Abstract
The University of British Columbia-Vancouver (UBC-V) implemented a campus-wide survey of faculty teaching practices and perceptions. All 11 Faculties participated, resulting in a total of 1177 responses for an overall response rate of 24%. We compared response patterns of faculty who reported spending less than 25%, between 26-50%, between 51-75%, and more than 75% of classroom time lecturing. Using this breakdown, we analysed survey responses related to in and out-of-class practices and expectations for students, use of teaching assistant time, participation in professional development opportunities, and perceptions of whether the institution valued teaching. Participants across quadrants reported employing a wide range of teaching methods irrespective of years of experience and class size. Our findings outline the range of teaching practices employed by faculty at a large research-intensive Canadian institution and may provide baseline information for institutions of similar scale and focus.
Highlights
The University of British Columbia-Vancouver (UBC-V) implemented a campus-wide survey of faculty teaching practices and perceptions
For instance, that despite the growing body of research lauding the impact of non-lecture based instructional practices on learning, lecture continues to be the dominant practice in many university classrooms (Freeman et al, 2014; Michael, 2006; Prince, 2004)
(2) What are the implications of minimal and extensive time lecturing on other instructional practices and faculty expectations?
Summary
The University of British Columbia-Vancouver (UBC-V) implemented a campus-wide survey of faculty teaching practices and perceptions. We compared response patterns of faculty who reported spending less than 25%, between 26-50%, between 51-75%, and more than 75% of classroom time lecturing Using this breakdown, we analysed survey responses related to in and out-of-class practices and expectations for students, use of teaching assistant time, participation in professional development opportunities, and perceptions of whether the institution valued teaching. O ver the past decade, there has been considerable interest in understanding the most prevalent instructional practices in higher education, as well as their relative impact on student learning (Ambrose et al, 2010; Bain, 2004; Buskist & Groccia, 2011; Nilson, 2010) It has been reported, for instance, that despite the growing body of research lauding the impact of non-lecture based instructional practices on learning, lecture continues to be the dominant practice in many university classrooms (Freeman et al, 2014; Michael, 2006; Prince, 2004). It is believed that there is a complex relationship between instructor factors, discipline factors, and class factors that may lead faculty to choose specific instructional methods
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