4C Quality Faculty Model for Higher Education

Something I’ve been working on for Oklahoma Wesleyan University…

The 4CQ Faculty Model attempts to describe the broader “universe” of what a faculty member does as a teacher in a classroom. Much of the literature on online and adult learning up until the last couple of years has emphasized the student side of the equation of teaching. This emphasis has argued that we only have successful teaching if our students are learning. Accordingly, a good deal has been written about how students learn and what teachers do to make that learning happen. This has resulted in a shift in modern educational philosophy to talking about teaching primarily in terms of student learning outcomes. This is undoubtedly an important perspective and this emphasis in the last decade has helped educational theorists better appreciate the student side of the equation.

But it is not the whole story.

The fact is that the act and discipline of being a good teacher is different than the experience or activities a student engages in for learning to occur. Like any good spiral of learning, we need to circle back around the art and role of teaching as a distinct set of practices, although appropriately informed by an emphasis on student learning outcomes.

One significant factor to consider is the role that student initiative, commitment, and self-discipline play in learning. Learning is ultimately a decision on the part of the student. It is not something a teacher can cause or force. Because of this, a faculty member can do all the right things and a student still choose not to engage the learning environment in such a way that successful learning occurs. In short, learning as an change in student behavior or attitude is not something the teacher makes happen. Good teachers can motivate and instill a desire to learn, provide tools or pathways for learning, and can challenge students with reasons why learning ought to take place. But these are stimuli that can help bring about learning. Ultimately, learning only occurs when the student chooses to respond to any of these stimuli.

Thgus, it is misleading to talk about teaching solely in terms of student learning outcomes. Faculty members ultimately cannot control what any individual student decides to do with their learning. A teacher can only control their own activities, attitudes, and, to a limited degree, influence the immediate environment of the classroom.

A good model for faculty performance emphasizes those activities and attitudes that a faculty member has immediate and direct control over. In the 4CQ Model, the objective of teaching is for the teacher to create the most optimal environment possible to encourage students to engage their own learning.

The 4 Qualities of the model describe four core factors that contribute to creating this kind of environment.

• CONNECTS to others in meaningful relationships. 
• Shows COMPETENCE in teaching and knowledge.
• CARES for students as people beyond the coursework.
• COMMITTED to the professional vocation of teaching. 

Each Quality Factor is further broken down into 4 Quality Practices that more concretely describe the essential attitudes and activities that make for a high quality university faculty member.

COMPETENT

A Quality Faculty member understands subject, students, and classroom. Adds depth & breadth to student learning beyond the course materials or prepared content. Demonstrates expertise in subject matter, lifelong learning, good teaching, and technology skills. Models passion for teaching and learning subject matter. Focus is on continually mastering their own skills and knowledge.

1. Subject Matter … highly knowledgeable in subject matter of course.
2. Lifelong Learning …  is a lifelong learner and continually seeks to discover new ideas and knowledge, models for students a passion for learning, inquiry, and discovery.
3. Technology … effectively uses technology and learning tools
4. Methodology … demonstrates awareness of different ways and contexts of learning, utilizes effective teaching tools and instructional skills appropriate to each

CARING

A Quality Faculty member is compassionate and concerned for life issues or circumstances, learning goals, and academic performance of students. Sensitive to needs of learners and able to be flexible in dealing with timelines, performance, and conflict. Values students as people beyond the coursework. Focus is on the end result of the student’s growth as a whole person.

1. Student needs… shows concern for student needs and life circumstances
2. Learning Goals… helps students seek to accomplish individual and program learning goals
3. Academic Performance… interested in seeing students reach their academic potential
4. Spiritual Life… concerned for student’s spiritual growth in their walk with God

COMMITMENT

A Quality Faculty member 

demonstrates commitment to mission of the institution and to helping students grow academically and spiritually within a robust biblical worldview. Upholds program policies and best practices while demonstrating initiative & creativity in the teaching vocation. Focus is on the profession of teaching as a calling for the transformation of lives.

1. Mission Worldview…committed to advancing the institution’s mission and purposes
2. Ownership & Motivation…takes ownership of teaching and classroom and demonstrates intrinsic motivation to be a great teacher
3. Structure & Process…appreciates and abides by institutional processes and policies that support teaching and the classroom; timely feedback, communication timeframes, reporting, etc.
4. Creativity & Initiative…shows creativity and initiative in creating course materials, extending class activities and discussion, providing feedback for course design and revisions, engaging in faculty development activities

CONNECTION

A Quality Faculty member meaningfully engages with students and is noticeably connected to all aspects of the classroom experience. Provides useful feedback & direction, challenges & motivates students, and manages classroom issues through through timely and personal communication. Faculty’s personality, passions, and unique skillset comes through. Focus is on the relationships with students and colleagues.

1. Rich Presence & Communication…is seen by the students engaging and interacting in a variety of meaningful ways or times
2. Accessibility & Responsive…can be reached easily and responds quickly and helpfully when needed
3. Personal “thumbprint”…works to go beyond the basic shell of course to make it their own, suited to their passions, interests, expertise, and teaching skills
4. Mentor/modeling…models scholarship, critical / reflective thinking, worldview integration, and holistic learning for students