STLHE 2015

During the 2014-2015 academic year, the University of British Columbia (University of British Columbia), ran a large, campus-wide survey to measure the impact of initiatives intended to influence teaching practices, provide data to inform strategic planning, and to inform a larger research project exploring factors that influence faculty to change teaching practices. In the first section of the survey, faculty provided details about teaching practices in their largest enrolment course. In the second section, faculty responded to both closed and open-ended questions about their attitudes toward specific teaching practices and their perceptions of the teaching climate at University of British Columbia. Over 1100 faculty with teaching responsibilities across 11 Faculties responded to the survey. This session is intended for those who may be interested in running a similar survey. In this session we will share the survey and discuss it’s evolution from an instrument developed in 2008 as part of a campus-wide initiative to modifications by various institutions in the Bay View Alliance as well as the Association of American Universities. We will also discuss how the survey was tested and how we achieved campus-wide buy-in which, despite no financial incentives, we believe resulted in a high number of responses. We will share high-level survey data, highlighting questions that were particularly useful and discussing areas where further modifications could improve internal validity. Finally, we’ll discuss how the results have been disseminated and share plans for future analysis.

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

Kuh, G. D., Schneider, C. G., & Association of American Colleges and Universities. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.

Sens, A., & Fryer, M. (2012). Enriched Educational Experiences at University of British Columbia: A Framework for Dialogue and Action. Retrieved from http://vpstudents.University of British Columbia.ca/files/2012/07/E3_framework_report_2012_final.pdf