Center for Teaching Excellences Course Design Institute & - PowerPoint PPT Presentation

Center for Teaching Excellence’s Course Design Institute & Ignite Programs Michael Palmer, Director, Center for Teaching Excellence

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Course Design Institute 8

In n thr hree to o five years, what hat will will your r stu tude dents ts still till know, be be able ble to do do, or r va value e … 9

Why is the Could we, should United we, make a bridge States out of glass? such a religious Is global warming real? country? Do we see things as they are? Or do we see things as we are? How How can lobsters does escape aging? food get Can’t from we your all mouth just to get your along? derrière? 10

“This is by far the e best teaching g workshop I have ve ever er atten ended ed. The content was interesting and the instructors really practiced what they preached with respect to learning techniques.” “The institute gave me life! And it total ally chang anged my approac oach h to o cour ourse design and and teac aching.” “In two words: [th the CDI DI expe perience was] s] lif life-alte lteri ring. This may seem overblown, but it is 100% true. I came in thinking I had a handle on my course, but realized very soon I needed to go back to the drawing board. The result is exponentially improved.” 11

• Overall, 389 participants have rated the 2008-2017 Institutes 4.76/5.00. • 100% of participants have said they would recommend CDI to a colleague. 12

Participation by Year 90 80 N=398 70 60 50 40 30 20 10 0 2008 2010 2011 2012 2013 2014 2015 2016 2017 UVa Faculty UVa Post-docs UVa Graduate Students Non-UVa Faculty Ed Developers 13

c 3 Design 14

Ignite 15

Faculty Renewal 100 PLANNED NET FACULTY GROWTH (CUMULATIVE) 80 PLANNED HIRES 60 PLANNED DEPARTURES 40 20 0 FY '15 FY '16 FY '17 FY '18 FY '19 FY '20 FY '21 FY 22 Actual hires Actual Departures Actual Net Cumulative These numbers represent the “undergraduate” schools only. 16

Scholars by Cohort • 2015-16: 32 • 2016-17: 38 Scholars by Rank • 77% assistant professors 17

classroom observation syllabus toolbox Stud udent nt learni ning ng Stud udent nt syllabus rubric perceptions ons about the Participant participant’s teaching teaching pract ctice ces syllabi practices perceptions Participant bel elief efs about study teaching & learning self-efficacy/ Participant confidence perceptions ons a and satis isfact ctio ion with perception survey intervention 18

Syllabus Analysis 19

Syllabus Analysis 20

Classroom Observation • 382 observations completed (+230) – 203 classrooms – 20 departments – 2 schools • 13 instructor behaviors: asking questions • 13 student behaviors: small group work 21

Classroom Observation 40 35 30 % of Total Time 25 20 15 10 5 0 Instructor Writing on Board Students Working in Groups non-CDI (n=197) CDI only (n=41) CDI w CoP (n=144) 22

Additional Instructor Support • Undergraduate Learning Assistants (AAU mini-grant) • TA Training Course (Jefferson Trust Grant) • Undergraduate Consultants (Cornerstone Funds) • Curriculum Design 23

Center for Teaching Excellence’s Course Design Institute & Ignite Programs Michael Palmer, Director, Center for Teaching Excellence