any student in the areas of health information management, health care informatics, and health care industrial engineering. Having a basic background in statistics would be beneficial, but such training is not a prerequisite to understanding how to apply the techniques discussed here.  Several How-To sections are included to demonstrate the implementation of the given control charts using software such as Minitab and Excel.  Additionally, samples of a Python code are included and can directly be accessed in a Jupyter Notebook at https://github.com/JeromeNN/Applications-Control-Charts-Quality-Improvement-Health-Care 

This textbook introduces students to the essential tools of quality improvement. The emphasis is placed on health care informatics, as reflected in the several examples contained in the text. The book is written to be accessible to any student in the areas of health information management, health care informatics, and health care industrial engineering. Although having some statistical background would be a plus, such knowledge is not a prerequisite to understanding and applying the tools presented here.  Several How-To sections are included to demonstrate the hands-on implementation of the discussed concepts using software such as Minitab, Visio, and Excel.

In GEOG 871, we'll take a critical look at geospatial project management. Project management is a broad discipline that encompasses technical methods such as system design and analysis and also interpersonal factors that affect professional relationships. Project management is also a discipline that has matured outside of, but can be incorporated into, geospatial technology. By the end of this course, you'll have devised a project plan from a scenario built upon a real-life project involving the city of Metropolis geodatabase. We'll work through each of the components in an organized and logical manner and will incorporate constructive peer review to help everyone achieve the best product possible.

The authors propose that a professional learning community is a novel and meaningful perspective from which to approach program review, particularly when the community is embedded within a reliable infrastructure such as a course.

The Program Review Course described in this Handbook follows an interdisciplinary cohort- and team-based model that is faculty-led. The course offers a reliable institutional framework for learning through formalized structures and nested support services. The course is housed in the office of quality assurance and coordinated and maintained by a quality assurance practitioner. All aspects of the course are available through a learning management system, such as Moodle. Program review teams are automatically enrolled in the course where they have access to timelines, templates, a discussion forum, and a program review handbook. During the 14-month course, faculty engage in a comprehensive review of their program and/or department. The course includes eight modules: 1) orientation, 2) curriculum mapping, 3) SOAR analysis activity, 4) surveys, 5) self-study report, 6) external review, 7) action planning, and 8) reporting results to the university community.

This team-based course is designed to evaluate program performance in relation to student success, curriculum content, program viability and impact, and the program’s contribution to the university’s mission and vision. Program performance is measured through a combination of self- and external peer- evaluation. Through evidence-based inquiry and analyses, findings are documented in a comprehensive report leading to an action plan and goals for program improvement over the next five to seven years.

This is a first course in project management, one in which students will learn the knowledge, skills, and abilities necessary to be an effective project manager. They will learn how to plan, execute, and monitor a project. The course will cover the latest theories and concepts on scoping, stakeholder management, team leadership, budgeting and contracting, scheduling, quality control and assurance, and risk management. Students will have the option to apply their learning to a real-world project. 

This learning module (Lesson 3 of Unit 4) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on scope management, or as part of the course.

This textbook was created for Austin Community College's Biotechnology Program online course: Quality Assurance for the Biosciences, BITC1340. The 10-chapter activity eBook covers quality assurance topics ranging from the history of quality and regulations in the US, an overview of the FDA and its structure and function, and the approval process for a variety of biotechnology products such as food, drugs, and medical devices. Throughout the eBook are exploratory activities, videos, and case studies.

This Handbook describes an action research process for assessing student learning outcomes using faculty-led communities of practice.

Post-secondary institutions are often called to identify strengths and areas for improvement, to implement changes, and assess the impact of those changes — colloquially known as “closing the loop” or “closed-loop assessment”. While institutions aspire to close the loop, little evidence exists that their aspirations are fulfilled. Closing the loop requires a well-articulated, detailed, and reflexive process. If successfully implemented, this process can increase the likelihood of improved student outcomes. Post-secondary institutions collect a plethora of direct and indirect student learning data and are increasingly reporting out on assessment findings; however, they frequently stop short of acting on the results gathered and then evaluating interventions that are implemented.

SAIL responds to the call to “close the loop”.

The SAIL Practitioner Handbook is based on our experience at Thompson Rivers University—an open access, teaching and research university located in the interior of British Columbia. The methodology, process, and resources described in this Handbook are designed with the local context in mind. We encourage you to borrow and adapt our methodology to develop a process that best fits your institution’s needs. The primary audience for the SAIL Practitioner Handbook is quality assurance practitioners and educational developers.

ESPAQ (Enhancing Students' Participation in the Quality Assurance in Armenia) aimed to strengthen the quality assurance (QA) processes and practices in the Armenian higher education by ensuring the involvement of all the stakeholders, especially the students – the key beneficiaries.

We are happy to share the learning materials for next generation of students and students' representatives in Armenia, which will allow them to deepen the knowledge and experience and empower next Armenian students ready to shape their learning environment.

This resource provides access to videos produced and/or used by the Northern California Training Academy to support training for child welfare practitioners. To learn more about the Academy, please visit humanservices.ucdavis.edu/academy.