The Teaching Practices Survey has been offered at UBC in 2014, 2018 and 2023 to better understand how instructors structure learning for students and to give participants a forum for confidential feedback on the teaching climate at UBC. Survey responses are used to inform strategic priorities and services and to assess change that could be attributed to institutional initiatives or external factors such as the COVID-19 pandemic.
Faculty participation
714
Faculty members
(18% response rate)
50% research faculty
20% educational leadership faculty
25% contract faculty (includes lecturers and sessionals)
Course specific information
Course levels
Course delivery method
2023
2018
How class time is spent
| 2014 | 2018 | 2023 | |
|---|---|---|---|
| Students observing non-students | 46% | 46% | 47% |
| Discussion | 19% | 23% | 26% |
| Students solving problems, producing work, etc. | 14% | 17% | 14% |
| Students presenting or leading instruction | 8% | 6% | 6% |
| Students completing assessments | 5% | 5% | 3% |
| Students reviewing each other’s work | 4% | 2% | 2% |
| Other | 4% | 1% | 2% |
Outside of synchronous class meetings, faculty report expecting students to spend an average of 5.1 hours on course related activities.
Faculty workload
Outside of class meetings, faculty spend an average of 152 hours on course related work per course taught. Counting class meeting time, this averages to ~15 hours per week for each course a faculty member teaches.
2023
2018
47% agree that teaching workload negatively affects their (emotional/mental/physical) wellbeing
45% find it difficult to incorporate innovative or new teaching practices due to the other requirements of their appointment
Other key findings
99% believe it is their responsibility to foster a respectful learning environment
99% believe it is important to provide students with timely feedback on their work
91% agree that teaching is priority to them
89% take into consideration affordability for students when choosing required course materials
85% of participants reported believing TAs need training in teaching and learning and 81% meet with TAs regularly throughout the term to discuss marking.
76% use materials or provide examples that include diverse experiences, identities or perspectives
62% believe their identity influences students’ perceptions of qualification to teach
56% use class time to discuss wellbeing topics with their students
What’s changed since 2018
+24% use class time to talk with students about academic integrity
+17% strongly agree with “I believe that ongoing improvement in teaching is part of my job
+13% agree with “It is important to provide students with feedback at multiple points in a course.”
+12% provide feedback to students at multiple points in the course
+7% agree with “My teaching practices have an impact on student wellbeing.”
+76% use materials or provide examples that include diverse experiences, identities or perspectives
-10% agree passive learning practices are an effective way to promote student learning
