Conceptions of Quality and Approaches to Quality Assurance in Ontario’s Universities

Many international, political, and economic influences led to increased demands for development of new quality assurance systems for universities. Like many policies and processes that aim to assure quality, Ontario’s Quality Assurance Framework (QAF) did not define quality. This study sought to explore conceptions of quality and approaches to quality assurance used within Ontario’s universities. A document analysis of the QAF’s rationale and structure suggested that quality was conceived primarily as fitness for purpose, while suggested indicators represented an exceptional conception of quality. Ontario universities perpetuated such confusion by adopting the framework without customizing it to their institutional conceptions of quality. Drawing upon phenomenographic traditions, a qualitative investigation was conducted to better understand various conceptions of quality held by university administrators and to appreciate ways in which they implemented the QAF. Three main approaches to quality assurance were identified: (a) Defending Quality, characterized by conceptions of quality as exceptional, which focuses on administrative accountability and uses a hands-off strategy to defend traditional notions of quality inputs and resources; (b) Demonstrating Quality, characterized by conceptions of quality as fitness for purpose and value for money, which focuses on accountability to students and uses centralized engaged strategies to demonstrate how programs meet current priorities and intended outcomes; and (c) Enhancing Quality, characterized by conceptions of quality as transformation, which focuses on reflection and learning experience and uses engaged strategies to find new ways of improving learning and teaching. The development of a campus culture that values the institution’s function in student learning and quality teaching would benefit from Enhancing Quality approaches to quality assurance. This would require holistic consideration of the beliefs held by members of the institution, a clear articulation of the institution’s conceptions of quality, and a critical analysis of how these conceptions align with institutional practices and policies

Evaluating the Outcomes of a Peer-Mentoring Program for Transitioning Postsecondary Students

A peer-mentoring program was initiated in 2003 for students in an introductory biology course at a university in Ontario, Canada. Students could attend up to 5 peer-mentoring sessions during the 12-week fall semester. Quantitative-survey, participation, and academic data spanning 5 years were reviewed for the purpose of evaluating the program. An objectives-oriented approach was used to determine if the program was meeting its goals to improve students' introductory biology grades, facilitate transitioning experiences, and encourage students to pursue studies in biology. Data analysis revealed characteristics of participants and showed that students who participated in the program felt that it was a valuable experience. Students attending 3 or more sessions performed significantly better in their introductory biology courses than those attending fewer sessions. There were no indications that the peer-mentoring program had any impact on students' perceptions of transitioning to university or on their program selection preferences. Recommendations are made to improve the peer-mentoring program to better align its components and objectives

The DESI experiment part I: science, targeting, and survey design

DESI (Dark Energy Spectroscopic Instrument) is a Stage IV ground-based dark energy experiment that will study baryon acoustic oscillations (BAO) and the growth of structure through redshift-space distortions with a wide-area galaxy and quasar redshift survey. To trace the underlying dark matter distribution, spectroscopic targets will be selected in four classes from imaging data. We will measure luminous red galaxies up to $z=1.0$. To probe the Universe out to even higher redshift, DESI will target bright [O II] emission line galaxies up to $z=1.7$. Quasars will be targeted both as direct tracers of the underlying dark matter distribution and, at higher redshifts ($2.1 < z < 3.5$), for the Ly-$\alpha$ forest absorption features in their spectra, which will be used to trace the distribution of neutral hydrogen. When moonlight prevents efficient observations of the faint targets of the baseline survey, DESI will conduct a magnitude-limited Bright Galaxy Survey comprising approximately 10 million galaxies with a median $z\approx 0.2$. In total, more than 30 million galaxy and quasar redshifts will be obtained to measure the BAO feature and determine the matter power spectrum, including redshift space distortions

The DESI Experiment Part II: Instrument Design

DESI (Dark Energy Spectropic Instrument) is a Stage IV ground-based dark energy experiment that will study baryon acoustic oscillations and the growth of structure through redshift-space distortions with a wide-area galaxy and quasar redshift survey. The DESI instrument is a robotically-actuated, fiber-fed spectrograph capable of taking up to 5,000 simultaneous spectra over a wavelength range from 360 nm to 980 nm. The fibers feed ten three-arm spectrographs with resolution $R= \lambda/\Delta\lambda$ between 2000 and 5500, depending on wavelength. The DESI instrument will be used to conduct a five-year survey designed to cover 14,000 deg$^2$. This powerful instrument will be installed at prime focus on the 4-m Mayall telescope in Kitt Peak, Arizona, along with a new optical corrector, which will provide a three-degree diameter field of view. The DESI collaboration will also deliver a spectroscopic pipeline and data management system to reduce and archive all data for eventual public use