2014 Teaching Practices Survey

In October of 2014, the CTLT partnered with the Science Centre for Learning and Teaching to survey faculty across campus about their teaching practices, attitudes towards specific practices and perceptions of support for teaching. The goal was to measure the impact of initiatives intended to influence teaching practices (such as Flexible Learning and the Carl Wieman Science Education Initiatives), provide data to inform strategic planning of UBC’s teaching and learning centres, and to inform a larger research project exploring factors that influence faculty to change teaching practices. The visualizations below present key findings. For more information, download the Expanded Survey Insights or review related publications.

Survey Insights by Theme


85%

of participants
agree/strongly agree
with the statement
“Teaching is a priority
for me.”

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54%

strongly agree

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?

How is instructional time used?

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% of instructional time spent on

Screen Shot 2015-10-13 at 10.08.08 AM

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#1

Class size is the number one challenge to teaching

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96

Average enrolment in survey participants highest enrolment course

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Recommendations for UBC, Faculties and Departments

“The increasing class size is … prohibitive to maintaining the high standards of teaching I expect of myself.”

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Recommendations for UBC, Faculties and Departments

“Free up some time so I can devote more of it to teaching”

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Even without more resources, I believe it’s possible to improve the effectiveness of one’s teaching

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Recommendations for Faculty

“My teaching has improved because I meet informally with other educators and talk about approaches to learning.”

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Recommendations for Faculty

“I value the feedback that I get through the university course evaluations.”

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87%

of participants use or respond to student feedback on course content or instructional methods

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?

How much time is spent on common teaching related tasks?

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65

Participants reported spending an average of 65 hours preparing for their largest enrolment course.

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61%

of participants indicated having TA support

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53%

seek feedback from their TAs when making instructional decisions.

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