Enhancing a Culture of Teaching and Learning at a ‘Teaching Focused’ University

1. Enhancing a Culture of Teaching and Learning at a ‘Teaching Focused’ University Diane Salter Kwantlen Polytechnic University Liesel Knaack Vancouver Island University

2. Agenda • Introduction • Two Student Scenario (Handout) • Read on own, consider questions at end • Debrief as large group • Handout + Slides

3. The Student Experience (Handout Scenarios) The following scenarios show how different students in the same class have responded to the same situations and questions. Read through the scenarios and provide your comments on why the students’ experiences were so different. Both students had similaruniversity entrance scores, were taught from the same syllabus, by the same university teachers. Both claimed to have worked hard throughout the year, and there is no reason to doubt their claims. They went to the same lectures and tutorials, and completed the same assignments in a core mathematics course. Consider the two scenarios Case 1 Melissa (Melissa Passed with Distinction) Case 2 Anthony (Anthony Failed)

4. Model of Student Learning This diagram depicts a model of how a student learns. A student arrives to a learning experience with previous experiences and knowledge. A student also has a perception of learning and has various approaches to learning that significantly affect how much learning will occur. Characteristics of the Student(e.g., previous experiences, current understandings and knowledge) Students’ Learning Outcomes(e.g., what they learn, quantity and quality of learning) Students’ Approaches to Learning(e.g., how they learn, surface/deep learning) Students’ Perceptions of Context(e.g., good teaching, clear goals) Course and Departmental Learning Context(e.g., course design, teaching methods, assessment techniques) When we do not consider the perceptions and approaches to learning and jump directly to achievement of learning outcomes, we inaccurately design learning experiences without considering all the student perspectives.

5. STUDENT APPROACHES TO LEARNING • Why is a ‘Deep’ approach important? • Surface Approach • Intention to reproduce • rote memorization of information needed for assessment • failure to distinguish principles from examples • treat tasks as external impositions • focus on discrete elements without integration • Deep Approach • Intention to understand • meaningfully memorize information for later use • relate new ideas to previous knowledge • relate concepts to everyday experiences • relate evidence to conclusions  • Ramsden, 2003

6. Factors Relating to Approaches • Students’ Perceptions • If students think the…. • teaching is good • goals and standards are clear • students get help and advice on how to study • subject is well organised • …..then they are likely to be adopting deep approaches to their studies. • If students think the….. • assessment is inappropriate • workload is inappropriate • …..then they are likely to be adopting surface approaches to their studies. Ramsden, 2003

7. Surface Learning approaches vs. Deep Learning Approaches • SURFACE approaches encouraged by • Assessmentmethods emphasising recall or the application of trivial; procedural knowledge • Assessment methods that create undue anxiety • Excessive amount of material in the curriculum (Too much content!) • Poor or absent feedback on progress • Lack of interest in and background knowledge of the subject • Previous experiences that encourage such approaches • DEEP approaches encouraged by • Teaching methods that foster active and long term engagement with the learning tasks • Stimulating and considerate teaching - demonstrating the instructor’s personal commitment to the subject matter - stresses its meaning and relevance to the students • Clearly stated academic expectations and learning outcomes • Interest in and background knowledge of the subject matter • Previous experiences that encourage such approaches

8. Agenda • What encourages a deep approach to learning by students? • What practices, strategies and activities encourage deeper learning? • Discuss with small group • Discuss with larger group

9. Approaches to Teaching and Learning: How Academic Development Centres Respond

10. Enhancing a Culture of Teaching and Learning at a ‘Teaching Focused’ University Final Thoughts + Wrap Up