Visioning and Fostering Quality Teaching and Learning in Higher Education in Ontario

1. Visioning and Fostering Quality Teaching and Learning in Higher Education in Ontario Council of Ontario Educational Developers: Judy Britnell (Ryerson) Joy Mighty (Queens) Peter Wolf (Guelph)

2. Agenda • The Scholarship of Teaching and Learning • Educational Development Examples • Next Steps

3. Excellent Teaching, Scholarly Teaching and the Scholarship of Teaching of Learning Excellent Teaching is effective teaching It is based on naturalized practices developed from personal experience, tradition, and trial And error

4. Excellent Teaching, Scholarly Teaching and the Scholarship of Teaching of Learning Scholarly Teaching Teaching that is informed by scholarship conducted by others: • consulting relevant literature • seeking feedback from students • consulting peers and mentors • incorporating theories and strategies into course design and classroom practice

5. Excellent Teaching, Scholarly Teaching and the Scholarship of Teaching of Learning Scholarship of Teaching of Learning “An act of intelligence or of artistic creation becomes scholarship when it possesses at least three attributes: • it becomes public; • it becomes an object of critical review and evaluation by members of one's community; • members of one's community begin to use, build upon, and develop those acts of mind and creation.” Shulman, L. (1999). Taking learning seriously. Change. 31:4, p. 10-17

6. Seven Principles for Good Practice in Undergraduate Education • Encourages student-faculty contact • Encourages cooperation among students • Encourages active learning • Gives prompt feedback • Emphasizes time on task • Communicates high expectations • Respects diverse talents and ways of knowing Chickering, A. & Gamson, Z. (1987). Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin.

7. National Survey on Student Engagement (NSSE) Benchmarks • Level of Academic Challenge • Active and Collaborative Learning • Student-Faculty Interaction • Enriching Educational Experiences • Supportive Campus Environment http://nsse.iub.edu/pdf/nsse_benchmarks.pdf

8. Relationship between Teaching and Learning Entwistle, N. J. (2009). “Taking Stock: Teaching and Learning Research in Higher Education”. In J. Christensen Hughes & J. Mighty (Eds.), Taking Stock: Research on Teaching and Learning in Higher Education. Kingston, Ontario: McGill-Queen’s University Press (Forthcoming). • Students vary their learning approach to learning based on their perception of the teaching-learning environment • teacher-centred approaches = surface approach to learning • learning or student-centred approaches = deep approach to learning

9. Role of Faculty in Promoting Deep Learning Promote faculty-student and student-student interaction Use active and collaborative learning strategies Use of emerging technology Create ‘high-impact’ learning experiences Focus on threshold concepts

10. Active Learning - Retention National Training Laboratories Institute for Applied Behavioral Sciences (2005). The Learning Triangle: Retention Rates from Different Ways of Learning. National Training Laboratories. Bethel: ME. 5% of lecture content 50% of discussions 90% when having taught others

11. Educational Development • Learning spaces • Cognitive • Virtual • Physical • Teaching practices • Teaching dossiers • Course and curriculum development processes

12. Curriculum Flow Course A Objectives Course B Objectives Course C Objectives Course E Objectives Course F Objectives Course D Objectives Course H Objectives Course G Objectives University Degree Level Expectations/ University Outcomes Programme Outcomes Curriculum Curriculum Serendipitous Learning: elective courses, co-curricular activities, undergraduate research work Evaluation / Assessment, Instructional / Learning Methods, Content, Resources

13. What More Could We Be Doing • Individual • Institutional • Provincial