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Strategies for Improving Teaching and Learning

Strategies for Improving Teaching and Learning

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A Presentation to the Educational Planning and Policy Committee of the Board of Regents. July 2007

A Presentation to the Educational Planning and Policy Committee of the Board of Regents. July 2007

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Published by: acadweb on Apr 26, 2008
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11/03/2012

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Strategies for Improving Teaching and Learning

A Presentation to the Educational Planning and Policy Committee of the Board of Regents July, 2007

Overview of Presentation
• Strategies and resources for improving teaching and learning • Students’ perceptions of the quality of instruction • Accountability in undergraduate education – student learning outcomes – student development outcomes

Improving Teaching through the Center for Teaching and Learning
• Early Career Series
 Faculty Learning Communities (academic year and semester-based)  Classroom Observation Program  Consultation Service

• Mid-Career Faculty Learning Community • Making Meaning of a Life in Teaching

Improving Teaching through the Center for Teaching and Learning
• Multicultural Teaching and Learning Fellowship • Innovative Teaching and Technology Strategies
– Bush grant for enhancing student learning

• Teaching Enrichment Series

Improving Teaching through the Center for Teaching and Learning
• Programs for Graduate Students
– International Teaching Assistant Program – Preparing Future Faculty

Total Participants at CTL Events
5000 4500 4000 3500

Total Participants

3000 2500 2000 1500 1000 500 0

2004

2005

2006

2007

Fiscal Year
Numbers reflect participation in customized and university-wide workshops and events, consultations, graduate student .coursework, and faculty learning communities

Recognizing and Rewarding Great Teaching: Teaching Awards
• Most colleges give teaching awards. • Two major all-University awards:
– Horace T. Morse-University of Minnesota Alumni Association Award for Outstanding Contributions to Undergraduate Education – Award for Outstanding Contributions to Postbaccalaureate, Graduate, and Professional Education

Recognizing and Rewarding Great Teaching: Academy of Distinguished Teachers
• All-University teaching award winners are inducted into the Academy of Distinguished Teachers. • 210 members from Twin Cities, Morris, Duluth, and Crookston campuses. • ADT supports faculty becoming campus leaders in the area of teaching and learning.

Evaluating Teaching: Student Evaluations
• End of course evaluations mandated by Senate policy (process is currently under review by the Senate). • Current purpose is to assess teaching for merit pay, tenure and promotion. • Future purpose expands to evaluate student learning.

Evaluating Teaching: Student Evaluations
• Different forms are available but all include “student release” questions that are uniform across all evaluations. • Mid-course evaluations also encouraged.

Evaluating Teaching: Student Evaluations
Responses over the past six years show statistically significant upward trends in almost all of the questions, including the following items:
• The instructor’s overall teaching ability • How much I learned in the course • Instructor stimulated me to think critically about the course material • Instructor set high expectations for student performance • Instructor used a variety of teaching and learning strategies • I would take another course with this instructor

Assessment of Instruction in the Major (Senior survey, “top box”)
80% 70% 60% 50% 40% 30% 1989 2002 2003 2004 2005 2006
The extent to which courses challenged your abilities Requirements formed a wellintegrated program Overall quality of instruction

Undergraduate Student Learning Outcomes*
At the time of receiving a bachelor’s degree, students: • Can identify, define, and solve problems
• Can locate and critically evaluate information • Have mastered a body of knowledge and a mode of inquiry • Understand diverse philosophies and cultures within and across societies • Can communicate effectively • Understand the role of creativity, innovation, discovery, and expression across disciplines • Have acquired skills for effective citizenship and life-long learning

Undergraduate Student Learning Outcomes*
• Pilot projects are underway with more than 10 departments in 5 different colleges. • Mapping curriculum onto student learning outcomes • Devising Faculty Toolkit for implementation

Undergraduate Student Development Outcomes*
University of Minnesota undergraduates will demonstrate: • Responsibility and Accountability
• • • • • • Independence and Interdependence Goal Orientation Self-awareness Resilience Appreciation of Differences Tolerance of Ambiguity

*Both sets of student outcomes were approved by the
University Senate in May 2007.

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