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Welcome to the Learning & Teaching Office New Faculty Orientation Wednesday & Thursday August 8 & 9, 2007.

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Presentation on theme: "Welcome to the Learning & Teaching Office New Faculty Orientation Wednesday & Thursday August 8 & 9, 2007."— Presentation transcript:

1 Welcome to the Learning & Teaching Office New Faculty Orientation Wednesday & Thursday August 8 & 9, 2007

2 Teaching at Ryerson University: context, best teaching practices and challenges (Judy Britnell, Carla Cassidy, and Gosha Zywno) Session Objectives To identify some of the Ryerson, provincial, national and international contexts for teaching in higher education To share some best teaching practices and challenges from participants’ perspectives Note this ppt will be on the lto website

3 Learning Teaching Not the Whole Educational Experience

4 Student Engagement NSSE (National Survey of Student Engagement) Teaching Experiential Learning Learning & Teaching Office Faculty Course Survey Tripartite Curriculum Teaching Awards

5 Teaching Rae Report NSSE Accreditation Council of Ontario UniversitiesCouncil of Ontario Universities - COU Higher Education Quality Council of Ontario - HEQCO Undergraduate Degree Level Expectations - UDLE Leadership in Faculty Teaching Award TVO Best Lecturer Award

6 Teaching Society of Teaching & Learning in Higher Education - STLHE Institute for the Advancement of Teaching in Higher Education - IATHE Councils of Ministers of Education, Canada - CMEC

7 International Society for the Scholarship of Teaching & Learning - ISSOTL Teaching

8 Best Teaching Practices

9 Best Practices & Challenges participants’ perspectives Small group activity – 25 min. Each of your tables has some experienced teachers ask them to share some of their best teaching practices and make a list There are always teaching challenges, list the ones that are of particular concern to your small group Designate one person in your group to report back

10 Best Practices from Participants

11 Best Practices from the Literature Enthusiasm for the subject Students who are motivated Use of formative evaluations to gauge understanding- use of quizzes Peer learning Problem based learning Link learning to practice Inquiry based learning-a self-directed question-driven search for understanding Small group learning Capstone projects Constructive alignment-objectives, teaching and learning activities and assessments that are balanced

12 Arthur W. Chickering and Zelda F. Gamson (1987) "Seven principles for good practice in undergraduate education" American Association of Higher Education Bulletin pp.3-7 Encourages contacts between students and faculty. Develops reciprocity and cooperation among students. Uses active learning techniques. Gives prompt feedback. Emphasizes time on task. Communicates high expectations. Respects diverse talents and ways of learning.

13 Challenges

14 Best PracticesChallenges Is there a link between the challenges and best practices?

15 Best Teaching Practices (yours) Teaching Challenge(s) Best Practices Student Learning Outcomes

16 Summary of Session Content Process

17 Content (what did we do?) To identify some of the Ryerson, provincial, national and international contexts for teaching in higher education To share some best teaching practices (participants and literature) and challenges from participants’ perspectives Links between practices and challenges

18 Process (how did we do it?) Set and shared learning objectives (5 min.) Provided information-different speakers mini lecture and powerpoint words and graphics (20 min.) Small group activity (25 min.) Discussion in large group (20-30 min.) Other comments about the process as a participant? (10)


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