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A BEST PRACTICE OF TEACHING AMONGST UNIVERSITY LECTURES

A BEST PRACTICE OF TEACHING AMONGST UNIVERSITY LECTURES. PROF. SAMUEL FERNÁNDEZ. University of Oviedo. A best practice of teaching amongst University Lectures General Survey of Education Analysis of Academic Performance.

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A BEST PRACTICE OF TEACHING AMONGST UNIVERSITY LECTURES

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  1. A BEST PRACTICE OF TEACHING AMONGST UNIVERSITY LECTURES PROF. SAMUEL FERNÁNDEZ University of Oviedo

  2. A best practice of teaching amongst University Lectures • General Survey of Education • Analysis of Academic Performance

  3. A BEST PRACTICE OF TEACHING AMONGST UNIVERSITY LECTURES

  4. Forecasting student satisfaction with lecturers The Main Components of Satisfaction: 1st factor: teacher´s work´ (65% of total variance) 2nd factor: resources in the classroom (+7% of total variance) Satisfaction: 0,33 Didactic Skills (clearness + motivation) 0,25 Subject Difficulty 0,22 Evaluation 0,14 Availability 0,09 Subject Knowledge

  5. WHAT THE BEST UNIVERSITY LECTURERS DO? The aim: To research the teaching strategies and personal skills employed by the teachers who were mostly rated in these surveys.

  6. Methodology To interview lecturers who were highest rated Questions: >>>

  7. Methodology Teaching Course planning Teaching-learning strategies Teaching resources (materials, technology..) Assessment Personal Relations Motivation of students Tutorials and guidance Attitudes towards teaching

  8. Teaching Quality: State of the Art • Student as customer 2. New relations (Nicholds, 2006. The implications of student contacts. The Oxford Student, 3 pp. 33-41): • Possible legal action by student accusing the universities of failing to educate them properly. • To require students to sign contracts obliging them to attend classes and complete assignments. • To suggest that universities could use the extra funds generated throught top-up fees to ensure high quality teaching.

  9. Main ways to monitor service quality Measurement of Outcomes: • Feed back surveys • Focus groups Process: • Inspection. Peer observation • Mystery customers (students)

  10. Spanish Universities Surveys on student opinion • Including written commentaries • Combining with staff interviews • Combining with observation of classes • Combining with portfolio

  11. The University of Oviedo Questionary of students Questionary of teachers Bulletin

  12. Professional profile 6hrs per week in 2,41 subjects to teach 14 years of teaching experience

  13. 1. Planning and programming classes Pre-emptive planning • Operative objectives • Assessing the knowledge their students bring into the classroom • Horizontal and vertical coordination (overlaps and gaps in what is taught)

  14. 2. Teaching-learning strategies Clear guidelines as to what is expected of students  • Lectures with question and answers sessions • Master classes /conferences • Debates & work groups • Guiding students´work ½ -1 hr for each hour of class • Innovative projects • Difficult to liaise with other teachers

  15. 3. Motivation Half of the interviewees think that students are motivated  • Link with the “real world”: providing experiences • Fostering empathy • Information of the results of their work • Highlight the importance of what is been learnt for the future • Understanding and empathy with students • High expectations

  16. 4. Teaching resources Specific training to make teaching materials  As an aid and means of motivating students

  17. 5. Evaluation Initial, continuous and final assessment  • Learning outcomes • Attendance and participation • Examination are seen as ongoing control • A didactic function

  18. 6. Tutorials & Guidance Difficult to organize  • To reinforce learning • Information • Professional guidance

  19. 7. Attitudes to improve his teaching Self-assess  • Informal observation of • Participation • Attendance • Asking the student • Attention and understanding Training in teaching methodologies

  20. 8.Teaching Style (Conclusion) • Students are aware of the attitudes towards them • Students see the usefulness of what they are learning • Classes clears rather than brilliant • Organized and well-structured • To inform how to do to pass the subject • High academic authority • Prestige based upon knowledge • Approachable and human • Sharing his doubts and thoughts

  21. GENERAL SURVEY OFEDUCATION

  22. INTRODUCTION The implementation of the General Survey of Education, responds to the need to obtain information showing results of the teaching process from the perspective of students and faculty-oriented decision making.

  23. INTRODUCTION General Survey of Education (GSE) Scope: All the qualifications from the University of Oviedo Application: First Semester and Second Semester Purpose: Improving Teaching and appreciation to the Academic Staff in accordance with the quality of its teaching methodology

  24. INTRODUCTION The actions developed by this process, allowing each of the stakeholders, the following. Students Representatives • Talk with the director / dean of the center on improvement actions • Observe the evolution of Academic Staff

  25. INTRODUCTION Academic Staff • Self-assessment • Receive information from your students about the teaching process • Ence to their evolution over the years • Exhibit good performance with external agencies • Improving your self-esteem • Initiate actions to improve teaching • Review and adjust the teaching plan

  26. INTRODUCTION Directors and Deans of Centers • Know the satisfaction of their students with the educational process • Dialogue with the department directors on improving teaching • Know the opinion relative to other qualifications and centers • Reviewing teaching plans • Improvement Plan actions

  27. INTRODUCTION Department Directors • Knowing the state of opinion of the students who taught her department • Compare ratings of teachers • Like good teachers and to plan actions for improvement of the lowest ratings • Know the opinion relative to other departments • Improvement Plan actions The adjustment between all the stakeholders support, ultimately, improve the quality of teaching at the University.

  28. General Survey of Education

  29. General Survey of Education

  30. General Survey of Education Planification • >>>

  31. General Survey of Education Elaboration and Dissemination of the Roadmap

  32. General Survey of Education Elaboration of timetable IT-CA-31

  33. General Survey of Education Field Work

  34. General Survey of Education Implementation of the Survey

  35. General Survey of Education Elaboration of Results

  36. General Survey of Education Coding and data analysis PD-CA-02.1

  37. General Survey of Education Tool to track the Survey

  38. Results Magnitudes Of the 3004 subjects taught by 2217 teachers and professors of the University, have been evaluated 2472 subjects, taught by 1986 teachers, 5198 issued bulletins reporting on more than eighty-nine thousand questionnaires answered by students.

  39. Results Centers / Departments Report

  40. Results

  41. Results

  42. Results C. Ratings by type of subjectThe following table presents the average values in the core subjects and electives.

  43. Results Evolution of the General Student Satisfaction

  44. Results Personal Report

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