Welcome to the Learning & Teaching Office New Faculty Orientation

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

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 www.ryerson.ca/lt

3. Teaching Learning Ryerson Context Not the Whole Educational Experience

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

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

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

7. Provincial Context National Context Ryerson Context Teaching International Context International Society for the Scholarship of Teaching & Learning - ISSOTL

8. International Context National Context Provincial Context Ryerson Context Teaching Best Teaching Practices

9. Best Practices & Challengesparticipants’ 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 Practices Challenges Is there a link between the challenges and best practices?

15. Best Teaching Practices (yours)

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)