THE SHIFTING NATURE OF TEACHING & LEARNING IN TODAY'S UNIVERSITY
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1 THE SHIFTING NATURE OF TEACHING & LEARNING IN TODAY'S UNIVERSITY WESTERN UNIVERSITY FALL PERSPECTIVES ON TEACHING CONFERENCE LONDON, ONTARIO TUESDAY, AUGUST 27, 2013 Richard Dominic Wiggers Executive Director, Research & Programs
2 INTRODUCTION
3 What my parents and friends think I do Source: metapreneurship.net/wp-content/uploads/2012/02/collegeprofessorsmeme.jpg 3
4 What I like to think I do Source: metapreneurship.net/wp-content/uploads/2012/02/collegeprofessorsmeme.jpg 4
5 What my students think I do Source: metapreneurship.net/wp-content/uploads/2012/02/collegeprofessorsmeme.jpg 5
6 What I actually do Source: metapreneurship.net/wp-content/uploads/2012/02/collegeprofessorsmeme.jpg 6
7 HEQCO
8 Higher Education Quality Council of Ontario HEQCO s creation was recommended in the Rae Review (2005) It is an independent agency with a mandate to conduct research and give policy advice to the Minister of Training, Colleges and Universities (MTCU) on all aspects of PSE The primary focus is to employ evidence to influence policy 8
9 Many current projects focus on teaching, learning and student outcomes Student Services Large Classes Technology- Assisted Learning Professional Development Graduate Studies NSSE Collegiate Learning Assessment Tuning AHELO Work Integrated Learning 9
10 Some interesting research is already underway Hybrid courses (Sheridan College; University of Toronto) Employing peer- and self-assessment (UofT-Scarborough) Cooperation vs. Competition (McMaster) Differentiated evaluation (University of Ottawa) Remedial language training (Mohawk College, etc.) E-portfolios to track skill acquisition and development (Brock University) 10
11 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). Fall 2013 projects on professional development for faculty and part-time instructors. 11
12 There are 14,000 full-time faculty employed at Ontario universities Number of Tenured and Tenure-Stream Full-Time University Faculty, By Rank, Ontario, Below Assistant Assistant Associate Full professor Source:HEQCO, utilizing University and College Academic Staff System data.. 12
13 But growth in the hiring of new faculty has recently slowed Number of Tenured and Tenure-Stream Full-Time University Faculty, By Age, Ontario, and less Source: HEQCO, utilizing University and College Academic Staff System data.. 13
14 Faculty salaries have grown steadily over the past decade $140,000 $120,000 Full Professor Associate Professor Assistant Professor $100,000 $80,000 $60,000 $40,000 $20,000 $ Source: HEQCO, utilizing University and College Academic Staff System data.. 14
15 Faculty salaries also compare well to other professions Occupation Position Salary Required Education Banking, Credit and Investment Manager $102,000 4 Years of PSE Engineering Manager $113,000 4 Years of PSE University Professor Tenure /Tenure Stream $118, Years of PSE Lawyers $124,000 7 Years of PSE Extensive Experience Extensive Trade and Broadcasting Senior Manager $124,000 4 Years of PSE Experience Dentists $132,000 8 Years of PSE General Practitioners & Family Physicians $133, Years of PSE Residency Goods Prod., Transport.and Construction Senior Manager $161,000 4 Years of PSE Extensive Experience Financial, Communication Senior Manager $162,000 4 Years of PSE Extensive Experience Judges $178,000 7 Years of PSE Extensive Experience Specialist Physicians $180, Years of PSE Residency 15
16 Canada already leads the OECD in PSE attainment University and non-university attainment for main OECD countries, percentage of population aged 25-64, 2006 Tertiary-type B education (Non-university) Tertiary-type A education (University) Source: OECD, Education at a Glance (2006). 16
17 Ontario is already achieving the goal of mass education in PSE 80% 70% Ontario Goal 70.3% 70.2% 60% 50% 64.8% 56.7% 62.2% 40% 30% 20% 10% 0% Apprenticeship or trades certificate or diploma College, CEGEP or other non-univeristy certificate or diploma University Source: HEQCO, data from Canadian National Census,
18 Despite rising tuition costs, university participation rates continue to rise College participation rates in Canada, 1995 and 2010 University participation rates in Canada, 1995 and Age Age Source: HEQCO, utilizing Labour Force Survey data.. 18
19 Deep Strategic Surface Entitlement As a result of increased access, the student population is more varied % sample Tentative Label Group % Memorizer with expectations Group % Just puttin in time Group % Strategist Group % Relaxed student Group % Non-strategic worker bee Group % Driven to succeed Group % Inquiring student Group % Student scholar Source: Schoner, V., Andrey, J., Jayasundera, R., Joakim, E. & Hambly, D. Students Learning Syles and Sense of Entitlement (2011). 19
20 ENGAGED STUDENTS
21 100% The grades for top university applicants continue to rise 95% 90% Top 1% Top 5% Top 50% 85% 80% 75% Source: J. Burrow, M. Dooley, T. Wright and L. Paper No. 13, A Report on the Postsecondary Decisions of High-Achieving Students in Ontario. (HEQCO: 2012). 21
22 Being a high achiever is usually about more than top grades Many are involved in the International Baccalaureate Diploma Programme and/or taking Advanced Placement courses, French immersion, etc. Often involved in student council, athletics, school clubs, working part-time, volunteering, writing for school newspaper or yearbook, acting as tutors, etc. Independent schools had a greater expectation to apply out of province, if not out of country Public H.S. graduates tend to stay (5 institutions) Source: J. Burrow, M. Dooley, T. Wright and L. Paper No. 13, A Report on the Postsecondary Decisions of High-Achieving Students in Ontario. (HEQCO:
23 Year 1 to Year 2 Retention Rate Selective admission policies tend to result in higher retention rates 96% 94% High School Average by Year 1 to Year 2 Retention Rate, by University (CUDO 2011) UWO Queen's 92% Guelph Toronto 90% 88% 86% WLU OCAD Lakehead Carleton Brock Ryerson Windsor York Ottawa Laurentian McMaster UW 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). 23
24 What does student engagement CHARACTERISTICS Curious Interest Enthusiastic Reflective Confident Internally Motivated Institutional Pride Clear Goals look like? ACTIONS Showing up for things Classes are full Actively participating Asking questions Volunteering Non-class hours on campus Doing school work Actively seeking learning Time and effort 24
25 Engaged students are curious and have a passion for learning I found this course fascinating and I m thrilled I had the opportunity to take it. I would love to have had this class all year and I would recommend it to anyone!. This has been one of the best classes I ve taken in four years. Source: metapreneurship.net/wp-content/uploads/2012/02/collegeprofessorsmeme.jpg 25
26 NOT SO ENGAGED STUDENTS Source:
27 Helicopter parents are raising more bubble wrap kids 27
28 Today s students are more satisfied with their PSE experience I am satisfied overall I would rather be going to university than anything else I am satisfied with teaching at my institution My grade point average is A- or higher My grade point average is C or less I have taken a basic skills or remedial course I work hard at my studies Source: Arthur Levine, Diane R. Dean, Generation on a Tightrope: A Portrait of Today s College Student (2012). 28
29 Overall University Grade PSE isn t even the equivalent of fulltime work for most students to Total Time at School work Total Time Studying 70 to below Hours per Week Source: Lori McElroy and Alex Usher, HESA, Measuring Differences in Academic Challenges and Grades at Canadian Universities (PowerPoint presentation for CIRPA 2010). 29
30 And the majority of full-time students are NOT working at part-time jobs 50% Percentage of full-time university students working part-time, Ontario, years ( ) 45% 40% 35% Males Females 30% 25% 20% 15% 10% 5% 0% Source: HEQCO employing Labour Force Survey data from Statistics Canada. 30
31 Entitled students will likely become entitled job seekers Academically entitled students are those who want exams rescheduled around personal plans or who think they deserve high marks so long as they ve paid their tuition and put in the hours. I expect to be hired in a high ranking and high paying position after graduation I expect to be promoted rapidly because of my university degree the job I get will give me maximum flexibility in vacation and other time off Source: University of Windsor student survey cited in Josh Dehaas, Deserve the grade just because you paid?, Macleans (May 31, 2013). 31
32 Map Test (not for grade!) 32
33 Many students are arriving in PSE unprepared academically Ontario College A Below College English 58.8% 59.3% 59.8% 59.3% 55.0% 49.0% 47.6% College English 39.4% 38.4% 38.2% 36.5% 41.0% 45.9% 46.4% Total Responses (Count) 6,150 6,429 6,380 6,834 7,179 6,525 6,920 33
34 Entitled students often don t appreciate high academic standards Really needs a life! He is literally ruining my university career! Out to fail you to compensate for whatever he s lacking. He is a total ASS. Source: metapreneurship.net/wp-content/uploads/2012/02/collegeprofessorsmeme.jpg 34
35 Lecture: A process by which the notes of the professor Become the notes of the student Without passing through the minds of either! THE IMPORTANCE OF TEACHING Source: metapreneurship.net/wp-content/uploads/2012/02/collegeprofessorsmeme.jpg; Gilstrap and Martin (1975).
36 Ontario students indicated what made a teacher effective Factor % of Students Selected 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). 36
37 Most faculty still reported that they learned to teach by simply doing Source: Fred Evers et al., Faculty Engagement in Teaching Development Activities at Ontario Universities (HEQCO: 2011). 37
38 HEQCO promoted teaching and learning research (SOTL) January 2010: Recommendations included: Provide more opportunities for faculty to formally prepare for their teaching role Support scholarship and research in teaching and learning Enhance the role of educational developers and teaching centres Place more emphasis on active learning for students and the assessment and development of curricula 38
39 The Ontario government is focusing more 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 39
40 The Ontario government is focusing more on teaching quality Office of the Auditor General of Ontario, 2012 Annual Report (November 2012): 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 A University s most important mandate is that it does a good job of teaching its students and preparing them for the future workforce 40
41 Millennials have a different view of the value of university education Essential goal: to formulate life values and goals for my life Essential to learn to get along with people The chief benefit is that it increases one s earning power Essential goal: to get training and skills for an occupation Source: Arthur Levine, Diane R. Dean, Generation on a Tightrope: A Portrait of Today s College Student (2012). 41
42 We need to openly address the future for those with PSE credentials AUCC (August 2012): bachelor s graduates enjoy a $1.3 million advantage over the typical high school graduates and $1 million more than the average career earnings of college graduates 42
43 We also have to remember the impact of economic recessions Unemployment rate, (20-24 years) Canada Ontario
44 Students must be reminded that jobs require more than a credential 12 Unemployment By Student Performance (Sample Of Recent US Bachelor s Graduates) 10 8 Low Medium High CLA scores Academic Engagement/Growth Source: SSRC, 2012 from Learning to Earning, 2012, presentation by Brent Herbert-Copley, SSHRC. 44
45 CLOSING THOUGHTS
46 We need to rethink how we define and measure Student Success Access Barriers First Generation Under- Represented Retention Persistence Engagement Credit Transfer Graduation Skills Acquisition Learning Outcomes Value-Added Employment Relevant Skills Satisfaction Income 46
47 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.) 47
48 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) 48
49 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) 49
50 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! Postsecondary teaching isn t a burden; It is a privilege and a responsibility!! 50
51 Thank You! Richard Dominic Wiggers Executive Director, Research and Programs HEQCO (416)
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