Teaching Culture Indicators: Valuing and Enhancing Quality Teaching in Higher Education Hoda Eiliat, Florida Doci, Kaitlyn Gillard, Carly Del Pup, Samantha Burton, Erika Kustra (University of Windsor) Ken Meadows, Debra Dawson, Catherine Dishke Hondzel, Gayle McIntyre (Western University) Lori Goff, Danielle Gabay (McMaster University), Peter Wolf (University of Guelph), Paola Borin (Ryerson University) Donna Ellis (University of Waterloo), Jill Grose (Brock University), Sandy Hughes (Wilfrid Laurier University) INTRODUCTION RESEARCH APPROACH SURVEY FACTOR ANALYSIS SAMPLE SURVEY FINDINGS Quality teaching is critical in the academic environment, with increasing pressure to develop metrics and quality assurance systems. A culture with improved teaching quality is likely to improve student learning (Cox, McIntosh, Reason & Terenzini, 2011), but in order to better understand the influence of culture on teaching, we need specific indicators. A survey was designed to explore factors that indicate a culture that promotes delivery of quality teaching in higher education. The questions were used to facilitate data collection in on-line survey formats and also focus group settings. Student, faculty and administrators shared their perception of the quality teaching culture based on their personal experience and knowledge. Agreement Ratings Effective Teaching Access to Infrastructure Support from Stakeholders Recognition of Effective Teaching 1.Strongly Disagree, 2.Disagree 3.Neutral, 4.Agree, 5.Strongly Agree Importance Engaged teaching Development of Teaching Prioritization of Effective Teaching 1.Not at all important, 2.Not very important, 3.Somewhat important 4.Quite important, 5.Very Important 3354 undergraduate and graduate students, faculty and administrators were surveyed. 1514 undergraduate students, predominantly from second and third year, from McMaster University, Western University, and University of Windsor completed the Teaching Culture Perception Survey – Undergraduate Student Version to assess their perceptions of the quality teaching culture at their institutions. Below is the selected results of factor analysis rated based on importance: Students felt that it was quite to very important that the instructors at their institutions are engaged, have access to infrastructure that supports student learning, and receive feedback on their teaching which enables them to enhance their teaching abilities. Also, it was quite to very important to the students that effective teaching is a priority at their institutions. Of lesser importance, but still important, was that instructors receive support from university and community stakeholders and recognition for effective teaching. Focus Groups Surveys Setting Indicators Data Acquisition Data Analysis Facts Perceptions Deviation from Actual Facts Interpretation INDICATORS OF QUALITY TEACHING CULTURE Examples of indicators in the surveys: There is an office on campus where instructors can get resources and support to help improve their teaching: Input Indicator There is a strategic plan that positions teaching as a priority: Process Indicator RESEARCH OBJECTIVES Input and Output Indicator Quantity Indicators Specific objectives were defined for this project to help evaluate indicators of high quality teaching and to provide a comprehensive picture of teaching and learning culture in Ontario universities. Identify qualitative and quantitative indicators to investigate quality teaching culture Examine students’ and faculty members’ perception of quality teaching culture through surveys and focus groups Analyze, interpret, and report gathered data. Quality Indicators Outcome and Process Indicator . ACKNOWLEDGEMENT Evaluation of Quality Teaching Culture Output Indicators Input Indicators Funding for this research is through Productivity and Innovation Fund granted by Ministry of Training, Colleges and Universities, Government of Ontario. In kind support provided by: University of Windsor Ryerson University University of Guelph McMaster University Wilfrid Laurier University Brock University University of Waterloo Western University Provide Information and Context to analyze and interpret data Process Indicators Outcome Indicators