new faculty orientation program center for teaching and learning (ctl) january 23, 2015
TRANSCRIPT
New Faculty Orientation ProgramNew Faculty Orientation ProgramCenter for Teaching and Center for Teaching and
Learning (CTL)Learning (CTL)January 23, 2015
Center for Teaching and Learning
LOCATIONSecond Floor, Ada Dodge Hallhttp://www.aub.edu.lb/ctl/Pages/index.aspx
STAFF
Director: Dr. Saouma BouJaoude, [email protected], ext 3090, 3094
Associate Director: Dr. Amal BouZeineddine, [email protected], ext.
3065
Administrative officer: Ms. Lamia Husseiny, [email protected], ext.
3045/6
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CTL Mission Statement
Promote and support high quality teaching and learning at the American University of Beirut in keeping with the mission of the University, particularly the university's commitment to excellence in teaching and the enablement of students to think independently and become life-long learners.
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CTL Mission
Supporting individual faculty members (upon their request).
Acting as a resource center for teaching and learning resources.
Promoting and sharing scholarship on teaching and learning in higher education
Planning activities that enhance students’ learning excellence
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Realization of the CTL Mission
Faculty Seminar on Learning and Teaching Excellence Program and course learning outcomes: development and
assessment Inquiry-based Learning Team-based learning Faculty Learning Communities AUB Award for Excellence in Teaching Scholarship of Teaching Grants Annual International Conference on Effective Teaching and
Learning in Higher Education http://www.aub.edu.lb/conferences/etlhe/Pages/index.aspx
Seminar on course syllabus design Seminar on Developing a Teaching Portfolio
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Sample Activities
What is the purpose of a course syllabus, contract / information /course outline etc.?
What are the components of a course syllabus?
What challenges do you face when developing a course syllabus?
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Course Syllabus Design
Syllabus Components
1. Course Basic Facts2. Course Description3. Student (Specific) Learning Outcomes 4. Course Resources/Textbook/Readings5. Student Assessment6. Course Policies7. Course Outline/ Schedule
Suggestion: You may want to include, a relevant saying or personal motto, Faculty logo, a funny request, a picture etc. BE CREATIVE.
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What are student learning What are student learning outcomes (SLO’S)?outcomes (SLO’S)?
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•Learning Learning outcomes outcomes outcomes describe outcomes describe what a student should what a student should be able to do at the be able to do at the end of a period of end of a period of learning. learning. •outcome statement outcome statement should be an action should be an action verb which results in verb which results in overt behavior that can overt behavior that can be observed and be observed and measured.measured. 04/19/23New faculty seminar January 23, 2015
Avoid unclear verbs
Certain verbs are unclear and subject to different Certain verbs are unclear and subject to different interpretations in terms of what action they are specifying. interpretations in terms of what action they are specifying. Such verbs call for covert behavior which cannot be observed Such verbs call for covert behavior which cannot be observed or measured. These types of verbs should be avoided:or measured. These types of verbs should be avoided:
Examples of vague verbsExamples of vague verbs:: know know become aware ofbecome aware of appreciate appreciate learnlearn understandunderstand develop develop become familiar withbecome familiar with
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Bloom’s Cognitive TaxonomyBloom’s Cognitive Taxonomy
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New Bloom’s TaxonomyTraditional Bloom’s Taxonomy
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Writing SLO’s: Tips
Check whether your students’ intended performance is observable.
Check whether you can assess/measure your students’ observable performance.
Indicate the level of knowledge, attitude and skills which are expected of students upon completion of the course.
Make sure each statement has one action verb. Do not include more than one expectation in one statement because the required assessment methods may differ.
Focus on the learning result (i.e. product or performance) that the student will exhibit and not the learning process or your instruction.
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Write learning outcomes which can be measured by more than one assessment method.
When writing your course SLO’s, you may want to consider that:
Each major topic in the course should have one to three learning
outcomes.
Each 45-hour or three-credit course should have between 5 and 12 learning outcomes.
Writing SLO’s: Tips
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SLO’s Example
History Define a pluralistic society and its relationship to the USA
democratic principlesBusiness Evaluate various marketing strategiesMusic Appreciation Describe the distinct style periods of Western musicGeneral Psychology Analyze current research findings in the areas of
physiological psychology, perception, learning, abnormal, and social psychology
Plant and Soil Sciences Calculate the germination rates of various seedsGeneral Nutrition Design individualized eating plans utilizing diet planning
principles and the Food Guide Pyramid04/19/23New faculty seminar January 23, 2015 13
What is the purpose of a teaching portfolio?
What are the components of a teaching portfolio?
What challenges do you face when compiling a
teaching portfolio
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Teaching Portfolios
Please work in groups
In your group, kindly discuss the following questions and later share them with all.
In your opinion, what is "good" teaching?
What evidence of effective teaching can faculty members collect?
Teaching Portfolios
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A collection of information by a faculty member about his/her
teaching profile
What is a Teaching Portfolio
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Teaching philosophy
Teaching activities
Teaching methods/strategies
Teaching effectiveness
Teaching evaluation & improvement
Innovations in Teaching
Teaching Portfolio Elements
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What topics would you recommend for CTL which What topics would you recommend for CTL which would contribute to teaching excellence?would contribute to teaching excellence?
Please email your suggestions to: [email protected] email your suggestions to: [email protected]
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QuestionQuestion