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CULTIVATING TEACHING EXCELLENCE IN A WORLD CLASS UNIVERSITY

CULTIVATING TEACHING EXCELLENCE IN A WORLD CLASS UNIVERSITY. BY Prof. Akan Williams Deputy Vice-Chancellor. OUTLINE. Introduction Functions of a University Attributes of an Excellent Teacher ADDIE Curriculum Design Cycle Learning Outcomes Domains of Learning

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CULTIVATING TEACHING EXCELLENCE IN A WORLD CLASS UNIVERSITY

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  1. CULTIVATING TEACHING EXCELLENCE IN A WORLD CLASS UNIVERSITY BY Prof. Akan Williams Deputy Vice-Chancellor .

  2. OUTLINE • Introduction • Functions of a University • Attributes of an Excellent Teacher • ADDIE Curriculum Design Cycle • Learning Outcomes • Domains of Learning • Factors Affecting Teaching Excellence • Cultivating Teaching Excellence • World Class University Ranking

  3. Introduction

  4. Introduction Cont’d. After two weeks, we tend to remember: • 10% of what we read • 20% of what we hear • 30% of what we see • 50% of what we see & hear • 70% of what we say • 90% of what we say and do (Edgar Dale,1969)

  5. Introduction Cont’d. • Excellence in teaching refers to an academic process by which students are motivated to learn in ways that make a sustained, substantial, and positive influence on how they think, act, and feel. • Excellence is the quality of being outstanding. • We must be willing to pay a world class price to be world class teachers.

  6. Introduction Cont’d. • Teaching is a two-way interaction where teachers go beyond just delivering content to understanding the learning domains and cater for diverse learning styles through various kinds of testing methodologies. • A teacher teaches for the students to understand. • Lecturing is a one-way method of delivering content to self-regulated learners in a classroom. • Teaching has more obligation than lecturing.

  7. Functions of a University • Teaching • Research • Community Service

  8. Attributes of an Excellent Teacher An excellent teacher contributes positively to the learning environment in the following five roles: • Subject matter expert • Pedagogical expert • Excellent communicator • Student-centredmentor • Systematic and continual assessor

  9. Attributes of an Excellent Teacher Cont’d Subject Matter Expert • Possesses thorough knowledge of the subject matter and demonstrates a contagious enthusiasm for it. • Researches and develops important and original thoughts on the subject. • Follows regularly intellectual developments in the discipline and related fields.

  10. Attributes of an Excellent Teacher Cont’d. Pedagogical Expert • Sets appropriate learning goals and objectives and communicates them clearly. • Demonstrates a positive attitude towards the students and continually works to overcome obstacles that might subvert learning. • Evaluates and grades students’ work fairly and promptly.

  11. Attributes of an Excellent Teacher Cont’d. • Encourages students to think and be creative and provides regular, constructive and objective feedback to students. • Promotes a wide range of ideas while maintaining an atmosphere of integrity, civility and respect. • Guides students successfully through critical thinking and problem solving processes. • Promotes student self discovery. • Pursues teaching and learning as scholarly activities.

  12. Attributes of an Excellent Teacher Cont’d. Excellent Communicator • Demonstrates effective oral and written communication and helps students learn to use effective communication skills. • Listens attentively and is available and approachable. • Utilizes teaching tools appropriately and effectively. • Simplifies and clarifies complex subjects. • Bridges language and cultural barriers.

  13. Attributes of an Excellent Teacher Cont’d. Student-centredMentor • Makes student learning the highest priority. • Stimulates students to learn through a variety of methods and encourages active student participation. • Helps students connect learning experiences and facilitates development of self-knowledge. • Instills a desire in students for life-long learning. • Inspires students patiently to higher intellectual levels.

  14. Attributes of an Excellent Teacher Cont’d. Systematic and Continual Assessor • Develops and uses appropriate student outcome assessments to improve student learning experiences. • Employs a systematic approach to assess teaching. • Creates an environment forstudent feedback. • Adapts teaching style to accomplish the objectives of successful student learning • Recognizes personal limitations and shortcomings and learn from them.

  15. ADDIE Curriculum Design Cycle • Assess (analyse) the needs of your students. • Design a teaching plan that meets the needs of your students. • Develop a curriculum based on a teaching plan. • Implement a curriculum that you develop. • Evaluate the teaching programme based on whether the needs of your students have been met.

  16. Learning Outcomes • Learning outcome can be student based or teacher based. Tell me and I forget. Teach me and I remember. Involve me and I learn - Benjamin Franklin • Learning outcomes are statements that describe or list measurable and essential mastered content-knowledge reflecting skills, competencies and knowledge that students have achieved and can demonstrate upon successfully completing a course.

  17. Learning Outcomes Cont’d. The teacher uses SMARTtools to guide the path towards learning outcomes or completion of a goal. • Specific • Measurable • Achievable • Realistic • Timed

  18. Learning Outcomes Cont’d. Three components of a measurable learning outcome are: • Student learning behaviours • Appropriate assessment methods • Specific student performance criteria for success In designing course compact, the objectives should be measureable, verbs like ‘know’, ‘understand’ etc. should not be used in itemizing objectives as they are not measureable.

  19. Domains of Learning • Cognitive Learning: Outcomes that aim to contribute to a learner’s body of knowledge about a topic. Example: Understanding and applying the risk assessment in the Laboratory. • Affective (Attitudinal) Learning: Outcomes that aim to change or enhance a learner’s attitude or motivation about a subject. Example: Changing a learner’s attitude about the importance of implementing chemical security plan in the Lab. • Psychomotor (Skill) Learning: Outcomes that aim to help a learner perform a job-related, behaviouraltask. Example: Training a student to put on the right personal protective equipment (PPE) in the Lab.

  20. Bloom’s Taxonomy: Domains of Learning

  21. Cognitive Learning

  22. Factors Affecting Teaching Excellence • Teacher-centred learning approach • Lack of teaching skills/poor preparation by teacher • Widening staff-to-student ratio (large class sizes) • Poor attitude to learning by students • Poor learning environment • Inadequate learning resources • Economic distractions

  23. Cultivating Teaching Excellence • Organization of certified teaching training sessions. • Continuous self development by faculty. • Engaging research-outcome teaching. • Student-centred teaching – Problem-Based Learning • Empowering learning environmentwith the use of modern teaching aids such as smart boards, podia, multimedia.

  24. Cultivating Teaching Excellence Cont’d. • Induction programme for new and young faculty should incorporate a teaching aspect. • Engagement of competent faculty in the right Staff-Student ratio. • Learning resources - UNESCO standard of 10,000 volumes minimum annual addition.

  25. Cultivating Teaching Excellence Cont’d. • Assistant Lecturers/Graduate Assistants are supposed to learn how to teach from senior colleagues. • Only Ph.Dholders should teach final year classes. • The policy of co-lecturing should be continued. • Closer interaction between faculty and students. • Tutorial classes. • Use of good course compact

  26. World University Ranking Some agencies involved in World University Ranking: • Times Higher Education (THE) World University Rankings • Academic Ranking of World Class Universities - Shanghai Jiao Tong University (SJTUR) • Webometrics Ranking

  27. World University Ranking Cont’d Times Higher Education (THE) Ranking: • The Times Higher Education World University Rankings was founded in 2004. • The ranking is based on teaching, research, international outlook, reputation etc. • The ranking is based on 13 performance indicators. • THE is more acceptable and more popular than the Shanghai Jiao Tong University (SJTU) Ranking.

  28. World University Ranking Cont’d THE Ranking Parameters: • Teaching (30%) • Research (30%) • Citation (30%) • International Outlook (7.5%) • Industry Income (2.5%)

  29. World University Ranking Cont’d THE Teaching (Learning Environment) Parameters: 30% • Reputation survey: 15% • Staff-to-student ratio: 4.5% • Doctorate-to-bachelor’s ratio: 2.25% • Doctorates-awarded- to-academic-staff ratio: 6% • Institutional income: 2.25%

  30. Thank You for Listening

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