TEACHING & LEARNING: BROADENING THE FOCUS FROM THE TRAINING OF

TEACHING & LEARNING:
BROADENING THE FOCUS
FROM THE TRAINING OF
TEACHERS TO THE
ENGAGEMENT OF STUDENTS
UNIVERSITY OF MANITOBA
VICE-PROVOST (STUDENTS) & VICE-PROVOST (ACADEMIC AFFAIRS)
WINNIPEG, MANITOBA
THURSDAY, FEBRUARY 7, 2013
Informing the Future of Higher Education
Richard Dominic Wiggers
Executive Director, Research & Programs
INTRODUCTION
What my parents
think I do…
Source: metapreneurship.net/wp-content/uploads/2012/02/CollegeProfessorsMeme.jpg
Informing the Future of Higher Education
3
What my friends
think I do…
Source: metapreneurship.net/wp-content/uploads/2012/02/CollegeProfessorsMeme.jpg
Informing the Future of Higher Education
4
What my students
think I do…
Source: metapreneurship.net/wp-content/uploads/2012/02/CollegeProfessorsMeme.jpg
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5
What my colleagues
think I do…
Source: metapreneurship.net/wp-content/uploads/2012/02/CollegeProfessorsMeme.jpg
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6
What I like to
think I do…
Source: metapreneurship.net/wp-content/uploads/2012/02/CollegeProfessorsMeme.jpg
Informing the Future of Higher Education
7
What I actually
do…
Source: metapreneurship.net/wp-content/uploads/2012/02/CollegeProfessorsMeme.jpg
Informing the Future of Higher Education
8
HEQCO
HEQCO is an independent agency that
tries to influence government policy
Government
Develop more effective
policies
Research
Allocate funds more
effectively
Enhance quality and
global competitiveness
10
Informing the Future of Higher Education
HEQCO has three main
research priorities
Accessibility & Participation
(including retention, underrepresented groups, etc.)
Learning Quality
(including student engagement, teaching and learning, etc.)
Accountability & System Design
(including KPIs, multi-year agreements, system design, etc.)
11
Informing the Future of Higher Education
One of HEQCO’s first research projects
looked at course evaluations
Course evaluations typically
include questions to students
about the following:
Course content
Common uses for course
evaluations include the
following:
Teaching improvement (faculty)
Instructor’s communication skills
Personnel decisions (PSE institutions)
Student-Teacher interaction
Course selection (students)
Course difficulty and workload
Teaching awards
Assessment practices in the course
Student self-assessment
Informing the Future of Higher Education
Source: P. Gravestock and E. Gregor-Greenleaf, University of Toronto, Student
Course Evaluations: Research, Models and Trends (HEQCO: 2008).
12
Another early study looked at the gap
between expectations and reality
Course Challenge
Writing
Higher-Order Thinking Skills
Active Learning
Collaborative Learning
Out-of-Class Interaction
Course Interaction
Information Technology
Disappointment Gap
BCSSE-NSSE
Diversity
Student Success Support
Misunderstanding Gap
NSSE-FSSE
Gains in Practical Skills
Gains in General Education
-30
Informing the Future of Higher Education
-20
-10
0
10
20
30
40
Source: M. Mancuso et al., Disappointment, Misunderstanding and Expectations: A Gap
Analysis of NSSE, BCSSE and FSSE (HEQCO: 2010).
50
13
Most faculty still reported that they
learned to teach by simply “doing”
Informing the Future of Higher Education
Source: Fred Evers et al., Faculty Engagement in Teaching Development Activities at
Ontario Universities (forthcoming).
14
In 2010 Teaching and Learning
became a research priority
Researching Teaching and Student Outcomes in
Postsecondary Education:
A Guide
Susan Elgie
With:
Ruth Childs
Nancy E. Fenton
Betty Ann Levy
Valerie Lopes
Karen Szala-Meneok
Richard Dominic Wiggers
15
Informing the Future of Higher Education
There are now 10,000 full-time faculty
employed at Ontario universities
12000
10000
Other ranks (not elsewhere classified)
Rank or level below assistant professor
Assistant professor
Full professor
8000
6000
4000
2000
1970
1971
1972
1973
1974
1975
1976
1977
1978
1979
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
0
16
Informing the Future of Higher Education
The ratio of female faculty has grown
in all disciplines
70%
60%
50%
Education
Visual and Performing Arts, and Communications Technologies
Humanities
Social and Behavioural Sciences, and Law
Business, Management and Public Administration
Physical and Life Sciences, and Technologies
Mathematics, Computer and Information Sciences
Architecture, Engineering and Related Technologies
Agriculture, Natural Resources and Conservation
40%
30%
20%
10%
0%
1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
17
Informing the Future of Higher Education
Faculty salaries have grown steadily
over the past decade
$140,000
Full Professor
Associate Professor
Assistant Professor
$120,000
$100,000
$80,000
$60,000
$40,000
$20,000
$0
2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011
18
Informing the Future of Higher Education
Faculty salaries also compare well to
other professions
Occupation
Position
Salary
Banking, Credit and Investment
Manager
$102,000
Engineering
Manager
$113,000
Tenure /Tenure Stream
$118,000
University Professor
Lawyers
Trade and Broadcasting
$124,000
Senior Manager
$124,000
Required Education
▪ Extensive
Experience
▪ 4 Years of PSE
▪ 4 Years of PSE
▪ 10 + Years of PSE
▪ 7 Years of PSE
▪ Extensive
▪ 4 Years of PSE
Experience
▪ 8 Years of PSE
Dentists
$132,000
General Practitioners & Family Physicians
$133,000
▪ 8-9 Years of PSE
Goods Prod., Transport.and Construction
Senior Manager
$161,000
▪ 4 Years of PSE
Financial, Communication
Senior Manager
$162,000
▪ 4 Years of PSE
Judges
$178,000
▪ 7 Years of PSE
Specialist Physicians
$180,000
▪ 8-9 Years of PSE
▪ Residency
▪ Extensive
Experience
▪ Extensive
Experience
▪ Extensive
Experience
▪ Residency
19
Informing the Future of Higher Education
But growth in the hiring of new faculty
has recently slowed
8000
7000
6000
39 and less
40-54
55-64
65+
5000
4000
3000
2000
1000
0
20
Informing the Future of Higher Education
Attempting to measure
faculty workloads
• Since the fall of 1999, when I was completing my doctorate, I
have taught a total of 68 postsecondary courses
• When calculated over those 14 years, that is an average of 4.86
courses per year
Ontario University Full-Time Faculty Workload – Pilot Study
Sciences
Humanities &
Social Sciences
Total
Research Active faculty average course load per year
2.6
3.4
3.0
Non-Active faculty average course load per year
3.4
3.9
3.8
Total average course load per faculty per year
2.7
3.7
3.4
Source: HEQCO, The Productivity of the Ontario Public Postsecondary System:
Preliminary Report (December 2012).
Informing the Future of Higher Education
21
Attempting to measure
faculty workloads
Graduate/Faculty Ratio, 2009-10
Student/Faculty Ratio, 2009-10
Rank
Province
Grad/FTF
1
2
QC
BC
7.2
6.4
Rank
Province
FTE/FTF
1
ON
25
2
3
4
QC
AB
BC
22
21
21
3
ON
6.2
4
5
NS
AB
4.5
4.4
5
MB
20
6
7
8
9
10
NS
SK
NB
NL
PE
17
17
17
16
16
6
MB
4.4
NB
SK
PE
NL
4.2
3.8
3.7
3.7
5.9
7
8
9
10
Canada
Source: HEQCO, The Productivity of the Ontario Public Postsecondary System:
Preliminary Report (December 2012).
Informing the Future of Higher Education
22
HEQCO has also published a number
of SoTL related monographs
• Teaching and Learning in Large University Classes (2011).
• Teaching-Stream Faculty in Ontario Universities (2011).
• The Role of New Faculty Orientations in Improving the
Effectiveness of University Teaching, University Sector (2012).
• Teaching and Learning Centers: Their Evolving Role Within
Ontario Colleges and Universities (2012).
23
Informing the Future of Higher Education
The Ontario government is also
focusing on teaching quality
Don Drummond, Commission on the Reform of
Ontario’s Public Services (February 2012):
• Flexible provisions regarding teaching and research
workloads in collective agreements with faculty
• Incentive systems to reward excellent teachers
• Teachers rewarded for developing innovative
methods of teaching and learning
• Measure learning outcomes
24
Informing the Future of Higher Education
The Ontario government is also
focusing on teaching quality
Office of the Auditor General of Ontario, 2012 Annual
Report (November 2012):
• A University’s most important mandate is that it does
a good job of teaching its students and preparing
them for the future workforce.
• Work with faculty to encourage greater participation
in professional development activities
• Develop meaningful measures for student learning
outcomes as a way to maintain teaching quality
25
Informing the Future of Higher Education
Many current projects focus on teaching,
learning and student outcomes
Large Classes
Graduate Studies
AHELO
TechnologyAssisted Learning
Professional
Development
NSSE
Collegiate
Learning
Assessment
Tuning
26
Informing the Future of Higher Education
But the quality of teaching is only one
factor in “student success”
Course–Based
Interventions
Student Services
Teaching
27
Informing the Future of Higher Education
INSTITUTIONAL FACTORS
Institution size impacts on
student engagement
University Size
Large
Medium
Small
Very Small
Very Supportive
Supportive
Neither
Independence
0%
20%
40%
60%
80%
100%
% of Universities
Informing the Future of Higher Education
Source: McElroy. L. & Usher, A. HESA, Measuring Differences in Academic
Challenges and Grades at Canadian Universities (PowerPoint presentation for
CIRPA 2010).
29
Leave PSE
Institutional Policies
Switch
Other administrative policies can also
impact student retention
Can repeat a previously passed course
Later course withdrawal dates
Flat fee course tuitions
More generous tuition refunds
Informing the Future of Higher Education
Source: Martinello, F. Brock University, Academic Regulations, Tuition Refunds,
and Student Persistence and Program Changes (PowerPoint presentation at
CIRPA 2010).
30
Should institutions with high student
retention rates be rewarded?
Year 1 to Year 2 Retention Rates (CUDO 2011)
95%
93%
91%
89%
87%
85%
83%
81%
79%
77%
75%
Source: HEQCO. Employing OUAC and CUPA data (2011).
Informing the Future of Higher Education
31
It depends on the priority:
access or retention?
High School Average by Year 1 to Year 2 Retention Rate, by University (CUDO 2011)
96%
Queen's
94%
UWO
Year 1 to Year 2 Retention Rate
92%
Guelph
Toronto
90%
UW
WLU
OCAD
Lakehead Carleton
Brock
Ryerson
Windsor York Ottawa
Laurentian
88%
86%
McMaster
84%
Nipissing
82%
Trent
UOIT
80%
76%
78%
80%
82%
84%
86%
88%
90%
High School Average
Source: HEQCO. Employing OUAC and CUPA data (2011).
Informing the Future of Higher Education
32
STUDENT FACTORS
Canada leads the OECD in
overall PSE attainment
35
30
25
23
24
20
15
10
5
0
Tertiary-type B education (Non-university)
Tertiary-type A education (University)
34
Informing the Future of Higher Education
Ontario in particular is achieving the
goal of “mass education” in PSE
Ontario Goal
Highest educational attainment
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
25-64
55-64
Trades cert. & registered apprenticeship
45-54
35-44
25-34
Total College or CEGEP
Total University
35
Informing the Future of Higher Education
Students are also more satisfied
with their PSE experience
1969
1976
1993
2009
I am satisfied overall
62
71
79
79
I would rather be going to university than anything else
69
69
75
83
I am satisfied with teaching at my institution
67
72
81
87
1969
1976
1993
2009
My grade point average is A- or higher
7
19
26
41
My grade point average is C or less
25
13
9
5
I have taken a basic skills or remedial course
---
29
32
45
I work hard at my studies
---
86
89
93
Informing the Future of Higher Education
Source: Arthur Levine, Diane R. Dean, Generation on a Tightrope: A Portrait of
Today’s College Student (2012).
36
There are increasing numbers of
“helicopter parents”
37
Informing the Future of Higher Education
In turn, they are raising more
“bubble wrap kids”
38
Informing the Future of Higher Education
This shift in parenting seems to be
driven by many factors
• Growing fears about lurking dangers
• Increased parental affluence combined with smaller families
• Social pressure and expectation on parents
• Technology (cell phones, Facebook, etc.)
• More parents with postsecondary credentials
• An amazing ability to forget the benefits of our own experiences
and independence as young adults
39
Informing the Future of Higher Education
More PSE students are uncertain
about their direction
Reasons for Leaving PSE
Rest of
Ontario
Canada
Didn't like it/Not for me
35.7%
30.3%
To change schools or programs
35.2%
33.7%
Health, personal or other reason
17.3%
20.5%
Not enough money
3.1%
6.7%
Wanted to work
3.1%
5.0%
Marks too low
5.6%
3.9%
Informing the Future of Higher Education
Source: R. Finnie, S. Childs and T. Qiu, Patterns of Persistence in PSE (2011);
Academica, From Postsecondary Application to the Labour Market (2010);
Government of NB, High School Follow-Up Survey (2007).
40
More PSE students are having
difficulties coping emotionally
• “Fully a quarter of university-age Canadians will experience a mental
health problem, most often stress, anxiety or depression.”
• “Students seem to be under
more pressure than ever from
home. Part of it could be due
to the fact that families are
smaller.”
• “Overprotective parents may
think they’re helping their
kids, but once these kids arrive
on campus, small problems
can seem overwhelming”
Source: Kate Lunau, “The Broken Generation,” Maclean’s (September 10, 2012).
Informing the Future of Higher Education
41
PSE students need “grit”: passion and
a determination to stick with it
• “It’s not just smarts, it’s the ability to stick with a
task that makes a difference.”
• “if you want to develop their character, you do
almost the opposite: You let them fail and don’t
hide their failures from them or from anybody
else – not to make them feel lousy about
themselves, but to give them the tools to
succeed next time.”
• “IQ matters a lot in terms of what your freshman
GPA is, but graduating from college has much
more to do with character strengths like
persistence, perseverance and grit.”
Informing the Future of Higher Education
Source: Paul Tough, How Children Succeed: Grit, Curiosity and the Hidden Power of
Character (2012).
42
NON-TRADITIONAL POPULATIONS
Females and children of immigrants are
more likely to choose university
Predicted probabilities of enrolling in university
60%
55%
51%
50%
39%
40%
35%
32%
30%
27%
25%
27%
20%
10%
0%
Informing the Future of Higher Education
Source: Ross Finnie, Stephen Childs, Theresa Qui, Patterns of Persistence in PostSecondary Education: New Evidence for Ontario (HEQCO, 2012).
44
Universities have more of a mixed
record when it comes to dropout rates
Ontario University Year 4 Leavers Rate by Student Group
First Generation PSE
14.0
Female
Non First Generation PSE
Male
12.0
Non Aboriginal
10.0
English outside Quebec
8.0
Disabled
6.0
4.0
French outside Quebec
Non Disabled
2.0
actual
average
0.0
Non Immigrant
Rural High School
Second Generation
Non-Rural High School
First Generation
Low Income Family
Two Parent Family
Non Low Income Family
Single Parent Family
Informing the Future of Higher Education
Source: Ross Finnie, Stephen Childs, Theresa Qui, Patterns of Persistence in
Post-Secondary Education: New Evidence for Ontario (HEQCO, 2012).
45
The gender gap in PSE
is growing
%ever enrolled in university
60%
50%
female
40%
30%
male
20%
10%
0%
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
46
Informing the Future of Higher Education
There still isn’t much attention
being devoted to the issue in PSE
47
Informing the Future of Higher Education
HOW MUCH LEARNING?
Part of the gender gap is explained by
study habits and reading skills
M
F
My studying is very irregular
irregularand
andunpredictable
unpredictable
38%
28%
Books have
Books
havenever
nevergotten
gottenme
mevery
veryexcited
excited
48%
32%
I get a great deal of personal satisfaction from reading
39%
56%
Over the years, books have broadened my horizons and stimulated my imagination
50%
64%
I take very careful notes during class, and review them thoroughly before a test
52%
72%
Source: Noel-Levitz, 2011 National Freshman Attitudes Report (2011)).
Informing the Future of Higher Education
49
PSE isn’t even the equivalent of fulltime work for most students
31.7
Overall University Grade
90+
17.0
Total Time at School
work
29.3
80 to 89
15.9
Total Time Studying
28.4
70 to 79
15.2
27.3
below 70
14.0
0
Informing the Future of Higher Education
10
20
30
Hours per Week
40
Source: Lori McElroy and Alex Usher, HESA, Measuring Differences in Academic
Challenges and Grades at Canadian Universities (PowerPoint presentation for
CIRPA 2010).
50
Students are studying less,
and learning less
• 45% of students demonstrated no significant
improvement in learning during the first two years of
college
• 36% of students demonstrated no significant
improvement over four years of college
• For students who show improvement, it is modest
only
• Main culprit is lack of rigor in terms of reading
requirements and study (12-13 hours/week)
Informing the Future of Higher Education
Source: Richard Arum and Josipa Roksa, Academically Adrift: Limited Learning on College
Campuses (2011)).
51
Students are studying less,
and learning less
Informing the Future of Higher Education
Source: U.S. Bureau of Labor Statistics:
http://www.bls.gov/TUS/CHARTS/STUDENTS.HTM
52
Informing the Future of Higher Education
2010/2011
2009/2010
2008/2009
2007/2008
2006/2007
2005/2006
2004/2005
2003/2004
2002/2003
2001/2002
2000/2001
1999/2000
1998/1999
1997/1998
1996/1997
1995/1996
1994/1995
1993/1994
1992/1993
1991/1992
20%
1990/1991
25%
1989/1990
1988/1989
1987/1988
1986/1987
1985/1986
1984/1985
1983/1984
50%
1982/1983
1981/1982
1980/1981
1979/1980
1978/1979
1977/1978
1976/1977
The majority of full-time students are
NOT working at part-time jobs
Full Time Students Working Part-Time During Academic Year, Aged 18-24, Ontario
45%
40%
35%
30%
University Men
University Women
15%
10%
5%
0%
53
Deep
Strategic
Surface
Entitlement
Broadened admissions has resulted in
more varied students
%
sample
Group 1
2.62
2.67
3.49
3.15
7.4%
Group 2
2.85
2.71
2.99
2.30
15.1%
Group 3
2.90
3.50
2.80
2.80
14.5%
Group 4
3.22
3.28
2.41
1.88
14.5%
Relaxed student
Group 5
3.43
3.03
3.05
2.86
12.4%
Non-strategic worker bee
Group 6
3.49
3.52
3.31
Group 7
3.70
3.49
Group 8
4.07
3.86
Informing the Future of Higher Education
Tentative Label
Memorizer with expectations
Really needs a life!
He is literally ruining my university career!
Out
fail youintotime
compensate for whatever he’s lacking.
Justtoputtin’
He is a total ASS.
Strategist
3.65
6.9%
Driven to succeed
I found this course fascinating and I’m thrilled I had the opportunity to take it.
to have had this
class allstudent
year and I would recommend it to anyone!
2.58 I would
2.50 love
17.3%
Inquiring
This has been one of the best classes I’ve taken in four years.
1.99
2.06
11.8%
Student scholar
Source: Schoner, V., Andrey, J., Jayasundera, R., Joakim, E. & Hambly, D.
Students’ Learning Syles and Sense of Entitlement (2011).
54
Many students are already arriving in
PSE unprepared academically
Ontario College “A”
2006
Below College English
2007
2008
2009
2010
58.7% 59.3% 59.8% 59.3% 55.0%
College English
39.4%
38.4%
38.2%
36.5%
41.0%
Total Responses (Count)
6,150
6,409
6,380
6,834
7,179
55
Informing the Future of Higher Education
Other symptoms of a new generation
of “digital natives”
• Students expect quick response of faculty to emails, etc.
• Technology is invading the classroom in ways that distract
• A growing number of students don’t understand why plagiarism
is wrong
• “What we’ve accepted as normal common sense we now have
to spell out for students”
• Students are more willing to follow rules, but need to have
those rules clearly laid out for them
Informing the Future of Higher Education
Source: Arthur Levine, Diane R. Dean, Generation on a Tightrope: A Portrait of
Today’s College Student (2012).
56
CREDENTIAL AS COMMODITY
Millennials have a different view of
the value of university education
1969
1976
1993
2009
Essential goal: to formulate life values and goals for my life
71
62
52
50
Essential to learn to get along with people
76
66
47
38
1969
1976
1993
2009
The chief benefit is that it increases one’s earning power
---
44
57
67
Essential goal: to get training and skills for an occupation
59
67
70
73
Informing the Future of Higher Education
Source: Arthur Levine, Diane R. Dean, Generation on a Tightrope: A Portrait of
Today’s College Student (2012).
58
Universities are reinforcing that link
between credentials and jobs
• Council of Ontario Universities (October 2012): #MyCareer – How
Ontario university career services prepare students for the future
• AUCC (August 2012): “bachelor’s graduates enjoy a $1.3 million
advantage over the typical high school graduates and a $1 million
more than the average career earnings of college graduates”
• University of Regina Guarantee: “students agree to be assigned to
a counsellor, to take job-training seminars, to volunteer or work
and to maintain a minimum average”
• “If they cannot find a job related to their field, with the university’s
help, in the six months after they graduate, they will be given a
year’s free tuition to come back and beef up on missing skills.”
59
Informing the Future of Higher Education
Students must be reminded that jobs
require more than a credential
12
Unemployment By Student Performance (Sample Of Recent US Bachelor’s Graduates)
10
Low
Medium
High
8
6
4
2
0
CLA scores
Informing the Future of Higher Education
Academic Engagement/Growth
Source: SSRC, 2012 from Learning to Earning, 2012, presentation by Brent
Herbert-Copley, SSHRC.
60
It is best to be frank with students
about the outcomes of their decisions
If universities were honest about the question of career
opportunities and income, they would say this:
• “The top performing students, particularly those in high
demand technical and professional fields, have very good
employment prospects and will likely make impressive
incomes.”
• “Students in more general areas of study and, particularly, those
who fall short in skill level, motivation and work ethic, will likely
struggle after graduation.”
• “Plan accordingly.”
Informing the Future of Higher Education
Source: Ken Coates and Bill Morrison, “The Million-Dollar Promise,” Maclean’s
(January 21, 2013)..
61
A FEW IDEAS…
We need to rethink how we define and
measure “Student Success”
Access
Barriers
First Generation
UnderRepresented
Retention
Persistence
Engagement
Credit Transfer
Graduation
Skills Acquisition
Learning
Outcomes
Value-Added
Employment
Relevant Skills
Satisfaction
Income
63
Informing the Future of Higher Education
Lessons from HEQCO’s
previous research
• AWARENESS: Many students who most need to be aware of
the supplementary assistance and interventions available to
them are not adequately informed
• UTILIZATION: For voluntary interventions designed to promote
student success, those who seek out assistance are often not
those most at-risk
• IMPACT: There are few “easy fixes” that clearly improve
student performance, and the most common impacts are
marginal, indirect or delayed
64
Informing the Future of Higher Education
Some ideas and advice
for faculty
Integrate technology where appropriate
Strive to engage students in their own learning
Set and maintain reasonable but high standards
Articulate clear learning outcomes
Utilize transparent assessment practices (rubrics, etc.)
Teach the fundamentals of research and writing
Pay attention to the other basics (deadlines, plagiarism, etc.)
65
Informing the Future of Higher Education
Ontario students indicated what made
a teacher effective
% of Students
Selected
Factor
Delivers interesting, well prepared and organized lectures
83.7%
Enthusiastic, entertaining or motivating in the classroom
74.6%
Able to communicate the subject in multiple ways
52.4%
Able to meet regularly with students
25.8%
Clearly outlines expectations at the beginning of the semester
22.4%
Students often do well in his/her course
17.2%
A prominent researcher at the cutting edge of his/her field
13.2%
Integrates technology well into the learning environment
6.9%
Source: Ontario Undergraduate Student Alliance (OUSA), Ontario Results of the
Canadian Student Survey (PowerPoint presentation, 2010).
Informing the Future of Higher Education
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Students were asked, if they could
give one piece of advice to a teacher…
• “Be patient. Good students are trying the hardest they can”
• “Care about the students and the subject matter. We can
tell!”
• “Talking isn’t teaching. If you can only talk, and you can’t
teach, please don’t become a teacher. That is all!”
• “Remember what brought you to teach the subject at
hand/be passionate about it. Having a passionate
teacher/professor makes the material being taught much
more interesting for the student”
Source: Student Awards, 3M National Teaching Fellowship: Student Voices (2010)
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Students were asked, if they could
give one piece of advice to a teacher…
“I would ask that they never stop learning
themselves. That they keep up with their own
interests and curiosities and continue learning so
that they may use their experiences to inform their
teaching and also refresh it for their own sakes”
Source: Student Awards, 3M National Teaching Fellowship: Student Voices (2010)
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Words matter, so could we also
change the language?
It isn’t a teaching “load” or “burden”
A reduced course load shouldn’t be called a course “release”
University teaching isn’t a burden;
it is a “privilege” and a “responsibility”!!
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Informing the Future of Higher Education
Thank You!
Richard Dominic Wiggers
Executive Director, Research and Programs
HEQCO
(416) 212-3881
[email protected]
Informing the Future of Higher Education