Análisis y conclusiones - RESULTADOS Y CONCLUSIONES

4. RESULTADOS Y CONCLUSIONES

4.2. Análisis y conclusiones

Quality Teaching Culture Report

Sample Institutional Report

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Q ua lit y Te ac hi ng C ul tur e Re po rt 1

Report Sections

Ø What is TCPS? Ø What are Levers of

culture? Ø How does TCPS

work?

Ø Institutional culture surveyed

Ø

Best practices and recommendations

Quality Teaching

Culture Report

Sample Institutional Report

What is the Teaching Culture Perception Survey?

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What are the Levers for Culture?

Teaching is recognized in institutional strategic initiatives & practices

Assessment of teaching is constructive and flexible

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Faculty are encouraged to develop as teachers

Infrastructure exists to support teaching

Broad engagement around teaching

How does the TCPS Work

Who can take it?

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How long does it take?

Who will receive the results

Q ua lit y Te ac hi ng C ul tur e Re po rt 4 0 1 2 3 4 5 Encouraging eﬀecTve teaching Broad involvement around teaching Recognizing eﬀecTve teaching Assessing teaching

Importance and perceived existence of certain indicators according to faculty

Faculty Importance raTng

0 1 2 3 4 5 ImplemenTng effecTve teaching Accessing infrastructure Broad involvement around teaching Recognizing effecTve teaching Providing feedback on teaching PrioriTzing effecTve teaching

Importance and perceived existence of certain indicators according to undergraduate students

Agreement raTngs Importance raTngs

0 1 2 3 4 5 Fostering and implemenTng eﬀecTve teaching Accessing infrastructure Recognizing eﬀecTve teaching Broad involvement around teaching

Importance and perceived existence of certain indicators according to graduate students

Agreement raTngs Importance raTngs

Your survey results

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Institutional culture assessed based on selected most effective indicators of a quality teaching culture. (Sample)

Literature review Faculty and administration Students

Desired Culture Current Culture Perception Current Culture Perception Encouraging effective

teaching

Research is valued over teaching, which diminishes the learning environment.

Some instructors (sessional) are not valued or compensated fairly, which leads to inability to prepare adequately for teaching.

Recognizing effective teaching

Lack of recognition of effective teaching. Good research is rewarded, yet good teaching is not.

Recognition through awards is not the best marker of a culture that values teaching, as they capture only a few individuals in a very large community. There is a lack of motivational or promotional incentives for quality teaching.

Assessing teaching

Inaccurate in the sense that are not necessarily reflecting the quality of teaching, but rather the popularity of the class or easiness instructor.

Current assessment measures are too simple and inaccurate

Providing feedback on teaching

Teaching evaluations are not administered properly or used to improve teaching.

There is little to no change after teaching evaluations, when feedback is provided, or complaints are voiced Prioritizing effective

teaching

Focusing on research experience and funding to make decisions on promotion, teaching release, sabbaticals etc. does not reflect a culture that values teaching.

Faculty is not hired based on their ability to teach; it is important to make sure instructors know how to teach using supported best practices.

Broad involvement around teaching

There is very little teamwork in teaching, and there is no environment to collaborate, reflect on, and discuss teaching

Teaching awards and accomplishments are not publicized as they should.

Accessing infrastructure

Aging and inappropriate infrastructure is a barrier to effective teaching. Seating availability, overcrowded classrooms, broken technology and other physical constrains can all affect learning outcomes.

Lack of support for professors or students to understand in-‐class technologies, or use appropriately the technologies or gadgets available. There must be appropriate, effective and well-‐resourced space for learning to take place.

Passion and behaviour

Teaching "load" is seen as a burden, or punishment, whereas teaching release is a reward.

How much a professor values teaching, reflects by extension the institution's teaching culture.

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Data gathered from indicators at the

institution

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Supported best practices

124

In document Mapas Estratégicos de Ruido de las Carreteras de la Red del Estado. Cataluña. Provincias de Barcelona, Girona y Tarragona. (página 34-43)