The Future of University Teaching: Bleak or Promising?

In this essay I reflect on what university teaching might be like in the future. I first consider the context in which universities exist in the twenty-first century and identify some of the pressures for change that currently face them. These include the changing demographics among students, the calls by various stakeholders for increased access, quality and accountability, and the rapidly changing technological environment. I suggest that a dismal future would be one where university teaching fails to adapt to these changes and I then envisage a scenario in which many of the changes already begun through the SoTL movement take firm hold and transform university teaching for the better

The Future of University Teaching: Bleak or Promising?

In this essay I reflect on what university teaching might be like in the future. I first consider the context in which universities exist in the twenty-first century and identify some of the pressures for change that currently face them. These include the changing demographics among students, the calls by various stakeholders for increased access, quality and accountability, and the rapidly changing technological environment. I suggest that a dismal future would be one where university teaching fails to adapt to these changes and I then envisage a scenario in which many of the changes already begun through the SoTL movement take firm hold and transform university teaching for the better

One important lesson I’ve learned from my involvement with SoTL

As a regular feature in Teaching & Learning Inquiry, we will ask leading thinkers in the field of SoTL to articulate one important lesson they have learned over the course of their careers. In this first installment, Joy Mighty talks about leadership in its numerous forms, from individual to institutional, and its potential for the development of SoTL. Before becoming the Associate Vice-President, Teaching and Learning, at Carleton University in Ottawa, Joy was the Director of the Centre for Teaching and Learning and Professor in the School of Business at Queen’s University in Canada. Joy has also served as the President of the Society for Teaching and Learning in Higher Education, and is the co-editor of Taking Stock: Research on Teaching and Learning in Higher Education

Creating an Academic Culture: Issues in Residence Administration at Institutions of Higher Education

This article explains the degree to which academic goals are integrated into the residential systems of institutions of higher education in Canada. This investigation utilizes survey and in-depth interview research methods to examine residence administration, academic programming in residences and academic faculty involvement in residences. The study found that there is little integration of academic goals into residence administration; academic programming exists in most residences but it tends to be fragmented and short- term; and there is little academic faculty involvement in residences. Implications for administrators are explored.Cet article explique jusqu'à quel point les objectifs académiques sont intégrés aux systèmes résidentiels des établissements d'enseignement supérieur au Canada. Cette étude fait appel à des techniques de sondage et d'entrevue en profondeur pour examiner l'administration des résidences, les programmes académiques dans les résidences et la participation des professeurs à la vie des résidences. L'étude a révélé que les objectifs académiques sont très peu intégrés à l'administration des résidences. Il existe des programmes académiques dans la plupart des résidences, mais ceux-ci ont tendance à être fragmentés et de courte durée. Les professeurs participent très peu à la vie des résidences. L'étude examine les différentes possibilités de participation des administrateurs.&nbsp

The Ontario Universities’ Teaching Evaluation Toolkit: Feasibility Study

This feasibility study (the first of three phases) sought to develop a framework for improvement-oriented formative and summative assessment of teaching in Ontario. It is intended to inform future developments in teaching evaluation in the Province, and to offer a well-contextualized understanding of what the goals of teaching evaluation ought to be, what the challenges are, and the kinds of initiatives and infrastructure that would best promote the evolution of a data- informed and inquiry-inspiring approach to evaluating and improving teaching. Our institutionally-based project teams identified and examined leading teaching evaluation practices in use internationally, compared to those in use in the Ontario context, and identified a range of aggregate data and technical tool elements to be considered when moving forward.https://scholar.uwindsor.ca/ctlreports/1003/thumbnail.jp

Shared Modular Course Development: A Feasibility Study

This project evaluated the viability of shared course development (SCD) and identified the necessary baseline mechanisms, principles, policies, and procedures for future joint course development collaborations. Although collaborative course design is still relatively new in Ontario, our institutionally-based project teams identified and researched a number of successful examples from Australia, Canada, Europe, New Zealand, the United Kingdom, and the United States. These successful models demonstrated the transformative possibilities of blended learning, expanded course variety, maintained or enhanced the breadth of course offerings, and reduced institution-specific development costs while maintaining delivery autonomy. They also focused on enhancing student learning and produced momentum for instructional improvement and course re-design among collaborating institutions. This report concludes that there is considerable value to the development of collaborative institutional cultures in and of itself, and that collaborative capacity will become an increasingly important core competency in the more differentiated and change-oriented university sector that is emerginghttps://scholar.uwindsor.ca/ctlreports/1000/thumbnail.jp

Taking stock : research on teaching and learning in higher education

Comprend des références bibliographique