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)

Agenda  The Scholarship of Teaching and Learning  Educational Development Examples  Next Steps

Excellent Teaching is effective teaching It is based on naturalized practices developed from personal experience, tradition, and trial And error 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 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: 1)it becomes public; 2)it becomes an object of critical review and evaluation by members of one's community; 3)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 Excellent Teaching, Scholarly Teaching and the Scholarship of Teaching of Learning

1.Encourages student-faculty contact 2.Encourages cooperation among students 3.Encourages active learning 4.Gives prompt feedback 5.Emphasizes time on task 6.Communicates high expectations 7.Respects diverse talents and ways of knowing Seven Principles for Good Practice in Undergraduate Education Chickering, A. & Gamson, Z. (1987). Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin.

National Survey on Student Engagement (NSSE) Benchmarks  Level of Academic Challenge  Active and Collaborative Learning  Student-Faculty Interaction  Enriching Educational Experiences  Supportive Campus Environment

Relationship between Teaching and Learning  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 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).

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

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

Educational Development  Learning spaces Cognitive Virtual Physical  Teaching practices  Teaching dossiers  Course and curriculum development processes

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

What More Could We Be Doing  Individual  Institutional  Provincial