Strategies for

Improving Teaching
and Learning
A Presentation to the Educational
Planning and Policy Committee of the
Board of Regents
July, 2007
 Overview of Presentation

• Strategies and resources for improving

teaching and learning
• Students’ perceptions of the quality of
instruction
• Accountability in undergraduate
education
– student learning outcomes
– student development outcomes
 Improving Teaching through the
Center for Teaching and Learning

• Early Career Series

 Faculty Learning Communities (academic
year and semester-based)
 Classroom Observation Program
 Consultation Service

• Mid-Career Faculty Learning Community

• Making Meaning of a Life in Teaching
 Improving Teaching through the
Center for Teaching and Learning

• Multicultural Teaching and Learning

Fellowship
• Innovative Teaching and Technology
Strategies
– Bush grant for enhancing student learning

• Teaching Enrichment Series

 Improving Teaching through the
Center for Teaching and Learning

• Programs for Graduate Students

– International Teaching Assistant Program
– Preparing Future Faculty
 Total Participants at CTL Events
5000

4500

4000

3500
Total Participants

3000

2500

2000

1500

1000

500

0
2004 2005 2006 2007

Fiscal Year
Numbers reflect participation in customized and university-wide workshops and events, consultations, graduate student
.coursework, and faculty learning communities
 Recognizing and Rewarding Great
Teaching: Teaching Awards

• Most colleges give teaching awards.

• Two major all-University awards:
– Horace T. Morse-University of Minnesota
Alumni Association Award for Outstanding
Contributions to Undergraduate Education
– Award for Outstanding Contributions to
Postbaccalaureate, Graduate, and
Professional Education
 Recognizing and Rewarding Great
Teaching: Academy of Distinguished
Teachers
• All-University teaching award winners
are inducted into the Academy of
Distinguished Teachers.
• 210 members from Twin Cities, Morris,
Duluth, and Crookston campuses.
• ADT supports faculty becoming campus
leaders in the area of teaching and
learning.
Evaluating Teaching: Student
Evaluations
• End of course evaluations mandated by
Senate policy (process is currently
under review by the Senate).
• Current purpose is to assess teaching
for merit pay, tenure and promotion.
• Future purpose expands to evaluate
student learning.
Evaluating Teaching: Student
Evaluations
• Different forms are available but all
include “student release” questions that
are uniform across all evaluations.
• Mid-course evaluations also
encouraged.
 Evaluating Teaching: Student
Evaluations
Responses over the past six years show
statistically significant upward trends in almost
all of the questions, including the following
items:
• The instructor’s overall teaching ability
• How much I learned in the course
• Instructor stimulated me to think critically about the
course material
• Instructor set high expectations for student performance
• Instructor used a variety of teaching and learning
strategies
• I would take another course with this instructor
Assessment of Instruction in the Major
(Senior survey, “top box”)

80% Overall quality

of instruction
70%

60% The extent to

which courses
50% challenged
your abilities
40% Requirements
formed a well-
30% integrated
program
1989 2002 2003 2004 2005 2006
 Undergraduate Student Learning
Outcomes*
At the time of receiving a bachelor’s degree,
students:
• Can identify, define, and solve problems
• Can locate and critically evaluate information
• Have mastered a body of knowledge and a mode of inquiry
• Understand diverse philosophies and cultures within and
across societies
• Can communicate effectively
• Understand the role of creativity, innovation, discovery, and
expression across disciplines
• Have acquired skills for effective citizenship and life-long
learning
 Undergraduate Student Learning
Outcomes*

• Pilot projects are underway with more

than 10 departments in 5 different
colleges.
• Mapping curriculum onto student
learning outcomes
• Devising Faculty Toolkit for
implementation
 Undergraduate Student
Development Outcomes*
University of Minnesota undergraduates will
demonstrate:

• Responsibility and Accountability

• Independence and Interdependence
• Goal Orientation
• Self-awareness
• Resilience
• Appreciation of Differences
• Tolerance of Ambiguity

*Both sets of student outcomes were approved by the

University Senate in May 2007.