Senior Vice President for Academic Affairs & Provost
Inside the Provost’s Office:
Major Offices & Academic Initiatives:
- Accountability and Compact Planning
- Equity and Diversity
- Faculty and Academic Affairs
- Graduate Education
- Institutional and Academic Program Review
- Instructional Technology
- Interdisciplinary Initiatives
- Promotion and Tenure
- Student Affairs
- Teaching and Learning
- Undergraduate Education
-
Academic Rankings & Awards:
- Academic Rankings
- Faculty Awards—National and International
- Faculty Awards—University
- Student Awards—National and International
About the Provost’s Office:
- Office Directory
- Policies
- Reports and Communications
Home > Undergraduate Education > Reports and Analyses > Strategies for Improving Teaching and Learning
Strategies for Improving Teaching and Learning
Report from the Vice Provost and Dean of Undergraduate Education to the University of Minnesota Board of Regents, July 2007.
(note: to resize the presentation for full-screen, click the button in the upper right corner on the module below)
Read this doc on Scribd: Strategies for Improving Teaching and Learning
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 instructors 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 bachelors 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.
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 instructors 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 bachelors 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.
Do you have a question or suggestion regarding this site? Please contact the site administrator.