UBC Wiki - User contributions [en]

APSC 100 FAQs - MINE

2022-08-05T22:25:36Z

Cisdev1: updating links

[[Category:APSC 100 FAQs]]Below are frequently asked questions and answers relating to the MINE program.

== General ==
[[File:Mining_Engineering_Iceberg.png|alt=|thumb|341x341px]]

=== What is Mining Engineering? ===

Mining engineering includes everything to do with the extraction of mineral resources from the earth. Extraction begins with removing ore (mining), after which the ore is processed in a plant to produce a metal or metal concentrate, and then disposing and managing the waste materials produced. All of this requires knowledge and understanding of topics in every science and engineering discipline.

Demand for metals is always present and it increases with population growth and urbanization. The interesting and challenging task for mining engineers is to use their knowledge and skills to design systems and operations that will extract metals to meet these demands while minimizing the associated physical, environmental, and social footprints. Supplying the enormous amount of metals needed for the transition to renewable energy systems will be even more challenging. See [https://www.worldbank.org/en/topic/extractiveindustries/brief/climate-smart-mining-minerals-for-climate-action Climate-Smart Mining: Minerals for Climate Action (worldbank.org)]

== Program ==
=== What courses do students take in Mining Engineering? ===
All UBC Engineering students complete a common, foundation year consisting of courses in general engineering, math, chemistry and physics.

In second year, mining students are introduced to basic principles of mining and mineral processing in addition to engineering science subjects such as solid and fluid mechanics.[[File:Mining_&_Mineral_Processing_Venn_Diagram.png|alt=|thumb|344x344px]]

Third year coursework students develop an in-depth understanding of rock mechanics, rock fragmentation, surface and underground mine design, physical mineral processes, froth flotation of fine particles, simulation models, mine waste management, and engineering economics.

Courses in the final year of the program include mine ventilation, materials handling, rock engineering design, strategic issues in the mining industry, mineral process control, mining and the environment, as well as a capstone design project.

Students are encouraged to take technical electives in disciplines, such as geotechnical, civil, environmental, and computer engineering.

The course load in second, third and fourth year varies between 37 and 40 credits per year.

See the [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,195,272,45 UBC Calendar] for the official Courses for UBC Mining Engineering.

Please also see the [https://nbk-mining2.sites.olt.ubc.ca/files/2019/04/Mine_Academic_Planning_Form2019.xlsx MINE Academic Planning Form] (XLSX) in helping you track your completed courses.

[[File:Degree_Progression.png|alt=|1000x1000px]]

=== '''How does Co-op work with the program?''' ===
The program consists of two 8-month and one 4-month work terms requiring 5 years to complete instead of the conventional 4 years. About half our students participate in the Co-Op Program. The Co-Op Office places students in mining engineering-type jobs with companies around the world.

If you would like more information, please visit https://coop.apsc.ubc.ca/

== Career ==

=== What are examples of the typical types of work or tasks done by someone in Mining Engineering? ===
This will depend on the type of company you work for (see below).

If you work for a mining company at a mine, the tasks could involve planning, design and maintenance of equipment, systems, and operations within the mine, the plant, or the waste management facilities. Mines handle large amounts of materials each day and therefore reliability and efficient operation of materials handling systems is an important task. Ensuring the safety of systems is an ever-present task that belongs to all mine employees.

As you progress through a career in a mining company, you would likely work in an office and be assigned tasks and projects that relate to the long-term goals and strategy of the company. This work could vary considerably and include such things as designing a new mine, examining the feasibility of implementation of new technology at a particular mine site, helping to decide whether the company should acquire a mine that is under development, or planning ways to improve the economic, social, and environmental conditions of communities impacted by a mining project, and to reduce any negative effects.

You could also work for an equipment supplier or a consulting company. Suppliers design and install systems and equipment for mining operations, likely operations owned by different mining companies. They also ensure the equipment is maintained and able to provide a specified performance standard. Consultants provide specialized design or investigation services for mining operations, ones that cannot be handled by the staff of the mining company, such as field investigations or detailed analysis.

One interesting aspect of a career in the mining industry is the variety of challenging problems or projects you could work on. The ability to continue learning and to adapt your knowledge and skills are essential attributes.

A career in the mining industry, will involve collaboration with different kinds of engineers and other professionals as well as with communities, non-governmental organizations, and governments.

Mining is a global industry and any one of the tasks described above could involve travel to or living in other countries. Knowledge of a second language is an advantage.

=== What types of companies could someone in Mining Engineering work for? ===
A mining engineer could work for any one of the following organizations:

* Mining companies – the entire range from startups (junior mining companies) to large global organizations
* Manufacturers and suppliers of mining and mineral processing equipment.
* Consulting companies – services in engineering design, investigations, project management, management consulting, environmental studies, community engagement
* Provincial and federal governments, banks, financial institutions, and legal corporations.

Further studies in graduate school, business school, public policy, or law school are also possible.

A very small sample of companies and positions held by MINE alumni in these companies:

* Teck Resources Limited (Director, Mining & Social Responsibility)
* SRK Consulting (Senior Engineer, Rock Mechanics)
* Hatch Ltd (Senior Consultant, Mineral Processing)
* SNC-Lavalin (Vice President, Studies & Technology)
* BC Ministry of Energy, Mines and Low Carbon Innovation (Senior Geotechnical Inspector)
* City of Vancouver (Project Manager, Landfill Design)
* IBM (Senior Manager, Sustainability & Energy Transition)
* Newcrest Mining (Chief Mine Engineer)
* Ernst & Young LLP (Senior Consultant, Mergers and Acquisitions)

APSC 100 FAQs - MINE

2022-08-05T22:21:40Z

Cisdev1: FAQ page update request from Mimi Tse

[[Category:APSC 100 FAQs]]Below are frequently asked questions and answers relating to the MINE program.

== General ==
[[File:Mining_Engineering_Iceberg.png|alt=|thumb|341x341px]]

=== What is Mining Engineering? ===

Mining engineering includes everything to do with the extraction of mineral resources from the earth. Extraction begins with removing ore (mining), after which the ore is processed in a plant to produce a metal or metal concentrate, and then disposing and managing the waste materials produced. All of this requires knowledge and understanding of topics in every science and engineering discipline.

Demand for metals is always present and it increases with population growth and urbanization. The interesting and challenging task for mining engineers is to use their knowledge and skills to design systems and operations that will extract metals to meet these demands while minimizing the associated physical, environmental, and social footprints. Supplying the enormous amount of metals needed for the transition to renewable energy systems will be even more challenging. See Climate-Smart Mining: Minerals for Climate Action (worldbank.org)

== Program ==
=== What courses do students take in Mining Engineering? ===
All UBC Engineering students complete a common, foundation year consisting of courses in general engineering, math, chemistry and physics.

In second year, mining students are introduced to basic principles of mining and mineral processing in addition to engineering science subjects such as solid and fluid mechanics.[[File:Mining_&_Mineral_Processing_Venn_Diagram.png|alt=|thumb|344x344px]]

Third year coursework students develop an in-depth understanding of rock mechanics, rock fragmentation, surface and underground mine design, physical mineral processes, froth flotation of fine particles, simulation models, mine waste management, and engineering economics.

Courses in the final year of the program include mine ventilation, materials handling, rock engineering design, strategic issues in the mining industry, mineral process control, mining and the environment, as well as a capstone design project.

Students are encouraged to take technical electives in disciplines, such as geotechnical, civil, environmental, and computer engineering.

The course load in second, third and fourth year varies between 37 and 40 credits per year.

See the [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,195,272,45 UBC Calendar] for the official Courses for UBC Mining Engineering.

Please also see the [https://nbk-mining2.sites.olt.ubc.ca/files/2019/04/Mine_Academic_Planning_Form2019.xlsx MINE Academic Planning Form] (XLSX) in helping you track your completed courses.

[[File:Degree_Progression.png|alt=|1000x1000px]]

=== '''How does Co-op work with the program?''' ===
The program consists of two 8-month and one 4-month work terms requiring 5 years to complete instead of the conventional 4 years. About half our students participate in the Co-Op Program. The Co-Op Office places students in mining engineering-type jobs with companies around the world.

If you would like more information, please visit <nowiki>https://coop.apsc.ubc.ca/</nowiki>

== Career ==

=== What are examples of the typical types of work or tasks done by someone in Mining Engineering? ===
This will depend on the type of company you work for (see below).

If you work for a mining company at a mine, the tasks could involve planning, design and maintenance of equipment, systems, and operations within the mine, the plant, or the waste management facilities. Mines handle large amounts of materials each day and therefore reliability and efficient operation of materials handling systems is an important task. Ensuring the safety of systems is an ever-present task that belongs to all mine employees.

As you progress through a career in a mining company, you would likely work in an office and be assigned tasks and projects that relate to the long-term goals and strategy of the company. This work could vary considerably and include such things as designing a new mine, examining the feasibility of implementation of new technology at a particular mine site, helping to decide whether the company should acquire a mine that is under development, or planning ways to improve the economic, social, and environmental conditions of communities impacted by a mining project, and to reduce any negative effects.

You could also work for an equipment supplier or a consulting company. Suppliers design and install systems and equipment for mining operations, likely operations owned by different mining companies. They also ensure the equipment is maintained and able to provide a specified performance standard. Consultants provide specialized design or investigation services for mining operations, ones that cannot be handled by the staff of the mining company, such as field investigations or detailed analysis.

One interesting aspect of a career in the mining industry is the variety of challenging problems or projects you could work on. The ability to continue learning and to adapt your knowledge and skills are essential attributes.

A career in the mining industry, will involve collaboration with different kinds of engineers and other professionals as well as with communities, non-governmental organizations, and governments.

Mining is a global industry and any one of the tasks described above could involve travel to or living in other countries. Knowledge of a second language is an advantage.

=== What types of companies could someone in Mining Engineering work for? ===
A mining engineer could work for any one of the following organizations:

* Mining companies – the entire range from startups (junior mining companies) to large global organizations
* Manufacturers and suppliers of mining and mineral processing equipment.
* Consulting companies – services in engineering design, investigations, project management, management consulting, environmental studies, community engagement
* Provincial and federal governments, banks, financial institutions, and legal corporations.

Further studies in graduate school, business school, public policy, or law school are also possible.

A very small sample of companies and positions held by MINE alumni in these companies:

* Teck Resources Limited (Director, Mining & Social Responsibility)
* SRK Consulting (Senior Engineer, Rock Mechanics)
* Hatch Ltd (Senior Consultant, Mineral Processing)
* SNC-Lavalin (Vice President, Studies & Technology)
* BC Ministry of Energy, Mines and Low Carbon Innovation (Senior Geotechnical Inspector)
* City of Vancouver (Project Manager, Landfill Design)
* IBM (Senior Manager, Sustainability & Energy Transition)
* Newcrest Mining (Chief Mine Engineer)
* Ernst & Young LLP (Senior Consultant, Mergers and Acquisitions)

Documentation:Guide to Teaching for New Faculty at UBC/Resource 1: How People Learn

2010-09-13T07:49:04Z

Cisdev1: /* Bloom’s Taxonomy */

::''Education is, not a preparation for life; education is life itself.''
:::::::::::::::''Dewey''

In this section, we will look at how people learn and some important
concepts that will help you better understand the educational process, and
then we will consider the implications of this for teaching.

Most instructors dream of imparting important, enduring knowledge to
their learners, and hope that their students become self-motivated, expert
problem-solvers with a sophisticated world-view. We often fall short of
these dreams in courses crammed with content, classrooms designed
for lecturing, and contexts that sometime quietly and sometimes overtly
support the status quo. At the beginning of our teaching careers, we often
dwell on our role as instructor with little regard for what is going on in
students’ heads. It is important to remind ourselves that a high quality
learning experience depends on a change in student thinking, and not
necessarily on the instructor believing s/he “taught well.”

One of the most elegant explanations of “How People Learn” is provided
by Bransford (editor) in the recent book: How People Learn: Brain, Mind,
Experience, and School. “How People Learn” is both a simple summary of
some recent research in the cognitive sciences and an argument for how
teaching should be done (Edelmean, 2003). The book provides educators
with an excellent framework for understanding the science of learning. We
have provided some highlights from the book for your convenience.

== Knowledge Constructed not Transmitted ==

The current popular view of instruction has adopted many of the tenets
of '''constructivism'''. Constructivism is an educational theory that espouses
that learners construct knowledge and meaning from their experiences.

::One of the hallmarks of the new science of learning is its
::emphasis on learning with understanding.
::::::::::(Bransford, 2003, p.8)

'''Social constructivism''' further espouses that learners needs to arrive
at their version of the truth, influenced by their background, culture or
embedded worldview. “This doesn’t mean that students are encouraged
to believe what ever they want, rather that their truths need to be codeveloped
with their social community by respecting, incorporating,
modifying, adopting, and discarding information as appropriate. “
(Wikipedia)

The guiding principles of constructivism are:

:• Knowledge is constructed, not transmitted
:• Prior knowledge impacts learning
:• Building knowledge requires effort and purposeful activity

== Implications for Teaching ==

''“If there is one thing I would like to go back and change about my teaching it
would be that I did not take enough time to find out what my students knew
about a topic before launching into it. To assume that they had no knowledge
or beliefs about the topic was, frankly, absurd.”'' — Gary Poole, Former
Director of UBC Centre for Teaching, Learning and Technology.

===We must access and leverage students’ prior knowledge===

Students bring their understanding of the world around them to the
educational process. As teachers, we need to understand the mental
models that our students use to perceive the world. Understanding our
learners is the typical starting point for meaningful instruction.

Sometimes new information can be neatly “assimilated” into students’
existing understanding of the world, and sometimes their worldview
needs to shift or “accommodate” the new information. The Swiss
educational theorist '''Jean Piaget''' (1896-1980) first espoused the idea
that learners either '''assimilate''' new information or shift their way of
thinking to '''accommodate''' the new information. The process of shifting
one’s framework of thinking can be a difficult and uncomfortable one for
learners. They may need to abandon their previously held worldviews to
accommodate the new information.

However, there is a considerable amount of literature in education that
reports that students will often revert to their original misconceptions after
instruction, even when the new information is clearly in conflict with their
existing understanding, and the new information has been successfully
retrieved for testing purposes.

===We must give students opportunities to actively construct their own meaning ===

Many educators believe that knowledge cannot be transmitted; only
information can be transmitted. When we instructors transmit information
to our students we must also create opportunities for our students to
individually create meaning from the information. The students need
opportunities to actively work with the new information in meaningful
ways to turn it into knowledge. Real, authentic problem solving can give
students the opportunities to use new information and fine-tune their
understanding. When students problem solve with their peers they can
often progress more quickly than when they work alone or interact with an
expert. Working with peers who are at a similar or slightly higher level of
understanding can speed a student’s progress.

The positive effect of a task that is slightly more challenging than one’s
current abilities, and progress that is hastened by the support of fellow
learners has been described by '''Lev Vygotsky''' as the '''Zone of Proximal Development'''. Vygotsky also describes a process known as '''scaffolding''', where the instructor can provide appropriate levels of instruction and
guidance to maximize students’ progress on a particular learning task, and
fade from the instructional process as student mastery increases.

The concepts of '''scaffolding''' and '''fading''' are cornerstones of many Guided
Inquiry styles of learning (POGIL-Process Oriented Guided Inquiry Learning;
PBL-Problem Based Learning). Fading is the concept that instructors may
need to provide more guidance early in the student learning process
and then fade as the students’ abilities increase. However, Guided
Inquiry learning has received some bad press from Kirschner, Sweller and
Clark and others. They took the provocative view that educators were
suggesting inquiry without any guidance and not surprisingly, found that
this approach is ineffective. Most reasonable educators promote guided
inquiry learning, where the amount of guidance varies on the task and
learner development.

====Suggested Reading====

::Bransford, John, D., Ann L. Brown, Rodney R. Cocking (eds.)
::How People Learn: Brain, Mind, Experience, and School:
::Expanded Edition. National Academies Press, 2000.

==Some Other Educational Ideas Worth Knowing ==

====Bloom’s Taxonomy====

In 1956, Benjamin Bloom developed an important taxonomy of
educational objectives in three domains (Cognitive, Affective and
Psychomotor) to help with preparation of comprehensive examinations
at the University of Chicago. The taxonomy has since become one of
the cornerstones of North American education, as it helps educators
use common language around learning goals, and helps individual
practitioners articulate the educational possibilities within a particular
piece of instruction, course, or program.

[[File:FG-Graph-03.jpg|center]]

::::::::::::::Bloom’s Taxonomy of Educational Objectives Cognitive Domain

In the '''cognitive domain''' there are six Bloom’s levels; the lowest being
'''Remembering''', moving through '''Understanding''', to '''Applying''', to '''Analyzing''', to '''Evaluating''', and finally to '''Creating'''. When designing learning experiences, it can be helpful to use Bloom’s levels to help you visualize and plan students cognitive progress as they move through your course. The Bloom’s levels can be mapped to various verbs and these verbs
can be used to generate learning objectives and create test questions that correspond to different Bloom’s levels.

{|align="center" border="1"

! style="background: #efefef;" |Remembering
! style="background: #efefef;" |Understanding
! style="background: #efefef;" |Applying
! style="background: #efefef;" |Analyzing
! style="background: #efefef;" colspan="2"|Creating/Evaluating
|-

|align="center" valign="top"|know

define

memorize

list

recall

name

relate

write

label

state

|align="center" valign="top"|restate

discuss

describe

recognize

explain

identify

locate

summarize

paraphrase

illustrate

|align="center" valign="top"|use

translate

interpret

apply

employ

demonstrate

dramatize

practice

illustrate

operate

compute

construct

|align="center" valign="top"|distinguish

analyze

differentiate

calculate

experiment

compare

contrast

criticize

solve

examine

categorize

|align="center" valign="top"|compose

plan

propose

design

assemble

construct

create

design

organize

manage

recommend

|align="center" valign="top"|judge

appraise

evaluate

compare

value

select

choose

assess

estimate

measure

hypothesize

|}

::::::::::::::Bloom’s Taxonomy of Educational Objectives - Cognitive Domain Verbs

== Learning Styles: “A Useful Fiction”? ==

We have all likely heard someone describe him/herself as a “visual” learner
– someone who learns best from pictures, diagrams etc. Learning styles
and thinking about them evolved when educators noticed that different
forms of instruction seemed to work better for different learners. You may
have a “preferred” learning style, but we all need to learn in a variety of
ways (not just our preferred) to acquire deep, enduring understandings.
The literature about learning styles has found that the they are not a valid
construct, and do not provide reliable information on learners preferences,
strengths and weaknesses. As a result, many educators find learning styles
a contentious subject. The power of learning styles may be in the thinking/
reflecting/ understanding they can bring to your planning as you design
instructional activities.

There are more than 80 types of learning styles inventories (inventories are
typically questionnaires or structured tasks that can be used to categorize
the learner as a certain style). In 1993 Howard Gardner, who developed the
“multiple intelligences” learning styles inventory, described his inventory
as a “useful fiction.”

[[File:FG-04.jpg|center]]
::::::::::::::::::Kolb’s Cycle of Learning

== Kolb’s Learning Cycle ==

One of the most popular and useful learning styles inventories was
developed by David Kolb (1983). His model, the Kolb’s Learning Cycle,arranges learners on two continuums; the first categorizes a learner’s
preferred approach to a task, and the second, how a learner prefers to
engage in the task. The first continuum on task approach ranges from
learners who prefer “doing” (active experimentation label) to learners who
prefer “watching” (reflective observation label). The second continuum
on experience preference ranges from learners who prefer the “concrete”
(concrete experience label) to learners who prefer “thinking” (abstract
conceptualization label). Depending on your aggregate placement on
these continuums, you can be described as a Converging or Diverging
learner or an Assimilating or Accommodating learner.
Kolb’s Learning Cycle provides an instructional frame showing how
instructors and learners need to “cycle” through a variety of approaches to
a given learning task to develop a deep, enduring understanding. If you
were to design a learning experience using the Kolb Cycle, you might give
your learners the opportunity to gain some “concrete experience”, then
do some “reflection” on the experience, followed by a chance to “abstract”
meaning from the experience, and finally the occasion to “actively test” and
refine their new understandings.

Documentation:Guide to Teaching for New Faculty at UBC/Resource 1: How People Learn

2010-09-13T07:46:59Z

Cisdev1: /* Bloom’s Taxonomy */

::''Education is, not a preparation for life; education is life itself.''
:::::::::::::::''Dewey''

In this section, we will look at how people learn and some important
concepts that will help you better understand the educational process, and
then we will consider the implications of this for teaching.

Most instructors dream of imparting important, enduring knowledge to
their learners, and hope that their students become self-motivated, expert
problem-solvers with a sophisticated world-view. We often fall short of
these dreams in courses crammed with content, classrooms designed
for lecturing, and contexts that sometime quietly and sometimes overtly
support the status quo. At the beginning of our teaching careers, we often
dwell on our role as instructor with little regard for what is going on in
students’ heads. It is important to remind ourselves that a high quality
learning experience depends on a change in student thinking, and not
necessarily on the instructor believing s/he “taught well.”

One of the most elegant explanations of “How People Learn” is provided
by Bransford (editor) in the recent book: How People Learn: Brain, Mind,
Experience, and School. “How People Learn” is both a simple summary of
some recent research in the cognitive sciences and an argument for how
teaching should be done (Edelmean, 2003). The book provides educators
with an excellent framework for understanding the science of learning. We
have provided some highlights from the book for your convenience.

== Knowledge Constructed not Transmitted ==

The current popular view of instruction has adopted many of the tenets
of '''constructivism'''. Constructivism is an educational theory that espouses
that learners construct knowledge and meaning from their experiences.

::One of the hallmarks of the new science of learning is its
::emphasis on learning with understanding.
::::::::::(Bransford, 2003, p.8)

'''Social constructivism''' further espouses that learners needs to arrive
at their version of the truth, influenced by their background, culture or
embedded worldview. “This doesn’t mean that students are encouraged
to believe what ever they want, rather that their truths need to be codeveloped
with their social community by respecting, incorporating,
modifying, adopting, and discarding information as appropriate. “
(Wikipedia)

The guiding principles of constructivism are:

:• Knowledge is constructed, not transmitted
:• Prior knowledge impacts learning
:• Building knowledge requires effort and purposeful activity

== Implications for Teaching ==

''“If there is one thing I would like to go back and change about my teaching it
would be that I did not take enough time to find out what my students knew
about a topic before launching into it. To assume that they had no knowledge
or beliefs about the topic was, frankly, absurd.”'' — Gary Poole, Former
Director of UBC Centre for Teaching, Learning and Technology.

===We must access and leverage students’ prior knowledge===

Students bring their understanding of the world around them to the
educational process. As teachers, we need to understand the mental
models that our students use to perceive the world. Understanding our
learners is the typical starting point for meaningful instruction.

Sometimes new information can be neatly “assimilated” into students’
existing understanding of the world, and sometimes their worldview
needs to shift or “accommodate” the new information. The Swiss
educational theorist '''Jean Piaget''' (1896-1980) first espoused the idea
that learners either '''assimilate''' new information or shift their way of
thinking to '''accommodate''' the new information. The process of shifting
one’s framework of thinking can be a difficult and uncomfortable one for
learners. They may need to abandon their previously held worldviews to
accommodate the new information.

However, there is a considerable amount of literature in education that
reports that students will often revert to their original misconceptions after
instruction, even when the new information is clearly in conflict with their
existing understanding, and the new information has been successfully
retrieved for testing purposes.

===We must give students opportunities to actively construct their own meaning ===

Many educators believe that knowledge cannot be transmitted; only
information can be transmitted. When we instructors transmit information
to our students we must also create opportunities for our students to
individually create meaning from the information. The students need
opportunities to actively work with the new information in meaningful
ways to turn it into knowledge. Real, authentic problem solving can give
students the opportunities to use new information and fine-tune their
understanding. When students problem solve with their peers they can
often progress more quickly than when they work alone or interact with an
expert. Working with peers who are at a similar or slightly higher level of
understanding can speed a student’s progress.

The positive effect of a task that is slightly more challenging than one’s
current abilities, and progress that is hastened by the support of fellow
learners has been described by '''Lev Vygotsky''' as the '''Zone of Proximal Development'''. Vygotsky also describes a process known as '''scaffolding''', where the instructor can provide appropriate levels of instruction and
guidance to maximize students’ progress on a particular learning task, and
fade from the instructional process as student mastery increases.

The concepts of '''scaffolding''' and '''fading''' are cornerstones of many Guided
Inquiry styles of learning (POGIL-Process Oriented Guided Inquiry Learning;
PBL-Problem Based Learning). Fading is the concept that instructors may
need to provide more guidance early in the student learning process
and then fade as the students’ abilities increase. However, Guided
Inquiry learning has received some bad press from Kirschner, Sweller and
Clark and others. They took the provocative view that educators were
suggesting inquiry without any guidance and not surprisingly, found that
this approach is ineffective. Most reasonable educators promote guided
inquiry learning, where the amount of guidance varies on the task and
learner development.

====Suggested Reading====

::Bransford, John, D., Ann L. Brown, Rodney R. Cocking (eds.)
::How People Learn: Brain, Mind, Experience, and School:
::Expanded Edition. National Academies Press, 2000.

==Some Other Educational Ideas Worth Knowing ==

====Bloom’s Taxonomy====

In 1956, Benjamin Bloom developed an important taxonomy of
educational objectives in three domains (Cognitive, Affective and
Psychomotor) to help with preparation of comprehensive examinations
at the University of Chicago. The taxonomy has since become one of
the cornerstones of North American education, as it helps educators
use common language around learning goals, and helps individual
practitioners articulate the educational possibilities within a particular
piece of instruction, course, or program.

[[File:FG-Graph-03.jpg|center]]

::::::::::::::Bloom’s Taxonomy of Educational Objectives Cognitive Domain

In the '''cognitive domain''' there are six Bloom’s levels; the lowest being
'''Remembering''', moving through '''Understanding''', to '''Applying''', to '''Analyzing''', to '''Evaluating''', and finally to '''Creating'''. When designing learning experiences, it can be helpful to use Bloom’s levels to help you visualize and plan students cognitive progress as they move through your course. The Bloom’s levels can be mapped to various verbs and these verbs
can be used to generate learning objectives and create test questions that correspond to different Bloom’s levels.

{|align="center" border="1"

! style="background: #efefef;" |Remembering
! style="background: #efefef;" |Understanding
! style="background: #efefef;" |Applying
! style="background: #efefef;" |Analyzing
! style="background: #efefef;" colspan="2"|Creating/Evaluating
|-

|align="center" vlign="top"|know

define

memorize

list

recall

name

relate

write

label

state

|align="center" valign="top"|restate

discuss

describe

recognize

explain

identify

locate

summarize

paraphrase

illustrate

|align="center" valign="top"|use

translate

interpret

apply

employ

demonstrate

dramatize

practice

illustrate

operate

compute

construct

|align="center" valign="top"|distinguish

analyze

differentiate

calculate

experiment

compare

contrast

criticize

solve

examine

categorize

|align="center" valign="top"|compose

plan

propose

design

assemble

construct

create

design

organize

manage

recommend

|align="center" valign="top"|judge

appraise

evaluate

compare

value

select

choose

assess

estimate

measure

hypothesize

|}

::::::::::::::Bloom’s Taxonomy of Educational Objectives - Cognitive Domain Verbs

== Learning Styles: “A Useful Fiction”? ==

We have all likely heard someone describe him/herself as a “visual” learner
– someone who learns best from pictures, diagrams etc. Learning styles
and thinking about them evolved when educators noticed that different
forms of instruction seemed to work better for different learners. You may
have a “preferred” learning style, but we all need to learn in a variety of
ways (not just our preferred) to acquire deep, enduring understandings.
The literature about learning styles has found that the they are not a valid
construct, and do not provide reliable information on learners preferences,
strengths and weaknesses. As a result, many educators find learning styles
a contentious subject. The power of learning styles may be in the thinking/
reflecting/ understanding they can bring to your planning as you design
instructional activities.

There are more than 80 types of learning styles inventories (inventories are
typically questionnaires or structured tasks that can be used to categorize
the learner as a certain style). In 1993 Howard Gardner, who developed the
“multiple intelligences” learning styles inventory, described his inventory
as a “useful fiction.”

[[File:FG-04.jpg|center]]
::::::::::::::::::Kolb’s Cycle of Learning

== Kolb’s Learning Cycle ==

One of the most popular and useful learning styles inventories was
developed by David Kolb (1983). His model, the Kolb’s Learning Cycle,arranges learners on two continuums; the first categorizes a learner’s
preferred approach to a task, and the second, how a learner prefers to
engage in the task. The first continuum on task approach ranges from
learners who prefer “doing” (active experimentation label) to learners who
prefer “watching” (reflective observation label). The second continuum
on experience preference ranges from learners who prefer the “concrete”
(concrete experience label) to learners who prefer “thinking” (abstract
conceptualization label). Depending on your aggregate placement on
these continuums, you can be described as a Converging or Diverging
learner or an Assimilating or Accommodating learner.
Kolb’s Learning Cycle provides an instructional frame showing how
instructors and learners need to “cycle” through a variety of approaches to
a given learning task to develop a deep, enduring understanding. If you
were to design a learning experience using the Kolb Cycle, you might give
your learners the opportunity to gain some “concrete experience”, then
do some “reflection” on the experience, followed by a chance to “abstract”
meaning from the experience, and finally the occasion to “actively test” and
refine their new understandings.

Documentation:Guide to Teaching for New Faculty at UBC/Resource 1: How People Learn

2010-09-13T07:45:55Z

Cisdev1: /* Bloom’s Taxonomy */

::''Education is, not a preparation for life; education is life itself.''
:::::::::::::::''Dewey''

In this section, we will look at how people learn and some important
concepts that will help you better understand the educational process, and
then we will consider the implications of this for teaching.

Most instructors dream of imparting important, enduring knowledge to
their learners, and hope that their students become self-motivated, expert
problem-solvers with a sophisticated world-view. We often fall short of
these dreams in courses crammed with content, classrooms designed
for lecturing, and contexts that sometime quietly and sometimes overtly
support the status quo. At the beginning of our teaching careers, we often
dwell on our role as instructor with little regard for what is going on in
students’ heads. It is important to remind ourselves that a high quality
learning experience depends on a change in student thinking, and not
necessarily on the instructor believing s/he “taught well.”

One of the most elegant explanations of “How People Learn” is provided
by Bransford (editor) in the recent book: How People Learn: Brain, Mind,
Experience, and School. “How People Learn” is both a simple summary of
some recent research in the cognitive sciences and an argument for how
teaching should be done (Edelmean, 2003). The book provides educators
with an excellent framework for understanding the science of learning. We
have provided some highlights from the book for your convenience.

== Knowledge Constructed not Transmitted ==

The current popular view of instruction has adopted many of the tenets
of '''constructivism'''. Constructivism is an educational theory that espouses
that learners construct knowledge and meaning from their experiences.

::One of the hallmarks of the new science of learning is its
::emphasis on learning with understanding.
::::::::::(Bransford, 2003, p.8)

'''Social constructivism''' further espouses that learners needs to arrive
at their version of the truth, influenced by their background, culture or
embedded worldview. “This doesn’t mean that students are encouraged
to believe what ever they want, rather that their truths need to be codeveloped
with their social community by respecting, incorporating,
modifying, adopting, and discarding information as appropriate. “
(Wikipedia)

The guiding principles of constructivism are:

:• Knowledge is constructed, not transmitted
:• Prior knowledge impacts learning
:• Building knowledge requires effort and purposeful activity

== Implications for Teaching ==

''“If there is one thing I would like to go back and change about my teaching it
would be that I did not take enough time to find out what my students knew
about a topic before launching into it. To assume that they had no knowledge
or beliefs about the topic was, frankly, absurd.”'' — Gary Poole, Former
Director of UBC Centre for Teaching, Learning and Technology.

===We must access and leverage students’ prior knowledge===

Students bring their understanding of the world around them to the
educational process. As teachers, we need to understand the mental
models that our students use to perceive the world. Understanding our
learners is the typical starting point for meaningful instruction.

Sometimes new information can be neatly “assimilated” into students’
existing understanding of the world, and sometimes their worldview
needs to shift or “accommodate” the new information. The Swiss
educational theorist '''Jean Piaget''' (1896-1980) first espoused the idea
that learners either '''assimilate''' new information or shift their way of
thinking to '''accommodate''' the new information. The process of shifting
one’s framework of thinking can be a difficult and uncomfortable one for
learners. They may need to abandon their previously held worldviews to
accommodate the new information.

However, there is a considerable amount of literature in education that
reports that students will often revert to their original misconceptions after
instruction, even when the new information is clearly in conflict with their
existing understanding, and the new information has been successfully
retrieved for testing purposes.

===We must give students opportunities to actively construct their own meaning ===

Many educators believe that knowledge cannot be transmitted; only
information can be transmitted. When we instructors transmit information
to our students we must also create opportunities for our students to
individually create meaning from the information. The students need
opportunities to actively work with the new information in meaningful
ways to turn it into knowledge. Real, authentic problem solving can give
students the opportunities to use new information and fine-tune their
understanding. When students problem solve with their peers they can
often progress more quickly than when they work alone or interact with an
expert. Working with peers who are at a similar or slightly higher level of
understanding can speed a student’s progress.

The positive effect of a task that is slightly more challenging than one’s
current abilities, and progress that is hastened by the support of fellow
learners has been described by '''Lev Vygotsky''' as the '''Zone of Proximal Development'''. Vygotsky also describes a process known as '''scaffolding''', where the instructor can provide appropriate levels of instruction and
guidance to maximize students’ progress on a particular learning task, and
fade from the instructional process as student mastery increases.

The concepts of '''scaffolding''' and '''fading''' are cornerstones of many Guided
Inquiry styles of learning (POGIL-Process Oriented Guided Inquiry Learning;
PBL-Problem Based Learning). Fading is the concept that instructors may
need to provide more guidance early in the student learning process
and then fade as the students’ abilities increase. However, Guided
Inquiry learning has received some bad press from Kirschner, Sweller and
Clark and others. They took the provocative view that educators were
suggesting inquiry without any guidance and not surprisingly, found that
this approach is ineffective. Most reasonable educators promote guided
inquiry learning, where the amount of guidance varies on the task and
learner development.

====Suggested Reading====

::Bransford, John, D., Ann L. Brown, Rodney R. Cocking (eds.)
::How People Learn: Brain, Mind, Experience, and School:
::Expanded Edition. National Academies Press, 2000.

==Some Other Educational Ideas Worth Knowing ==

====Bloom’s Taxonomy====

In 1956, Benjamin Bloom developed an important taxonomy of
educational objectives in three domains (Cognitive, Affective and
Psychomotor) to help with preparation of comprehensive examinations
at the University of Chicago. The taxonomy has since become one of
the cornerstones of North American education, as it helps educators
use common language around learning goals, and helps individual
practitioners articulate the educational possibilities within a particular
piece of instruction, course, or program.

[[File:FG-Graph-03.jpg|center]]

::::::::::::::Bloom’s Taxonomy of Educational Objectives Cognitive Domain

In the '''cognitive domain''' there are six Bloom’s levels; the lowest being
'''Remembering''', moving through '''Understanding''', to '''Applying''', to '''Analyzing''', to '''Evaluating''', and finally to '''Creating'''. When designing learning experiences, it can be helpful to use Bloom’s levels to help you visualize and plan students cognitive progress as they move through your course. The Bloom’s levels can be mapped to various verbs and these verbs
can be used to generate learning objectives and create test questions that correspond to different Bloom’s levels.

{|align="center" border="1"

! style="background: #efefef;" |Remembering
! style="background: #efefef;" |Understanding
! style="background: #efefef;" |Applying
! style="background: #efefef;" |Analyzing
! style="background: #efefef;" colspan="2"|Creating/Evaluating
|-

|align="center" vlign="top"|know

define

memorize

list

recall

name

relate

write

label

state

|align="center" vlign="top"|restate

discuss

describe

recognize

explain

identify

locate

summarize

paraphrase

illustrate

|align="center" vlign="top"|use

translate

interpret

apply

employ

demonstrate

dramatize

practice

illustrate

operate

compute

construct

|align="center" vlign="top"|distinguish

analyze

differentiate

calculate

experiment

compare

contrast

criticize

solve

examine

categorize

|align="center" vlign="top"|compose

plan

propose

design

assemble

construct

create

design

organize

manage

recommend

|align="center" vlign="top"|judge

appraise

evaluate

compare

value

select

choose

assess

estimate

measure

hypothesize

|}

::::::::::::::Bloom’s Taxonomy of Educational Objectives - Cognitive Domain Verbs

== Learning Styles: “A Useful Fiction”? ==

We have all likely heard someone describe him/herself as a “visual” learner
– someone who learns best from pictures, diagrams etc. Learning styles
and thinking about them evolved when educators noticed that different
forms of instruction seemed to work better for different learners. You may
have a “preferred” learning style, but we all need to learn in a variety of
ways (not just our preferred) to acquire deep, enduring understandings.
The literature about learning styles has found that the they are not a valid
construct, and do not provide reliable information on learners preferences,
strengths and weaknesses. As a result, many educators find learning styles
a contentious subject. The power of learning styles may be in the thinking/
reflecting/ understanding they can bring to your planning as you design
instructional activities.

There are more than 80 types of learning styles inventories (inventories are
typically questionnaires or structured tasks that can be used to categorize
the learner as a certain style). In 1993 Howard Gardner, who developed the
“multiple intelligences” learning styles inventory, described his inventory
as a “useful fiction.”

[[File:FG-04.jpg|center]]
::::::::::::::::::Kolb’s Cycle of Learning

== Kolb’s Learning Cycle ==

One of the most popular and useful learning styles inventories was
developed by David Kolb (1983). His model, the Kolb’s Learning Cycle,arranges learners on two continuums; the first categorizes a learner’s
preferred approach to a task, and the second, how a learner prefers to
engage in the task. The first continuum on task approach ranges from
learners who prefer “doing” (active experimentation label) to learners who
prefer “watching” (reflective observation label). The second continuum
on experience preference ranges from learners who prefer the “concrete”
(concrete experience label) to learners who prefer “thinking” (abstract
conceptualization label). Depending on your aggregate placement on
these continuums, you can be described as a Converging or Diverging
learner or an Assimilating or Accommodating learner.
Kolb’s Learning Cycle provides an instructional frame showing how
instructors and learners need to “cycle” through a variety of approaches to
a given learning task to develop a deep, enduring understanding. If you
were to design a learning experience using the Kolb Cycle, you might give
your learners the opportunity to gain some “concrete experience”, then
do some “reflection” on the experience, followed by a chance to “abstract”
meaning from the experience, and finally the occasion to “actively test” and
refine their new understandings.

Documentation:Guide to Teaching for New Faculty at UBC/Resource 1: How People Learn

2010-09-13T07:44:30Z

Cisdev1: /* Learning Styles: “A Useful Fiction”? */

::''Education is, not a preparation for life; education is life itself.''
:::::::::::::::''Dewey''

In this section, we will look at how people learn and some important
concepts that will help you better understand the educational process, and
then we will consider the implications of this for teaching.

Most instructors dream of imparting important, enduring knowledge to
their learners, and hope that their students become self-motivated, expert
problem-solvers with a sophisticated world-view. We often fall short of
these dreams in courses crammed with content, classrooms designed
for lecturing, and contexts that sometime quietly and sometimes overtly
support the status quo. At the beginning of our teaching careers, we often
dwell on our role as instructor with little regard for what is going on in
students’ heads. It is important to remind ourselves that a high quality
learning experience depends on a change in student thinking, and not
necessarily on the instructor believing s/he “taught well.”

One of the most elegant explanations of “How People Learn” is provided
by Bransford (editor) in the recent book: How People Learn: Brain, Mind,
Experience, and School. “How People Learn” is both a simple summary of
some recent research in the cognitive sciences and an argument for how
teaching should be done (Edelmean, 2003). The book provides educators
with an excellent framework for understanding the science of learning. We
have provided some highlights from the book for your convenience.

== Knowledge Constructed not Transmitted ==

The current popular view of instruction has adopted many of the tenets
of '''constructivism'''. Constructivism is an educational theory that espouses
that learners construct knowledge and meaning from their experiences.

::One of the hallmarks of the new science of learning is its
::emphasis on learning with understanding.
::::::::::(Bransford, 2003, p.8)

'''Social constructivism''' further espouses that learners needs to arrive
at their version of the truth, influenced by their background, culture or
embedded worldview. “This doesn’t mean that students are encouraged
to believe what ever they want, rather that their truths need to be codeveloped
with their social community by respecting, incorporating,
modifying, adopting, and discarding information as appropriate. “
(Wikipedia)

The guiding principles of constructivism are:

:• Knowledge is constructed, not transmitted
:• Prior knowledge impacts learning
:• Building knowledge requires effort and purposeful activity

== Implications for Teaching ==

''“If there is one thing I would like to go back and change about my teaching it
would be that I did not take enough time to find out what my students knew
about a topic before launching into it. To assume that they had no knowledge
or beliefs about the topic was, frankly, absurd.”'' — Gary Poole, Former
Director of UBC Centre for Teaching, Learning and Technology.

===We must access and leverage students’ prior knowledge===

Students bring their understanding of the world around them to the
educational process. As teachers, we need to understand the mental
models that our students use to perceive the world. Understanding our
learners is the typical starting point for meaningful instruction.

Sometimes new information can be neatly “assimilated” into students’
existing understanding of the world, and sometimes their worldview
needs to shift or “accommodate” the new information. The Swiss
educational theorist '''Jean Piaget''' (1896-1980) first espoused the idea
that learners either '''assimilate''' new information or shift their way of
thinking to '''accommodate''' the new information. The process of shifting
one’s framework of thinking can be a difficult and uncomfortable one for
learners. They may need to abandon their previously held worldviews to
accommodate the new information.

However, there is a considerable amount of literature in education that
reports that students will often revert to their original misconceptions after
instruction, even when the new information is clearly in conflict with their
existing understanding, and the new information has been successfully
retrieved for testing purposes.

===We must give students opportunities to actively construct their own meaning ===

Many educators believe that knowledge cannot be transmitted; only
information can be transmitted. When we instructors transmit information
to our students we must also create opportunities for our students to
individually create meaning from the information. The students need
opportunities to actively work with the new information in meaningful
ways to turn it into knowledge. Real, authentic problem solving can give
students the opportunities to use new information and fine-tune their
understanding. When students problem solve with their peers they can
often progress more quickly than when they work alone or interact with an
expert. Working with peers who are at a similar or slightly higher level of
understanding can speed a student’s progress.

The positive effect of a task that is slightly more challenging than one’s
current abilities, and progress that is hastened by the support of fellow
learners has been described by '''Lev Vygotsky''' as the '''Zone of Proximal Development'''. Vygotsky also describes a process known as '''scaffolding''', where the instructor can provide appropriate levels of instruction and
guidance to maximize students’ progress on a particular learning task, and
fade from the instructional process as student mastery increases.

The concepts of '''scaffolding''' and '''fading''' are cornerstones of many Guided
Inquiry styles of learning (POGIL-Process Oriented Guided Inquiry Learning;
PBL-Problem Based Learning). Fading is the concept that instructors may
need to provide more guidance early in the student learning process
and then fade as the students’ abilities increase. However, Guided
Inquiry learning has received some bad press from Kirschner, Sweller and
Clark and others. They took the provocative view that educators were
suggesting inquiry without any guidance and not surprisingly, found that
this approach is ineffective. Most reasonable educators promote guided
inquiry learning, where the amount of guidance varies on the task and
learner development.

====Suggested Reading====

::Bransford, John, D., Ann L. Brown, Rodney R. Cocking (eds.)
::How People Learn: Brain, Mind, Experience, and School:
::Expanded Edition. National Academies Press, 2000.

==Some Other Educational Ideas Worth Knowing ==

====Bloom’s Taxonomy====

In 1956, Benjamin Bloom developed an important taxonomy of
educational objectives in three domains (Cognitive, Affective and
Psychomotor) to help with preparation of comprehensive examinations
at the University of Chicago. The taxonomy has since become one of
the cornerstones of North American education, as it helps educators
use common language around learning goals, and helps individual
practitioners articulate the educational possibilities within a particular
piece of instruction, course, or program.

[[File:FG-Graph-03.jpg|center]]

::::::::::::::Bloom’s Taxonomy of Educational Objectives Cognitive Domain

In the '''cognitive domain''' there are six Bloom’s levels; the lowest being
'''Remembering''', moving through '''Understanding''', to '''Applying''', to '''Analyzing''', to '''Evaluating''', and finally to '''Creating'''. When designing learning experiences, it can be helpful to use Bloom’s levels to help you visualize and plan students cognitive progress as they move through your course. The Bloom’s levels can be mapped to various verbs and these verbs
can be used to generate learning objectives and create test questions that correspond to different Bloom’s levels.

{|align="center" border="1"

! style="background: #efefef;" |Remembering
! style="background: #efefef;" |Understanding
! style="background: #efefef;" |Applying
! style="background: #efefef;" |Analyzing
! style="background: #efefef;" colspan="2"|Creating/Evaluating
|-

|align="center"|know

define

memorize

list

recall

name

relate

write

label

state

|align="center"|restate

discuss

describe

recognize

explain

identify

locate

summarize

paraphrase

illustrate

|align="center"|use

translate

interpret

apply

employ

demonstrate

dramatize

practice

illustrate

operate

compute

construct

|align="center"|distinguish

analyze

differentiate

calculate

experiment

compare

contrast

criticize

solve

examine

categorize

|align="center"|compose

plan

propose

design

assemble

construct

create

design

organize

manage

recommend

|align="center"|judge

appraise

evaluate

compare

value

select

choose

assess

estimate

measure

hypothesize

|}

::::::::::::::Bloom’s Taxonomy of Educational Objectives - Cognitive Domain Verbs

== Learning Styles: “A Useful Fiction”? ==

We have all likely heard someone describe him/herself as a “visual” learner
– someone who learns best from pictures, diagrams etc. Learning styles
and thinking about them evolved when educators noticed that different
forms of instruction seemed to work better for different learners. You may
have a “preferred” learning style, but we all need to learn in a variety of
ways (not just our preferred) to acquire deep, enduring understandings.
The literature about learning styles has found that the they are not a valid
construct, and do not provide reliable information on learners preferences,
strengths and weaknesses. As a result, many educators find learning styles
a contentious subject. The power of learning styles may be in the thinking/
reflecting/ understanding they can bring to your planning as you design
instructional activities.

There are more than 80 types of learning styles inventories (inventories are
typically questionnaires or structured tasks that can be used to categorize
the learner as a certain style). In 1993 Howard Gardner, who developed the
“multiple intelligences” learning styles inventory, described his inventory
as a “useful fiction.”

[[File:FG-04.jpg|center]]
::::::::::::::::::Kolb’s Cycle of Learning

== Kolb’s Learning Cycle ==

One of the most popular and useful learning styles inventories was
developed by David Kolb (1983). His model, the Kolb’s Learning Cycle,arranges learners on two continuums; the first categorizes a learner’s
preferred approach to a task, and the second, how a learner prefers to
engage in the task. The first continuum on task approach ranges from
learners who prefer “doing” (active experimentation label) to learners who
prefer “watching” (reflective observation label). The second continuum
on experience preference ranges from learners who prefer the “concrete”
(concrete experience label) to learners who prefer “thinking” (abstract
conceptualization label). Depending on your aggregate placement on
these continuums, you can be described as a Converging or Diverging
learner or an Assimilating or Accommodating learner.
Kolb’s Learning Cycle provides an instructional frame showing how
instructors and learners need to “cycle” through a variety of approaches to
a given learning task to develop a deep, enduring understanding. If you
were to design a learning experience using the Kolb Cycle, you might give
your learners the opportunity to gain some “concrete experience”, then
do some “reflection” on the experience, followed by a chance to “abstract”
meaning from the experience, and finally the occasion to “actively test” and
refine their new understandings.

Documentation:Guide to Teaching for New Faculty at UBC/Resource 1: How People Learn

2010-09-13T07:44:01Z

Cisdev1: /* Learning Styles: “A Useful Fiction”? */

::''Education is, not a preparation for life; education is life itself.''
:::::::::::::::''Dewey''

In this section, we will look at how people learn and some important
concepts that will help you better understand the educational process, and
then we will consider the implications of this for teaching.

Most instructors dream of imparting important, enduring knowledge to
their learners, and hope that their students become self-motivated, expert
problem-solvers with a sophisticated world-view. We often fall short of
these dreams in courses crammed with content, classrooms designed
for lecturing, and contexts that sometime quietly and sometimes overtly
support the status quo. At the beginning of our teaching careers, we often
dwell on our role as instructor with little regard for what is going on in
students’ heads. It is important to remind ourselves that a high quality
learning experience depends on a change in student thinking, and not
necessarily on the instructor believing s/he “taught well.”

One of the most elegant explanations of “How People Learn” is provided
by Bransford (editor) in the recent book: How People Learn: Brain, Mind,
Experience, and School. “How People Learn” is both a simple summary of
some recent research in the cognitive sciences and an argument for how
teaching should be done (Edelmean, 2003). The book provides educators
with an excellent framework for understanding the science of learning. We
have provided some highlights from the book for your convenience.

== Knowledge Constructed not Transmitted ==

The current popular view of instruction has adopted many of the tenets
of '''constructivism'''. Constructivism is an educational theory that espouses
that learners construct knowledge and meaning from their experiences.

::One of the hallmarks of the new science of learning is its
::emphasis on learning with understanding.
::::::::::(Bransford, 2003, p.8)

'''Social constructivism''' further espouses that learners needs to arrive
at their version of the truth, influenced by their background, culture or
embedded worldview. “This doesn’t mean that students are encouraged
to believe what ever they want, rather that their truths need to be codeveloped
with their social community by respecting, incorporating,
modifying, adopting, and discarding information as appropriate. “
(Wikipedia)

The guiding principles of constructivism are:

:• Knowledge is constructed, not transmitted
:• Prior knowledge impacts learning
:• Building knowledge requires effort and purposeful activity

== Implications for Teaching ==

''“If there is one thing I would like to go back and change about my teaching it
would be that I did not take enough time to find out what my students knew
about a topic before launching into it. To assume that they had no knowledge
or beliefs about the topic was, frankly, absurd.”'' — Gary Poole, Former
Director of UBC Centre for Teaching, Learning and Technology.

===We must access and leverage students’ prior knowledge===

Students bring their understanding of the world around them to the
educational process. As teachers, we need to understand the mental
models that our students use to perceive the world. Understanding our
learners is the typical starting point for meaningful instruction.

Sometimes new information can be neatly “assimilated” into students’
existing understanding of the world, and sometimes their worldview
needs to shift or “accommodate” the new information. The Swiss
educational theorist '''Jean Piaget''' (1896-1980) first espoused the idea
that learners either '''assimilate''' new information or shift their way of
thinking to '''accommodate''' the new information. The process of shifting
one’s framework of thinking can be a difficult and uncomfortable one for
learners. They may need to abandon their previously held worldviews to
accommodate the new information.

However, there is a considerable amount of literature in education that
reports that students will often revert to their original misconceptions after
instruction, even when the new information is clearly in conflict with their
existing understanding, and the new information has been successfully
retrieved for testing purposes.

===We must give students opportunities to actively construct their own meaning ===

Many educators believe that knowledge cannot be transmitted; only
information can be transmitted. When we instructors transmit information
to our students we must also create opportunities for our students to
individually create meaning from the information. The students need
opportunities to actively work with the new information in meaningful
ways to turn it into knowledge. Real, authentic problem solving can give
students the opportunities to use new information and fine-tune their
understanding. When students problem solve with their peers they can
often progress more quickly than when they work alone or interact with an
expert. Working with peers who are at a similar or slightly higher level of
understanding can speed a student’s progress.

The positive effect of a task that is slightly more challenging than one’s
current abilities, and progress that is hastened by the support of fellow
learners has been described by '''Lev Vygotsky''' as the '''Zone of Proximal Development'''. Vygotsky also describes a process known as '''scaffolding''', where the instructor can provide appropriate levels of instruction and
guidance to maximize students’ progress on a particular learning task, and
fade from the instructional process as student mastery increases.

The concepts of '''scaffolding''' and '''fading''' are cornerstones of many Guided
Inquiry styles of learning (POGIL-Process Oriented Guided Inquiry Learning;
PBL-Problem Based Learning). Fading is the concept that instructors may
need to provide more guidance early in the student learning process
and then fade as the students’ abilities increase. However, Guided
Inquiry learning has received some bad press from Kirschner, Sweller and
Clark and others. They took the provocative view that educators were
suggesting inquiry without any guidance and not surprisingly, found that
this approach is ineffective. Most reasonable educators promote guided
inquiry learning, where the amount of guidance varies on the task and
learner development.

====Suggested Reading====

::Bransford, John, D., Ann L. Brown, Rodney R. Cocking (eds.)
::How People Learn: Brain, Mind, Experience, and School:
::Expanded Edition. National Academies Press, 2000.

==Some Other Educational Ideas Worth Knowing ==

====Bloom’s Taxonomy====

In 1956, Benjamin Bloom developed an important taxonomy of
educational objectives in three domains (Cognitive, Affective and
Psychomotor) to help with preparation of comprehensive examinations
at the University of Chicago. The taxonomy has since become one of
the cornerstones of North American education, as it helps educators
use common language around learning goals, and helps individual
practitioners articulate the educational possibilities within a particular
piece of instruction, course, or program.

[[File:FG-Graph-03.jpg|center]]

::::::::::::::Bloom’s Taxonomy of Educational Objectives Cognitive Domain

In the '''cognitive domain''' there are six Bloom’s levels; the lowest being
'''Remembering''', moving through '''Understanding''', to '''Applying''', to '''Analyzing''', to '''Evaluating''', and finally to '''Creating'''. When designing learning experiences, it can be helpful to use Bloom’s levels to help you visualize and plan students cognitive progress as they move through your course. The Bloom’s levels can be mapped to various verbs and these verbs
can be used to generate learning objectives and create test questions that correspond to different Bloom’s levels.

{|align="center" border="1"

! style="background: #efefef;" |Remembering
! style="background: #efefef;" |Understanding
! style="background: #efefef;" |Applying
! style="background: #efefef;" |Analyzing
! style="background: #efefef;" colspan="2"|Creating/Evaluating
|-

|align="center"|know

define

memorize

list

recall

name

relate

write

label

state

|align="center"|restate

discuss

describe

recognize

explain

identify

locate

summarize

paraphrase

illustrate

|align="center"|use

translate

interpret

apply

employ

demonstrate

dramatize

practice

illustrate

operate

compute

construct

|align="center"|distinguish

analyze

differentiate

calculate

experiment

compare

contrast

criticize

solve

examine

categorize

|align="center"|compose

plan

propose

design

assemble

construct

create

design

organize

manage

recommend

|align="center"|judge

appraise

evaluate

compare

value

select

choose

assess

estimate

measure

hypothesize

|}

::::::::::::::Bloom’s Taxonomy of Educational Objectives - Cognitive Domain Verbs

== Learning Styles: “A Useful Fiction”? ==

We have all likely heard someone describe him/herself as a “visual” learner
– someone who learns best from pictures, diagrams etc. Learning styles
and thinking about them evolved when educators noticed that different
forms of instruction seemed to work better for different learners. You may
have a “preferred” learning style, but we all need to learn in a variety of
ways (not just our preferred) to acquire deep, enduring understandings.
The literature about learning styles has found that the they are not a valid
construct, and do not provide reliable information on learners preferences,
strengths and weaknesses. As a result, many educators find learning styles
a contentious subject. The power of learning styles may be in the thinking/
reflecting/ understanding they can bring to your planning as you design
instructional activities.

There are more than 80 types of learning styles inventories (inventories are
typically questionnaires or structured tasks that can be used to categorize
the learner as a certain style). In 1993 Howard Gardner, who developed the
“multiple intelligences” learning styles inventory, described his inventory
as a “useful fiction.”

[[File:FG-04.jpg|center]]
:::::::::::::::Kolb’s Cycle of Learning

== Kolb’s Learning Cycle ==

One of the most popular and useful learning styles inventories was
developed by David Kolb (1983). His model, the Kolb’s Learning Cycle,arranges learners on two continuums; the first categorizes a learner’s
preferred approach to a task, and the second, how a learner prefers to
engage in the task. The first continuum on task approach ranges from
learners who prefer “doing” (active experimentation label) to learners who
prefer “watching” (reflective observation label). The second continuum
on experience preference ranges from learners who prefer the “concrete”
(concrete experience label) to learners who prefer “thinking” (abstract
conceptualization label). Depending on your aggregate placement on
these continuums, you can be described as a Converging or Diverging
learner or an Assimilating or Accommodating learner.
Kolb’s Learning Cycle provides an instructional frame showing how
instructors and learners need to “cycle” through a variety of approaches to
a given learning task to develop a deep, enduring understanding. If you
were to design a learning experience using the Kolb Cycle, you might give
your learners the opportunity to gain some “concrete experience”, then
do some “reflection” on the experience, followed by a chance to “abstract”
meaning from the experience, and finally the occasion to “actively test” and
refine their new understandings.

Documentation:Guide to Teaching for New Faculty at UBC/Resource 1: How People Learn

2010-09-13T07:43:49Z

Cisdev1: /* Learning Styles: “A Useful Fiction”? */

::''Education is, not a preparation for life; education is life itself.''
:::::::::::::::''Dewey''

In this section, we will look at how people learn and some important
concepts that will help you better understand the educational process, and
then we will consider the implications of this for teaching.

Most instructors dream of imparting important, enduring knowledge to
their learners, and hope that their students become self-motivated, expert
problem-solvers with a sophisticated world-view. We often fall short of
these dreams in courses crammed with content, classrooms designed
for lecturing, and contexts that sometime quietly and sometimes overtly
support the status quo. At the beginning of our teaching careers, we often
dwell on our role as instructor with little regard for what is going on in
students’ heads. It is important to remind ourselves that a high quality
learning experience depends on a change in student thinking, and not
necessarily on the instructor believing s/he “taught well.”

One of the most elegant explanations of “How People Learn” is provided
by Bransford (editor) in the recent book: How People Learn: Brain, Mind,
Experience, and School. “How People Learn” is both a simple summary of
some recent research in the cognitive sciences and an argument for how
teaching should be done (Edelmean, 2003). The book provides educators
with an excellent framework for understanding the science of learning. We
have provided some highlights from the book for your convenience.

== Knowledge Constructed not Transmitted ==

The current popular view of instruction has adopted many of the tenets
of '''constructivism'''. Constructivism is an educational theory that espouses
that learners construct knowledge and meaning from their experiences.

::One of the hallmarks of the new science of learning is its
::emphasis on learning with understanding.
::::::::::(Bransford, 2003, p.8)

'''Social constructivism''' further espouses that learners needs to arrive
at their version of the truth, influenced by their background, culture or
embedded worldview. “This doesn’t mean that students are encouraged
to believe what ever they want, rather that their truths need to be codeveloped
with their social community by respecting, incorporating,
modifying, adopting, and discarding information as appropriate. “
(Wikipedia)

The guiding principles of constructivism are:

:• Knowledge is constructed, not transmitted
:• Prior knowledge impacts learning
:• Building knowledge requires effort and purposeful activity

== Implications for Teaching ==

''“If there is one thing I would like to go back and change about my teaching it
would be that I did not take enough time to find out what my students knew
about a topic before launching into it. To assume that they had no knowledge
or beliefs about the topic was, frankly, absurd.”'' — Gary Poole, Former
Director of UBC Centre for Teaching, Learning and Technology.

===We must access and leverage students’ prior knowledge===

Students bring their understanding of the world around them to the
educational process. As teachers, we need to understand the mental
models that our students use to perceive the world. Understanding our
learners is the typical starting point for meaningful instruction.

Sometimes new information can be neatly “assimilated” into students’
existing understanding of the world, and sometimes their worldview
needs to shift or “accommodate” the new information. The Swiss
educational theorist '''Jean Piaget''' (1896-1980) first espoused the idea
that learners either '''assimilate''' new information or shift their way of
thinking to '''accommodate''' the new information. The process of shifting
one’s framework of thinking can be a difficult and uncomfortable one for
learners. They may need to abandon their previously held worldviews to
accommodate the new information.

However, there is a considerable amount of literature in education that
reports that students will often revert to their original misconceptions after
instruction, even when the new information is clearly in conflict with their
existing understanding, and the new information has been successfully
retrieved for testing purposes.

===We must give students opportunities to actively construct their own meaning ===

Many educators believe that knowledge cannot be transmitted; only
information can be transmitted. When we instructors transmit information
to our students we must also create opportunities for our students to
individually create meaning from the information. The students need
opportunities to actively work with the new information in meaningful
ways to turn it into knowledge. Real, authentic problem solving can give
students the opportunities to use new information and fine-tune their
understanding. When students problem solve with their peers they can
often progress more quickly than when they work alone or interact with an
expert. Working with peers who are at a similar or slightly higher level of
understanding can speed a student’s progress.

The positive effect of a task that is slightly more challenging than one’s
current abilities, and progress that is hastened by the support of fellow
learners has been described by '''Lev Vygotsky''' as the '''Zone of Proximal Development'''. Vygotsky also describes a process known as '''scaffolding''', where the instructor can provide appropriate levels of instruction and
guidance to maximize students’ progress on a particular learning task, and
fade from the instructional process as student mastery increases.

The concepts of '''scaffolding''' and '''fading''' are cornerstones of many Guided
Inquiry styles of learning (POGIL-Process Oriented Guided Inquiry Learning;
PBL-Problem Based Learning). Fading is the concept that instructors may
need to provide more guidance early in the student learning process
and then fade as the students’ abilities increase. However, Guided
Inquiry learning has received some bad press from Kirschner, Sweller and
Clark and others. They took the provocative view that educators were
suggesting inquiry without any guidance and not surprisingly, found that
this approach is ineffective. Most reasonable educators promote guided
inquiry learning, where the amount of guidance varies on the task and
learner development.

====Suggested Reading====

::Bransford, John, D., Ann L. Brown, Rodney R. Cocking (eds.)
::How People Learn: Brain, Mind, Experience, and School:
::Expanded Edition. National Academies Press, 2000.

==Some Other Educational Ideas Worth Knowing ==

====Bloom’s Taxonomy====

In 1956, Benjamin Bloom developed an important taxonomy of
educational objectives in three domains (Cognitive, Affective and
Psychomotor) to help with preparation of comprehensive examinations
at the University of Chicago. The taxonomy has since become one of
the cornerstones of North American education, as it helps educators
use common language around learning goals, and helps individual
practitioners articulate the educational possibilities within a particular
piece of instruction, course, or program.

[[File:FG-Graph-03.jpg|center]]

::::::::::::::Bloom’s Taxonomy of Educational Objectives Cognitive Domain

In the '''cognitive domain''' there are six Bloom’s levels; the lowest being
'''Remembering''', moving through '''Understanding''', to '''Applying''', to '''Analyzing''', to '''Evaluating''', and finally to '''Creating'''. When designing learning experiences, it can be helpful to use Bloom’s levels to help you visualize and plan students cognitive progress as they move through your course. The Bloom’s levels can be mapped to various verbs and these verbs
can be used to generate learning objectives and create test questions that correspond to different Bloom’s levels.

{|align="center" border="1"

! style="background: #efefef;" |Remembering
! style="background: #efefef;" |Understanding
! style="background: #efefef;" |Applying
! style="background: #efefef;" |Analyzing
! style="background: #efefef;" colspan="2"|Creating/Evaluating
|-

|align="center"|know

define

memorize

list

recall

name

relate

write

label

state

|align="center"|restate

discuss

describe

recognize

explain

identify

locate

summarize

paraphrase

illustrate

|align="center"|use

translate

interpret

apply

employ

demonstrate

dramatize

practice

illustrate

operate

compute

construct

|align="center"|distinguish

analyze

differentiate

calculate

experiment

compare

contrast

criticize

solve

examine

categorize

|align="center"|compose

plan

propose

design

assemble

construct

create

design

organize

manage

recommend

|align="center"|judge

appraise

evaluate

compare

value

select

choose

assess

estimate

measure

hypothesize

|}

::::::::::::::Bloom’s Taxonomy of Educational Objectives - Cognitive Domain Verbs

== Learning Styles: “A Useful Fiction”? ==

We have all likely heard someone describe him/herself as a “visual” learner
– someone who learns best from pictures, diagrams etc. Learning styles
and thinking about them evolved when educators noticed that different
forms of instruction seemed to work better for different learners. You may
have a “preferred” learning style, but we all need to learn in a variety of
ways (not just our preferred) to acquire deep, enduring understandings.
The literature about learning styles has found that the they are not a valid
construct, and do not provide reliable information on learners preferences,
strengths and weaknesses. As a result, many educators find learning styles
a contentious subject. The power of learning styles may be in the thinking/
reflecting/ understanding they can bring to your planning as you design
instructional activities.

There are more than 80 types of learning styles inventories (inventories are
typically questionnaires or structured tasks that can be used to categorize
the learner as a certain style). In 1993 Howard Gardner, who developed the
“multiple intelligences” learning styles inventory, described his inventory
as a “useful fiction.”

[[File:FG-04.jpg|center]]
:::::::::::Kolb’s Cycle of Learning

== Kolb’s Learning Cycle ==

One of the most popular and useful learning styles inventories was
developed by David Kolb (1983). His model, the Kolb’s Learning Cycle,arranges learners on two continuums; the first categorizes a learner’s
preferred approach to a task, and the second, how a learner prefers to
engage in the task. The first continuum on task approach ranges from
learners who prefer “doing” (active experimentation label) to learners who
prefer “watching” (reflective observation label). The second continuum
on experience preference ranges from learners who prefer the “concrete”
(concrete experience label) to learners who prefer “thinking” (abstract
conceptualization label). Depending on your aggregate placement on
these continuums, you can be described as a Converging or Diverging
learner or an Assimilating or Accommodating learner.
Kolb’s Learning Cycle provides an instructional frame showing how
instructors and learners need to “cycle” through a variety of approaches to
a given learning task to develop a deep, enduring understanding. If you
were to design a learning experience using the Kolb Cycle, you might give
your learners the opportunity to gain some “concrete experience”, then
do some “reflection” on the experience, followed by a chance to “abstract”
meaning from the experience, and finally the occasion to “actively test” and
refine their new understandings.

Documentation:Guide to Teaching for New Faculty at UBC/Resource 1: How People Learn

2010-09-13T07:42:31Z

Cisdev1: /* Bloom’s Taxonomy */

::''Education is, not a preparation for life; education is life itself.''
:::::::::::::::''Dewey''

In this section, we will look at how people learn and some important
concepts that will help you better understand the educational process, and
then we will consider the implications of this for teaching.

Most instructors dream of imparting important, enduring knowledge to
their learners, and hope that their students become self-motivated, expert
problem-solvers with a sophisticated world-view. We often fall short of
these dreams in courses crammed with content, classrooms designed
for lecturing, and contexts that sometime quietly and sometimes overtly
support the status quo. At the beginning of our teaching careers, we often
dwell on our role as instructor with little regard for what is going on in
students’ heads. It is important to remind ourselves that a high quality
learning experience depends on a change in student thinking, and not
necessarily on the instructor believing s/he “taught well.”

One of the most elegant explanations of “How People Learn” is provided
by Bransford (editor) in the recent book: How People Learn: Brain, Mind,
Experience, and School. “How People Learn” is both a simple summary of
some recent research in the cognitive sciences and an argument for how
teaching should be done (Edelmean, 2003). The book provides educators
with an excellent framework for understanding the science of learning. We
have provided some highlights from the book for your convenience.

== Knowledge Constructed not Transmitted ==

The current popular view of instruction has adopted many of the tenets
of '''constructivism'''. Constructivism is an educational theory that espouses
that learners construct knowledge and meaning from their experiences.

::One of the hallmarks of the new science of learning is its
::emphasis on learning with understanding.
::::::::::(Bransford, 2003, p.8)

'''Social constructivism''' further espouses that learners needs to arrive
at their version of the truth, influenced by their background, culture or
embedded worldview. “This doesn’t mean that students are encouraged
to believe what ever they want, rather that their truths need to be codeveloped
with their social community by respecting, incorporating,
modifying, adopting, and discarding information as appropriate. “
(Wikipedia)

The guiding principles of constructivism are:

:• Knowledge is constructed, not transmitted
:• Prior knowledge impacts learning
:• Building knowledge requires effort and purposeful activity

== Implications for Teaching ==

''“If there is one thing I would like to go back and change about my teaching it
would be that I did not take enough time to find out what my students knew
about a topic before launching into it. To assume that they had no knowledge
or beliefs about the topic was, frankly, absurd.”'' — Gary Poole, Former
Director of UBC Centre for Teaching, Learning and Technology.

===We must access and leverage students’ prior knowledge===

Students bring their understanding of the world around them to the
educational process. As teachers, we need to understand the mental
models that our students use to perceive the world. Understanding our
learners is the typical starting point for meaningful instruction.

Sometimes new information can be neatly “assimilated” into students’
existing understanding of the world, and sometimes their worldview
needs to shift or “accommodate” the new information. The Swiss
educational theorist '''Jean Piaget''' (1896-1980) first espoused the idea
that learners either '''assimilate''' new information or shift their way of
thinking to '''accommodate''' the new information. The process of shifting
one’s framework of thinking can be a difficult and uncomfortable one for
learners. They may need to abandon their previously held worldviews to
accommodate the new information.

However, there is a considerable amount of literature in education that
reports that students will often revert to their original misconceptions after
instruction, even when the new information is clearly in conflict with their
existing understanding, and the new information has been successfully
retrieved for testing purposes.

===We must give students opportunities to actively construct their own meaning ===

Many educators believe that knowledge cannot be transmitted; only
information can be transmitted. When we instructors transmit information
to our students we must also create opportunities for our students to
individually create meaning from the information. The students need
opportunities to actively work with the new information in meaningful
ways to turn it into knowledge. Real, authentic problem solving can give
students the opportunities to use new information and fine-tune their
understanding. When students problem solve with their peers they can
often progress more quickly than when they work alone or interact with an
expert. Working with peers who are at a similar or slightly higher level of
understanding can speed a student’s progress.

The positive effect of a task that is slightly more challenging than one’s
current abilities, and progress that is hastened by the support of fellow
learners has been described by '''Lev Vygotsky''' as the '''Zone of Proximal Development'''. Vygotsky also describes a process known as '''scaffolding''', where the instructor can provide appropriate levels of instruction and
guidance to maximize students’ progress on a particular learning task, and
fade from the instructional process as student mastery increases.

The concepts of '''scaffolding''' and '''fading''' are cornerstones of many Guided
Inquiry styles of learning (POGIL-Process Oriented Guided Inquiry Learning;
PBL-Problem Based Learning). Fading is the concept that instructors may
need to provide more guidance early in the student learning process
and then fade as the students’ abilities increase. However, Guided
Inquiry learning has received some bad press from Kirschner, Sweller and
Clark and others. They took the provocative view that educators were
suggesting inquiry without any guidance and not surprisingly, found that
this approach is ineffective. Most reasonable educators promote guided
inquiry learning, where the amount of guidance varies on the task and
learner development.

====Suggested Reading====

::Bransford, John, D., Ann L. Brown, Rodney R. Cocking (eds.)
::How People Learn: Brain, Mind, Experience, and School:
::Expanded Edition. National Academies Press, 2000.

==Some Other Educational Ideas Worth Knowing ==

====Bloom’s Taxonomy====

In 1956, Benjamin Bloom developed an important taxonomy of
educational objectives in three domains (Cognitive, Affective and
Psychomotor) to help with preparation of comprehensive examinations
at the University of Chicago. The taxonomy has since become one of
the cornerstones of North American education, as it helps educators
use common language around learning goals, and helps individual
practitioners articulate the educational possibilities within a particular
piece of instruction, course, or program.

[[File:FG-Graph-03.jpg|center]]

::::::::::::::Bloom’s Taxonomy of Educational Objectives Cognitive Domain

In the '''cognitive domain''' there are six Bloom’s levels; the lowest being
'''Remembering''', moving through '''Understanding''', to '''Applying''', to '''Analyzing''', to '''Evaluating''', and finally to '''Creating'''. When designing learning experiences, it can be helpful to use Bloom’s levels to help you visualize and plan students cognitive progress as they move through your course. The Bloom’s levels can be mapped to various verbs and these verbs
can be used to generate learning objectives and create test questions that correspond to different Bloom’s levels.

{|align="center" border="1"

! style="background: #efefef;" |Remembering
! style="background: #efefef;" |Understanding
! style="background: #efefef;" |Applying
! style="background: #efefef;" |Analyzing
! style="background: #efefef;" colspan="2"|Creating/Evaluating
|-

|align="center"|know

define

memorize

list

recall

name

relate

write

label

state

|align="center"|restate

discuss

describe

recognize

explain

identify

locate

summarize

paraphrase

illustrate

|align="center"|use

translate

interpret

apply

employ

demonstrate

dramatize

practice

illustrate

operate

compute

construct

|align="center"|distinguish

analyze

differentiate

calculate

experiment

compare

contrast

criticize

solve

examine

categorize

|align="center"|compose

plan

propose

design

assemble

construct

create

design

organize

manage

recommend

|align="center"|judge

appraise

evaluate

compare

value

select

choose

assess

estimate

measure

hypothesize

|}

::::::::::::::Bloom’s Taxonomy of Educational Objectives - Cognitive Domain Verbs

== Learning Styles: “A Useful Fiction”? ==

We have all likely heard someone describe him/herself as a “visual” learner
– someone who learns best from pictures, diagrams etc. Learning styles
and thinking about them evolved when educators noticed that different
forms of instruction seemed to work better for different learners. You may
have a “preferred” learning style, but we all need to learn in a variety of
ways (not just our preferred) to acquire deep, enduring understandings.
The literature about learning styles has found that the they are not a valid
construct, and do not provide reliable information on learners preferences,
strengths and weaknesses. As a result, many educators find learning styles
a contentious subject. The power of learning styles may be in the thinking/
reflecting/ understanding they can bring to your planning as you design
instructional activities.

There are more than 80 types of learning styles inventories (inventories are
typically questionnaires or structured tasks that can be used to categorize
the learner as a certain style). In 1993 Howard Gardner, who developed the
“multiple intelligences” learning styles inventory, described his inventory
as a “useful fiction.”

[[File:FG-04.jpg]]

== Kolb’s Learning Cycle ==

One of the most popular and useful learning styles inventories was
developed by David Kolb (1983). His model, the Kolb’s Learning Cycle,arranges learners on two continuums; the first categorizes a learner’s
preferred approach to a task, and the second, how a learner prefers to
engage in the task. The first continuum on task approach ranges from
learners who prefer “doing” (active experimentation label) to learners who
prefer “watching” (reflective observation label). The second continuum
on experience preference ranges from learners who prefer the “concrete”
(concrete experience label) to learners who prefer “thinking” (abstract
conceptualization label). Depending on your aggregate placement on
these continuums, you can be described as a Converging or Diverging
learner or an Assimilating or Accommodating learner.
Kolb’s Learning Cycle provides an instructional frame showing how
instructors and learners need to “cycle” through a variety of approaches to
a given learning task to develop a deep, enduring understanding. If you
were to design a learning experience using the Kolb Cycle, you might give
your learners the opportunity to gain some “concrete experience”, then
do some “reflection” on the experience, followed by a chance to “abstract”
meaning from the experience, and finally the occasion to “actively test” and
refine their new understandings.

Documentation:Guide to Teaching for New Faculty at UBC/Resource 1: How People Learn

2010-09-13T07:41:59Z

Cisdev1: /* Bloom’s Taxonomy */

::''Education is, not a preparation for life; education is life itself.''
:::::::::::::::''Dewey''

In this section, we will look at how people learn and some important
concepts that will help you better understand the educational process, and
then we will consider the implications of this for teaching.

Most instructors dream of imparting important, enduring knowledge to
their learners, and hope that their students become self-motivated, expert
problem-solvers with a sophisticated world-view. We often fall short of
these dreams in courses crammed with content, classrooms designed
for lecturing, and contexts that sometime quietly and sometimes overtly
support the status quo. At the beginning of our teaching careers, we often
dwell on our role as instructor with little regard for what is going on in
students’ heads. It is important to remind ourselves that a high quality
learning experience depends on a change in student thinking, and not
necessarily on the instructor believing s/he “taught well.”

One of the most elegant explanations of “How People Learn” is provided
by Bransford (editor) in the recent book: How People Learn: Brain, Mind,
Experience, and School. “How People Learn” is both a simple summary of
some recent research in the cognitive sciences and an argument for how
teaching should be done (Edelmean, 2003). The book provides educators
with an excellent framework for understanding the science of learning. We
have provided some highlights from the book for your convenience.

== Knowledge Constructed not Transmitted ==

The current popular view of instruction has adopted many of the tenets
of '''constructivism'''. Constructivism is an educational theory that espouses
that learners construct knowledge and meaning from their experiences.

::One of the hallmarks of the new science of learning is its
::emphasis on learning with understanding.
::::::::::(Bransford, 2003, p.8)

'''Social constructivism''' further espouses that learners needs to arrive
at their version of the truth, influenced by their background, culture or
embedded worldview. “This doesn’t mean that students are encouraged
to believe what ever they want, rather that their truths need to be codeveloped
with their social community by respecting, incorporating,
modifying, adopting, and discarding information as appropriate. “
(Wikipedia)

The guiding principles of constructivism are:

:• Knowledge is constructed, not transmitted
:• Prior knowledge impacts learning
:• Building knowledge requires effort and purposeful activity

== Implications for Teaching ==

''“If there is one thing I would like to go back and change about my teaching it
would be that I did not take enough time to find out what my students knew
about a topic before launching into it. To assume that they had no knowledge
or beliefs about the topic was, frankly, absurd.”'' — Gary Poole, Former
Director of UBC Centre for Teaching, Learning and Technology.

===We must access and leverage students’ prior knowledge===

Students bring their understanding of the world around them to the
educational process. As teachers, we need to understand the mental
models that our students use to perceive the world. Understanding our
learners is the typical starting point for meaningful instruction.

Sometimes new information can be neatly “assimilated” into students’
existing understanding of the world, and sometimes their worldview
needs to shift or “accommodate” the new information. The Swiss
educational theorist '''Jean Piaget''' (1896-1980) first espoused the idea
that learners either '''assimilate''' new information or shift their way of
thinking to '''accommodate''' the new information. The process of shifting
one’s framework of thinking can be a difficult and uncomfortable one for
learners. They may need to abandon their previously held worldviews to
accommodate the new information.

However, there is a considerable amount of literature in education that
reports that students will often revert to their original misconceptions after
instruction, even when the new information is clearly in conflict with their
existing understanding, and the new information has been successfully
retrieved for testing purposes.

===We must give students opportunities to actively construct their own meaning ===

Many educators believe that knowledge cannot be transmitted; only
information can be transmitted. When we instructors transmit information
to our students we must also create opportunities for our students to
individually create meaning from the information. The students need
opportunities to actively work with the new information in meaningful
ways to turn it into knowledge. Real, authentic problem solving can give
students the opportunities to use new information and fine-tune their
understanding. When students problem solve with their peers they can
often progress more quickly than when they work alone or interact with an
expert. Working with peers who are at a similar or slightly higher level of
understanding can speed a student’s progress.

The positive effect of a task that is slightly more challenging than one’s
current abilities, and progress that is hastened by the support of fellow
learners has been described by '''Lev Vygotsky''' as the '''Zone of Proximal Development'''. Vygotsky also describes a process known as '''scaffolding''', where the instructor can provide appropriate levels of instruction and
guidance to maximize students’ progress on a particular learning task, and
fade from the instructional process as student mastery increases.

The concepts of '''scaffolding''' and '''fading''' are cornerstones of many Guided
Inquiry styles of learning (POGIL-Process Oriented Guided Inquiry Learning;
PBL-Problem Based Learning). Fading is the concept that instructors may
need to provide more guidance early in the student learning process
and then fade as the students’ abilities increase. However, Guided
Inquiry learning has received some bad press from Kirschner, Sweller and
Clark and others. They took the provocative view that educators were
suggesting inquiry without any guidance and not surprisingly, found that
this approach is ineffective. Most reasonable educators promote guided
inquiry learning, where the amount of guidance varies on the task and
learner development.

====Suggested Reading====

::Bransford, John, D., Ann L. Brown, Rodney R. Cocking (eds.)
::How People Learn: Brain, Mind, Experience, and School:
::Expanded Edition. National Academies Press, 2000.

==Some Other Educational Ideas Worth Knowing ==

====Bloom’s Taxonomy====

In 1956, Benjamin Bloom developed an important taxonomy of
educational objectives in three domains (Cognitive, Affective and
Psychomotor) to help with preparation of comprehensive examinations
at the University of Chicago. The taxonomy has since become one of
the cornerstones of North American education, as it helps educators
use common language around learning goals, and helps individual
practitioners articulate the educational possibilities within a particular
piece of instruction, course, or program.

[[File:FG-Graph-03.jpg|center]]

::::::::::::::Bloom’s Taxonomy of Educational Objectives Cognitive Domain

In the '''cognitive domain''' there are six Bloom’s levels; the lowest being
'''Remembering''', moving through '''Understanding''', to '''Applying''', to '''Analyzing''', to '''Evaluating''', and finally to '''Creating'''. When designing learning experiences, it can be helpful to use Bloom’s levels to help you visualize and plan students cognitive progress as they move through your course. The Bloom’s levels can be mapped to various verbs and these verbs
can be used to generate learning objectives and create test questions that correspond to different Bloom’s levels.

{|align="center" border="1"

! style="background: #efefef;" |Remembering
! style="background: #efefef;" |Understanding
! style="background: #efefef;" |Applying
! style="background: #efefef;" |Analyzing
! style="background: #efefef;" colspan="2"|Creating/Evaluating
|-

|align="center"|know

define

memorize

list

recall

name

relate

write

label

state

|align="center"|restate

discuss

describe

recognize

explain

identify

locate

summarize

paraphrase

illustrate

|align="center"|use

translate

interpret

apply

employ

demonstrate

dramatize

practice

illustrate

operate

compute

construct

|align="center"|distinguish

analyze

differentiate

calculate

experiment

compare

contrast

criticize

solve

examine

categorize

|align="center"|compose

plan

propose

design

assemble

construct

create

design

organize

manage

recommend

|align="center"|judge

appraise

evaluate

compare

value

select

choose

assess

estimate

measure

hypothesize

|}

::::::::::::::Bloom’s Taxonomy of Educational Objectives - Cognitive Domain Verbs

== Learning Styles: “A Useful Fiction”? ==

We have all likely heard someone describe him/herself as a “visual” learner
– someone who learns best from pictures, diagrams etc. Learning styles
and thinking about them evolved when educators noticed that different
forms of instruction seemed to work better for different learners. You may
have a “preferred” learning style, but we all need to learn in a variety of
ways (not just our preferred) to acquire deep, enduring understandings.
The literature about learning styles has found that the they are not a valid
construct, and do not provide reliable information on learners preferences,
strengths and weaknesses. As a result, many educators find learning styles
a contentious subject. The power of learning styles may be in the thinking/
reflecting/ understanding they can bring to your planning as you design
instructional activities.

There are more than 80 types of learning styles inventories (inventories are
typically questionnaires or structured tasks that can be used to categorize
the learner as a certain style). In 1993 Howard Gardner, who developed the
“multiple intelligences” learning styles inventory, described his inventory
as a “useful fiction.”

[[File:FG-04.jpg]]

== Kolb’s Learning Cycle ==

One of the most popular and useful learning styles inventories was
developed by David Kolb (1983). His model, the Kolb’s Learning Cycle,arranges learners on two continuums; the first categorizes a learner’s
preferred approach to a task, and the second, how a learner prefers to
engage in the task. The first continuum on task approach ranges from
learners who prefer “doing” (active experimentation label) to learners who
prefer “watching” (reflective observation label). The second continuum
on experience preference ranges from learners who prefer the “concrete”
(concrete experience label) to learners who prefer “thinking” (abstract
conceptualization label). Depending on your aggregate placement on
these continuums, you can be described as a Converging or Diverging
learner or an Assimilating or Accommodating learner.
Kolb’s Learning Cycle provides an instructional frame showing how
instructors and learners need to “cycle” through a variety of approaches to
a given learning task to develop a deep, enduring understanding. If you
were to design a learning experience using the Kolb Cycle, you might give
your learners the opportunity to gain some “concrete experience”, then
do some “reflection” on the experience, followed by a chance to “abstract”
meaning from the experience, and finally the occasion to “actively test” and
refine their new understandings.

Documentation:Guide to Teaching for New Faculty at UBC/Resource 1: How People Learn

2010-09-13T07:38:15Z

Cisdev1: /* Bloom’s Taxonomy */

::''Education is, not a preparation for life; education is life itself.''
:::::::::::::::''Dewey''

In this section, we will look at how people learn and some important
concepts that will help you better understand the educational process, and
then we will consider the implications of this for teaching.

Most instructors dream of imparting important, enduring knowledge to
their learners, and hope that their students become self-motivated, expert
problem-solvers with a sophisticated world-view. We often fall short of
these dreams in courses crammed with content, classrooms designed
for lecturing, and contexts that sometime quietly and sometimes overtly
support the status quo. At the beginning of our teaching careers, we often
dwell on our role as instructor with little regard for what is going on in
students’ heads. It is important to remind ourselves that a high quality
learning experience depends on a change in student thinking, and not
necessarily on the instructor believing s/he “taught well.”

One of the most elegant explanations of “How People Learn” is provided
by Bransford (editor) in the recent book: How People Learn: Brain, Mind,
Experience, and School. “How People Learn” is both a simple summary of
some recent research in the cognitive sciences and an argument for how
teaching should be done (Edelmean, 2003). The book provides educators
with an excellent framework for understanding the science of learning. We
have provided some highlights from the book for your convenience.

== Knowledge Constructed not Transmitted ==

The current popular view of instruction has adopted many of the tenets
of '''constructivism'''. Constructivism is an educational theory that espouses
that learners construct knowledge and meaning from their experiences.

::One of the hallmarks of the new science of learning is its
::emphasis on learning with understanding.
::::::::::(Bransford, 2003, p.8)

'''Social constructivism''' further espouses that learners needs to arrive
at their version of the truth, influenced by their background, culture or
embedded worldview. “This doesn’t mean that students are encouraged
to believe what ever they want, rather that their truths need to be codeveloped
with their social community by respecting, incorporating,
modifying, adopting, and discarding information as appropriate. “
(Wikipedia)

The guiding principles of constructivism are:

:• Knowledge is constructed, not transmitted
:• Prior knowledge impacts learning
:• Building knowledge requires effort and purposeful activity

== Implications for Teaching ==

''“If there is one thing I would like to go back and change about my teaching it
would be that I did not take enough time to find out what my students knew
about a topic before launching into it. To assume that they had no knowledge
or beliefs about the topic was, frankly, absurd.”'' — Gary Poole, Former
Director of UBC Centre for Teaching, Learning and Technology.

===We must access and leverage students’ prior knowledge===

Students bring their understanding of the world around them to the
educational process. As teachers, we need to understand the mental
models that our students use to perceive the world. Understanding our
learners is the typical starting point for meaningful instruction.

Sometimes new information can be neatly “assimilated” into students’
existing understanding of the world, and sometimes their worldview
needs to shift or “accommodate” the new information. The Swiss
educational theorist '''Jean Piaget''' (1896-1980) first espoused the idea
that learners either '''assimilate''' new information or shift their way of
thinking to '''accommodate''' the new information. The process of shifting
one’s framework of thinking can be a difficult and uncomfortable one for
learners. They may need to abandon their previously held worldviews to
accommodate the new information.

However, there is a considerable amount of literature in education that
reports that students will often revert to their original misconceptions after
instruction, even when the new information is clearly in conflict with their
existing understanding, and the new information has been successfully
retrieved for testing purposes.

===We must give students opportunities to actively construct their own meaning ===

Many educators believe that knowledge cannot be transmitted; only
information can be transmitted. When we instructors transmit information
to our students we must also create opportunities for our students to
individually create meaning from the information. The students need
opportunities to actively work with the new information in meaningful
ways to turn it into knowledge. Real, authentic problem solving can give
students the opportunities to use new information and fine-tune their
understanding. When students problem solve with their peers they can
often progress more quickly than when they work alone or interact with an
expert. Working with peers who are at a similar or slightly higher level of
understanding can speed a student’s progress.

The positive effect of a task that is slightly more challenging than one’s
current abilities, and progress that is hastened by the support of fellow
learners has been described by '''Lev Vygotsky''' as the '''Zone of Proximal Development'''. Vygotsky also describes a process known as '''scaffolding''', where the instructor can provide appropriate levels of instruction and
guidance to maximize students’ progress on a particular learning task, and
fade from the instructional process as student mastery increases.

The concepts of '''scaffolding''' and '''fading''' are cornerstones of many Guided
Inquiry styles of learning (POGIL-Process Oriented Guided Inquiry Learning;
PBL-Problem Based Learning). Fading is the concept that instructors may
need to provide more guidance early in the student learning process
and then fade as the students’ abilities increase. However, Guided
Inquiry learning has received some bad press from Kirschner, Sweller and
Clark and others. They took the provocative view that educators were
suggesting inquiry without any guidance and not surprisingly, found that
this approach is ineffective. Most reasonable educators promote guided
inquiry learning, where the amount of guidance varies on the task and
learner development.

====Suggested Reading====

::Bransford, John, D., Ann L. Brown, Rodney R. Cocking (eds.)
::How People Learn: Brain, Mind, Experience, and School:
::Expanded Edition. National Academies Press, 2000.

==Some Other Educational Ideas Worth Knowing ==

====Bloom’s Taxonomy====

In 1956, Benjamin Bloom developed an important taxonomy of
educational objectives in three domains (Cognitive, Affective and
Psychomotor) to help with preparation of comprehensive examinations
at the University of Chicago. The taxonomy has since become one of
the cornerstones of North American education, as it helps educators
use common language around learning goals, and helps individual
practitioners articulate the educational possibilities within a particular
piece of instruction, course, or program.

[[File:FG-Graph-03.jpg]]

In the '''cognitive domain''' there are six Bloom’s levels; the lowest being
'''Remembering''', moving through '''Understanding''', to '''Applying''', to '''Analyzing''', to '''Evaluating''', and finally to '''Creating'''. When designing learning experiences, it can be helpful to use Bloom’s levels to help you visualize and plan students cognitive progress as they move through your course. The Bloom’s levels can be mapped to various verbs and these verbs
can be used to generate learning objectives and create test questions that correspond to different Bloom’s levels.

{|align="center" border="1"

! style="background: #efefef;" |Remembering
! style="background: #efefef;" |Understanding
! style="background: #efefef;" |Applying
! style="background: #efefef;" |Analyzing
! style="background: #efefef;" colspan="2"|Creating/Evaluating
|-

|align="center"|know

define

memorize

list

recall

name

relate

write

label

state

|align="center"|restate

discuss

describe

recognize

explain

identify

locate

summarize

paraphrase

illustrate

|align="center"|use

translate

interpret

apply

employ

demonstrate

dramatize

practice

illustrate

operate

compute

construct

|align="center"|distinguish

analyze

differentiate

calculate

experiment

compare

contrast

criticize

solve

examine

categorize

|align="center"|compose

plan

propose

design

assemble

construct

create

design

organize

manage

recommend

|align="center"|judge

appraise

evaluate

compare

value

select

choose

assess

estimate

measure

hypothesize

|}

== Learning Styles: “A Useful Fiction”? ==

We have all likely heard someone describe him/herself as a “visual” learner
– someone who learns best from pictures, diagrams etc. Learning styles
and thinking about them evolved when educators noticed that different
forms of instruction seemed to work better for different learners. You may
have a “preferred” learning style, but we all need to learn in a variety of
ways (not just our preferred) to acquire deep, enduring understandings.
The literature about learning styles has found that the they are not a valid
construct, and do not provide reliable information on learners preferences,
strengths and weaknesses. As a result, many educators find learning styles
a contentious subject. The power of learning styles may be in the thinking/
reflecting/ understanding they can bring to your planning as you design
instructional activities.

There are more than 80 types of learning styles inventories (inventories are
typically questionnaires or structured tasks that can be used to categorize
the learner as a certain style). In 1993 Howard Gardner, who developed the
“multiple intelligences” learning styles inventory, described his inventory
as a “useful fiction.”

[[File:FG-04.jpg]]

== Kolb’s Learning Cycle ==

One of the most popular and useful learning styles inventories was
developed by David Kolb (1983). His model, the Kolb’s Learning Cycle,arranges learners on two continuums; the first categorizes a learner’s
preferred approach to a task, and the second, how a learner prefers to
engage in the task. The first continuum on task approach ranges from
learners who prefer “doing” (active experimentation label) to learners who
prefer “watching” (reflective observation label). The second continuum
on experience preference ranges from learners who prefer the “concrete”
(concrete experience label) to learners who prefer “thinking” (abstract
conceptualization label). Depending on your aggregate placement on
these continuums, you can be described as a Converging or Diverging
learner or an Assimilating or Accommodating learner.
Kolb’s Learning Cycle provides an instructional frame showing how
instructors and learners need to “cycle” through a variety of approaches to
a given learning task to develop a deep, enduring understanding. If you
were to design a learning experience using the Kolb Cycle, you might give
your learners the opportunity to gain some “concrete experience”, then
do some “reflection” on the experience, followed by a chance to “abstract”
meaning from the experience, and finally the occasion to “actively test” and
refine their new understandings.

Documentation:Guide to Teaching for New Faculty at UBC/Supporting Undergraduate Student Success

2010-09-13T07:25:35Z

Cisdev1: /* Enriching educational opportunities */

Understanding, supporting, and helping our students succeed is at the
core of the University educational mission. We need to strive to understand
the diverse range of skills, attitude and experiences that your students
may bring to the classroom and the learning experience. Responding
well to this diversity takes care and attention on the part of the instructor.
Meaningful instruction needs to begin with understanding the learners -
who they are, where they are at, and where they hope to go.

Starting at UBC can be a disorienting experience for many new students.
Sometimes for the first time, students have limited access to the teacher,
and are separated from their traditional support network of family and
friends. Many new students arrive at UBC with the expectation that they
will not only succeed, but they will get an “A”. Many students struggle with
this transition and are devastated by their first failures (the failure might
just be “I didn’t get an A”).

[[File:FG-02.jpg|center]]
:::::::::::::::''1st Year Grade Expectation and Actual Performance''

There is clearly a mismatch between expectation and reality. How students
respond to setbacks varies, and a study by Mueller and Dweck (1998) may
provide some useful answers. They examined two groups of students, one
that had been praised for “being smart” and one that had been praised
for being “hard workers” in high school. Interestingly, the “hard worker”
cohort failed in a more productive way, and the “being smart” group failed
in a more counter-productive way. The “hard worker” group perceived the
failure as a feedback on the quality of their effort. The “being smart” group
perceived the failure as passing judgment on their intelligence. Following
the failure, in subsequent tasks, the “hard worker” group continued to
improve and the “being smart” group became unmotivated and performed
more poorly. This might explain the difficulties some students encounter
after a lifetime of teachers and parents praising them for being special or
smart. As instructors we can set the stage by discussing these difficulties
and highlighting the value of hard work as the greatest predictor of
success.

UBC “provides the opportunity for transformative student learning
through outstanding teaching and research, enriched educational
experiences and rewarding campus life…Together, faculty, staff and
students share the responsibility for bringing learning to life” (Place and
Promise: The UBC Plan, 2009).

As a faculty member, you have tremendous influence on the learning
experience of students. In your teaching role, in addition to engaging
students in the curriculum of your discipline, you are an important source
of advice and guidance to students.

== Enriching educational opportunities ==

Students who participate in enriching educational opportunities, such
as research with a faculty member, study abroad, or community service
learning, report deeper learning and greater gains in personal learning and
development. UBC has set a goal that all undergraduate students will have
the opportunity to participate in two enriching educational opportunities
before they graduate.

You can help students to take advantage of these opportunities.
Encouragement from a faculty member is one of the strongest influences
in a student’s decision to participate.

{| align="center" border="1"

|+ align="bottom" |''NSSE annually collects information at hundreds of four-year colleges and universities about
student participation in programs and activities that institutions provide for students learning
and personal development.''

! style="background: #efefef;" !scope="row" colspan="2" align="left"| NSSE 2008 UBC-V
NSSE - National Survey of Student Engagement*
! style="background: #efefef;" |First
Year
! style="background: #efefef;" |Senior
Year
|-

! style="background: #efefef;" !scope="row" colspan="2" align="left"| In your experience at your institution during the
current school year, about how often have you done
each of the following?

! style="background: #efefef;" |%
! style="background: #efefef;" |%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Asked questions in class or
contributed to class discussions
|Never ||18% ||10%
|-
|Sometimes ||55% ||45%
|-
|Often ||18% ||27%
|-
|Very often ||9% ||18%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Prepared two or more drafts of
a paper or assignment before
turning it in

|Never ||29% ||33%
|-
|Sometimes ||38% ||36%
|-
|Often ||24% ||19%
|-
|Very often ||9% ||12%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Come to class without
completing readings or
assignments

|Never ||11% ||10%
|-
|Sometimes ||53% ||50%
|-
|Often ||26% ||26%
|-
|Very often ||11% ||14%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Discussed grades or
assignments with an instructor

|Never ||30% ||15%
|-
|Sometimes ||48% ||53%
|-
|Often ||17% ||22%
|-
|Very often ||5% ||11%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Talked about career plans with a
faculty member or advisor

|Never ||57% ||37%
|-
|Sometimes ||31% ||45%
|-
|Often ||9% ||13%
|-
|Very often ||3% ||5%
|-
|}

==Some scenarios that you may encounter as you support student learning:==

'''''You need information about how to direct your students to study help and resources'''''

The sheer size of UBC can make it difficult for students to find academic
resources and they often look to faculty members for help finding the right
place to start. '''LEAP''' is UBC’s online hub of study and research support. You
can access LEAP at: '''www.leap.ubc.ca'''. Through LEAP, students can access
interactive tutorials, study guides, academic coaching, tech tools, advising,
and more. LEAP pulls student success information together across
disciplines and campus units into one integrated resource.

To make referrals easy, there are short blurbs on LEAP that you can copy
and add to your course syllabus and a PowerPoint slide that you can
download to use at the beginning of a lecture. Some faculty members
find it helpful to have these resources on hand when giving back a first
midterm or essay, particularly for new students who may still be adjusting
to university learning.

Additionally, IT Services operates a student '''IT Help Desk''' to assist students
with IT issues. Whether needing a Campus Wide Login ID (CWL) or help
with Blackboard Vista, a student’s first stop should be the IT Services Help
Desk. More information is available at '''www.it.ubc.ca/contact/helpdesk.html'''

'''''You would like to hire a student to assist with your research'''''

By the time they graduate, 21.5% of UBCV undergraduate students report
that they have worked on a research project with a faculty member
outside of course or program requirements (NSSE, 2008). Students
who work on a research project with a faculty member make greater
intellectual gains than their peers, in part because they are exposed to the
complex thinking and problem solving approaches inherent in research.

If you want to hire a student to work with you on a research project, UBCV
has several initiatives that can help. Work Study (domestic students) and
Work Learn (international students) are wage subsidy programs, managed
by Career Services, which cover a portion of a student employee’s wage
($9/hour in 2009-10). Career Services can also assist you with posting
your position (paid or volunteer) and in accessing NSERC Undergraduate
Student Research Awards and Canada Summer Jobs grants. Arts Undergraduate Research Awards (AURA) are available through the Dean of
Arts office. Talk with your Department Head or Dean to find out if discipline
specific initiatives exist in your area.

'''''You have concerns about a student who may be feeling overwhelmed, anxious, or depressed'''''

In a 2008 study of UBCV students, 44% of undergraduates and 23%
of graduates reported that stress contributed to academic difficulties
(received an incomplete, dropped a course, or received a low grade in a
class or on an exam/project). This was the top health and wellness-related
reason for academic difficulty cited by both undergraduates and graduates
and was significantly higher than the Canadian average (UBC NCHA 2008
data).

Faculty members are often in a position to identify students who are “at
risk.” Recognizing the signs of emotional distress and responding with
interest and concern in a timely manner may be critical factors in helping
students resolve problems that are interfering with academic achievement.

There are two pathways to choose from once you have identified a student
in distress: speaking directly with the student or referring the student
to the appropriate resource or services. If you have a rapport with the
student, speaking directly to the student may be the best option. Begin
the conversation by expressing your concerns about specific behaviors you
have observed.

If you do not really know the student, you may prefer to refer the student
to Counseling Services or Student Health Services, which can be contacted
at ''' www.students.ubc.ca/counselling/''' and '''www.students.ubc.ca/health/service.cfm ''' respectively.

Your decision about which path to choose also may be influenced by:

:• Familiarity with student
:• Your level of experience
:• The nature or severity of the problem
:• Your ability to give time to the situation
:• A variety of other personal factors

As well as Counseling Services and Student Health Services, the Alma
Mater Society (AMS) provides a wide range of student '''support and advocacy services.''' Visit their website at '''www.ams.ubc.ca'''

'''''You want to arrange for a group of students to travel for an international learning experience'''''

Group Study Programs (GSP) are faculty-led international learning
programs initiated by faculty members interested in taking students
abroad as part of an existing UBC course. Essentially, Group Study
Programs offer faculty members a chance to “move the classroom” to a
location that expands students’ learning opportunities.

The Go Global International Learning Programs office oversees the
development and implementation of GSPs at UBC. To learn more about
developing a GSP, contact the Group Study Program Coordinator at '''www.students.ubc.ca/global/about-us/contact-us/'''

Documentation:Guide to Teaching for New Faculty at UBC/Supporting Undergraduate Student Success

2010-09-13T07:19:07Z

Cisdev1: /* Enriching educational opportunities */

Understanding, supporting, and helping our students succeed is at the
core of the University educational mission. We need to strive to understand
the diverse range of skills, attitude and experiences that your students
may bring to the classroom and the learning experience. Responding
well to this diversity takes care and attention on the part of the instructor.
Meaningful instruction needs to begin with understanding the learners -
who they are, where they are at, and where they hope to go.

Starting at UBC can be a disorienting experience for many new students.
Sometimes for the first time, students have limited access to the teacher,
and are separated from their traditional support network of family and
friends. Many new students arrive at UBC with the expectation that they
will not only succeed, but they will get an “A”. Many students struggle with
this transition and are devastated by their first failures (the failure might
just be “I didn’t get an A”).

[[File:FG-02.jpg|center]]
:::::::::::::::''1st Year Grade Expectation and Actual Performance''

There is clearly a mismatch between expectation and reality. How students
respond to setbacks varies, and a study by Mueller and Dweck (1998) may
provide some useful answers. They examined two groups of students, one
that had been praised for “being smart” and one that had been praised
for being “hard workers” in high school. Interestingly, the “hard worker”
cohort failed in a more productive way, and the “being smart” group failed
in a more counter-productive way. The “hard worker” group perceived the
failure as a feedback on the quality of their effort. The “being smart” group
perceived the failure as passing judgment on their intelligence. Following
the failure, in subsequent tasks, the “hard worker” group continued to
improve and the “being smart” group became unmotivated and performed
more poorly. This might explain the difficulties some students encounter
after a lifetime of teachers and parents praising them for being special or
smart. As instructors we can set the stage by discussing these difficulties
and highlighting the value of hard work as the greatest predictor of
success.

UBC “provides the opportunity for transformative student learning
through outstanding teaching and research, enriched educational
experiences and rewarding campus life…Together, faculty, staff and
students share the responsibility for bringing learning to life” (Place and
Promise: The UBC Plan, 2009).

As a faculty member, you have tremendous influence on the learning
experience of students. In your teaching role, in addition to engaging
students in the curriculum of your discipline, you are an important source
of advice and guidance to students.

== Enriching educational opportunities ==

Students who participate in enriching educational opportunities, such
as research with a faculty member, study abroad, or community service
learning, report deeper learning and greater gains in personal learning and
development. UBC has set a goal that all undergraduate students will have
the opportunity to participate in two enriching educational opportunities
before they graduate.

You can help students to take advantage of these opportunities.
Encouragement from a faculty member is one of the strongest influences
in a student’s decision to participate.

{| align="center" border="1"

|+ align="bottom" |''NSSE annually collects information at hundreds of four-year colleges and universities about
student participation in programs and activities that institutions provide for students learning
and personal development.''

! style="background: #efefef;" !scope="row" colspan="2" align="left"| NSSE 2008 UBC-V
NSSE - National Survey of Student Engagement*
! style="background: #efefef;" |First
Year
! style="background: #efefef;" |Senior
Year
|-

! style="background: #efefef;" !scope="row" colspan="2" align="left"| In your experience at your institution during the
current school year, about how often have you done
each of the following?
! style="background: #efefef;" |%
! style="background: #efefef;" |%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Asked questions in class or
contributed to class discussions
|Never ||18% ||10%
|-
|Sometimes ||55% ||45%
|-
|Often ||18% ||27%
|-
|Very often ||9% ||18%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Prepared two or more drafts of
a paper or assignment before
turning it in

|Never ||29% ||33%
|-
|Sometimes ||38% ||36%
|-
|Often ||24% ||19%
|-
|Very often ||9% ||12%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Come to class without
completing readings or
assignments

|Never ||11% ||10%
|-
|Sometimes ||53% ||50%
|-
|Often ||26% ||26%
|-
|Very often ||11% ||14%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Discussed grades or
assignments with an instructor

|Never ||30% ||15%
|-
|Sometimes ||48% ||53%
|-
|Often ||17% ||22%
|-
|Very often ||5% ||11%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Talked about career plans with a
faculty member or advisor

|Never ||57% ||37%
|-
|Sometimes ||31% ||45%
|-
|Often ||9% ||13%
|-
|Very often ||3% ||5%
|-
|}

==Some scenarios that you may encounter as you support student learning:==

'''''You need information about how to direct your students to study help and resources'''''

The sheer size of UBC can make it difficult for students to find academic
resources and they often look to faculty members for help finding the right
place to start. '''LEAP''' is UBC’s online hub of study and research support. You
can access LEAP at: '''www.leap.ubc.ca'''. Through LEAP, students can access
interactive tutorials, study guides, academic coaching, tech tools, advising,
and more. LEAP pulls student success information together across
disciplines and campus units into one integrated resource.

To make referrals easy, there are short blurbs on LEAP that you can copy
and add to your course syllabus and a PowerPoint slide that you can
download to use at the beginning of a lecture. Some faculty members
find it helpful to have these resources on hand when giving back a first
midterm or essay, particularly for new students who may still be adjusting
to university learning.

Additionally, IT Services operates a student '''IT Help Desk''' to assist students
with IT issues. Whether needing a Campus Wide Login ID (CWL) or help
with Blackboard Vista, a student’s first stop should be the IT Services Help
Desk. More information is available at '''www.it.ubc.ca/contact/helpdesk.html'''

'''''You would like to hire a student to assist with your research'''''

By the time they graduate, 21.5% of UBCV undergraduate students report
that they have worked on a research project with a faculty member
outside of course or program requirements (NSSE, 2008). Students
who work on a research project with a faculty member make greater
intellectual gains than their peers, in part because they are exposed to the
complex thinking and problem solving approaches inherent in research.

If you want to hire a student to work with you on a research project, UBCV
has several initiatives that can help. Work Study (domestic students) and
Work Learn (international students) are wage subsidy programs, managed
by Career Services, which cover a portion of a student employee’s wage
($9/hour in 2009-10). Career Services can also assist you with posting
your position (paid or volunteer) and in accessing NSERC Undergraduate
Student Research Awards and Canada Summer Jobs grants. Arts Undergraduate Research Awards (AURA) are available through the Dean of
Arts office. Talk with your Department Head or Dean to find out if discipline
specific initiatives exist in your area.

'''''You have concerns about a student who may be feeling overwhelmed, anxious, or depressed'''''

In a 2008 study of UBCV students, 44% of undergraduates and 23%
of graduates reported that stress contributed to academic difficulties
(received an incomplete, dropped a course, or received a low grade in a
class or on an exam/project). This was the top health and wellness-related
reason for academic difficulty cited by both undergraduates and graduates
and was significantly higher than the Canadian average (UBC NCHA 2008
data).

Faculty members are often in a position to identify students who are “at
risk.” Recognizing the signs of emotional distress and responding with
interest and concern in a timely manner may be critical factors in helping
students resolve problems that are interfering with academic achievement.

There are two pathways to choose from once you have identified a student
in distress: speaking directly with the student or referring the student
to the appropriate resource or services. If you have a rapport with the
student, speaking directly to the student may be the best option. Begin
the conversation by expressing your concerns about specific behaviors you
have observed.

If you do not really know the student, you may prefer to refer the student
to Counseling Services or Student Health Services, which can be contacted
at ''' www.students.ubc.ca/counselling/''' and '''www.students.ubc.ca/health/service.cfm ''' respectively.

Your decision about which path to choose also may be influenced by:

:• Familiarity with student
:• Your level of experience
:• The nature or severity of the problem
:• Your ability to give time to the situation
:• A variety of other personal factors

As well as Counseling Services and Student Health Services, the Alma
Mater Society (AMS) provides a wide range of student '''support and advocacy services.''' Visit their website at '''www.ams.ubc.ca'''

'''''You want to arrange for a group of students to travel for an international learning experience'''''

Group Study Programs (GSP) are faculty-led international learning
programs initiated by faculty members interested in taking students
abroad as part of an existing UBC course. Essentially, Group Study
Programs offer faculty members a chance to “move the classroom” to a
location that expands students’ learning opportunities.

The Go Global International Learning Programs office oversees the
development and implementation of GSPs at UBC. To learn more about
developing a GSP, contact the Group Study Program Coordinator at '''www.students.ubc.ca/global/about-us/contact-us/'''

Documentation:Guide to Teaching for New Faculty at UBC/Supporting Undergraduate Student Success

2010-09-13T07:18:08Z

Cisdev1: /* Enriching educational opportunities */

Understanding, supporting, and helping our students succeed is at the
core of the University educational mission. We need to strive to understand
the diverse range of skills, attitude and experiences that your students
may bring to the classroom and the learning experience. Responding
well to this diversity takes care and attention on the part of the instructor.
Meaningful instruction needs to begin with understanding the learners -
who they are, where they are at, and where they hope to go.

Starting at UBC can be a disorienting experience for many new students.
Sometimes for the first time, students have limited access to the teacher,
and are separated from their traditional support network of family and
friends. Many new students arrive at UBC with the expectation that they
will not only succeed, but they will get an “A”. Many students struggle with
this transition and are devastated by their first failures (the failure might
just be “I didn’t get an A”).

[[File:FG-02.jpg|center]]
:::::::::::::::''1st Year Grade Expectation and Actual Performance''

There is clearly a mismatch between expectation and reality. How students
respond to setbacks varies, and a study by Mueller and Dweck (1998) may
provide some useful answers. They examined two groups of students, one
that had been praised for “being smart” and one that had been praised
for being “hard workers” in high school. Interestingly, the “hard worker”
cohort failed in a more productive way, and the “being smart” group failed
in a more counter-productive way. The “hard worker” group perceived the
failure as a feedback on the quality of their effort. The “being smart” group
perceived the failure as passing judgment on their intelligence. Following
the failure, in subsequent tasks, the “hard worker” group continued to
improve and the “being smart” group became unmotivated and performed
more poorly. This might explain the difficulties some students encounter
after a lifetime of teachers and parents praising them for being special or
smart. As instructors we can set the stage by discussing these difficulties
and highlighting the value of hard work as the greatest predictor of
success.

UBC “provides the opportunity for transformative student learning
through outstanding teaching and research, enriched educational
experiences and rewarding campus life…Together, faculty, staff and
students share the responsibility for bringing learning to life” (Place and
Promise: The UBC Plan, 2009).

As a faculty member, you have tremendous influence on the learning
experience of students. In your teaching role, in addition to engaging
students in the curriculum of your discipline, you are an important source
of advice and guidance to students.

== Enriching educational opportunities ==

Students who participate in enriching educational opportunities, such
as research with a faculty member, study abroad, or community service
learning, report deeper learning and greater gains in personal learning and
development. UBC has set a goal that all undergraduate students will have
the opportunity to participate in two enriching educational opportunities
before they graduate.

You can help students to take advantage of these opportunities.
Encouragement from a faculty member is one of the strongest influences
in a student’s decision to participate.

{| align="center" border="1"
|+ align="bottom" |''NSSE annually collects information at hundreds of four-year colleges and universities about
student participation in programs and activities that institutions provide for students learning
and personal development.''

! style="background: #efefef;" !scope="row" colspan="2" align="left"| NSSE 2008 UBC-V
NSSE - National Survey of Student Engagement*
! style="background: #efefef;" |First
Year
! style="background: #efefef;" |Senior
Year
|-

! style="background: #efefef;" !scope="row" colspan="2" align="left"| In your experience at your institution during the
current school year, about how often have you done
each of the following?
! style="background: #efefef;" |%
! style="background: #efefef;" |%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Asked questions in class or
contributed to class discussions
|Never ||18% ||10%
|-
|Sometimes ||55% ||45%
|-
|Often ||18% ||27%
|-
|Very often ||9% ||18%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Prepared two or more drafts of
a paper or assignment before
turning it in

|Never ||29% ||33%
|-
|Sometimes ||38% ||36%
|-
|Often ||24% ||19%
|-
|Very often ||9% ||12%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Come to class without
completing readings or
assignments

|Never ||11% ||10%
|-
|Sometimes ||53% ||50%
|-
|Often ||26% ||26%
|-
|Very often ||11% ||14%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Discussed grades or
assignments with an instructor

|Never ||30% ||15%
|-
|Sometimes ||48% ||53%
|-
|Often ||17% ||22%
|-
|Very often ||5% ||11%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Talked about career plans with a
faculty member or advisor

|Never ||57% ||37%
|-
|Sometimes ||31% ||45%
|-
|Often ||9% ||13%
|-
|Very often ||3% ||5%
|-
|}

==Some scenarios that you may encounter as you support student learning:==

'''''You need information about how to direct your students to study help and resources'''''

The sheer size of UBC can make it difficult for students to find academic
resources and they often look to faculty members for help finding the right
place to start. '''LEAP''' is UBC’s online hub of study and research support. You
can access LEAP at: '''www.leap.ubc.ca'''. Through LEAP, students can access
interactive tutorials, study guides, academic coaching, tech tools, advising,
and more. LEAP pulls student success information together across
disciplines and campus units into one integrated resource.

To make referrals easy, there are short blurbs on LEAP that you can copy
and add to your course syllabus and a PowerPoint slide that you can
download to use at the beginning of a lecture. Some faculty members
find it helpful to have these resources on hand when giving back a first
midterm or essay, particularly for new students who may still be adjusting
to university learning.

Additionally, IT Services operates a student '''IT Help Desk''' to assist students
with IT issues. Whether needing a Campus Wide Login ID (CWL) or help
with Blackboard Vista, a student’s first stop should be the IT Services Help
Desk. More information is available at '''www.it.ubc.ca/contact/helpdesk.html'''

'''''You would like to hire a student to assist with your research'''''

By the time they graduate, 21.5% of UBCV undergraduate students report
that they have worked on a research project with a faculty member
outside of course or program requirements (NSSE, 2008). Students
who work on a research project with a faculty member make greater
intellectual gains than their peers, in part because they are exposed to the
complex thinking and problem solving approaches inherent in research.

If you want to hire a student to work with you on a research project, UBCV
has several initiatives that can help. Work Study (domestic students) and
Work Learn (international students) are wage subsidy programs, managed
by Career Services, which cover a portion of a student employee’s wage
($9/hour in 2009-10). Career Services can also assist you with posting
your position (paid or volunteer) and in accessing NSERC Undergraduate
Student Research Awards and Canada Summer Jobs grants. Arts Undergraduate Research Awards (AURA) are available through the Dean of
Arts office. Talk with your Department Head or Dean to find out if discipline
specific initiatives exist in your area.

'''''You have concerns about a student who may be feeling overwhelmed, anxious, or depressed'''''

In a 2008 study of UBCV students, 44% of undergraduates and 23%
of graduates reported that stress contributed to academic difficulties
(received an incomplete, dropped a course, or received a low grade in a
class or on an exam/project). This was the top health and wellness-related
reason for academic difficulty cited by both undergraduates and graduates
and was significantly higher than the Canadian average (UBC NCHA 2008
data).

Faculty members are often in a position to identify students who are “at
risk.” Recognizing the signs of emotional distress and responding with
interest and concern in a timely manner may be critical factors in helping
students resolve problems that are interfering with academic achievement.

There are two pathways to choose from once you have identified a student
in distress: speaking directly with the student or referring the student
to the appropriate resource or services. If you have a rapport with the
student, speaking directly to the student may be the best option. Begin
the conversation by expressing your concerns about specific behaviors you
have observed.

If you do not really know the student, you may prefer to refer the student
to Counseling Services or Student Health Services, which can be contacted
at ''' www.students.ubc.ca/counselling/''' and '''www.students.ubc.ca/health/service.cfm ''' respectively.

Your decision about which path to choose also may be influenced by:

:• Familiarity with student
:• Your level of experience
:• The nature or severity of the problem
:• Your ability to give time to the situation
:• A variety of other personal factors

As well as Counseling Services and Student Health Services, the Alma
Mater Society (AMS) provides a wide range of student '''support and advocacy services.''' Visit their website at '''www.ams.ubc.ca'''

'''''You want to arrange for a group of students to travel for an international learning experience'''''

Group Study Programs (GSP) are faculty-led international learning
programs initiated by faculty members interested in taking students
abroad as part of an existing UBC course. Essentially, Group Study
Programs offer faculty members a chance to “move the classroom” to a
location that expands students’ learning opportunities.

The Go Global International Learning Programs office oversees the
development and implementation of GSPs at UBC. To learn more about
developing a GSP, contact the Group Study Program Coordinator at '''www.students.ubc.ca/global/about-us/contact-us/'''

Documentation:Guide to Teaching for New Faculty at UBC/Supporting Undergraduate Student Success

2010-09-13T07:15:58Z

Cisdev1: /* Some scenarios that you may encounter as you support student learning: */

Understanding, supporting, and helping our students succeed is at the
core of the University educational mission. We need to strive to understand
the diverse range of skills, attitude and experiences that your students
may bring to the classroom and the learning experience. Responding
well to this diversity takes care and attention on the part of the instructor.
Meaningful instruction needs to begin with understanding the learners -
who they are, where they are at, and where they hope to go.

Starting at UBC can be a disorienting experience for many new students.
Sometimes for the first time, students have limited access to the teacher,
and are separated from their traditional support network of family and
friends. Many new students arrive at UBC with the expectation that they
will not only succeed, but they will get an “A”. Many students struggle with
this transition and are devastated by their first failures (the failure might
just be “I didn’t get an A”).

[[File:FG-02.jpg|center]]
:::::::::::::::''1st Year Grade Expectation and Actual Performance''

There is clearly a mismatch between expectation and reality. How students
respond to setbacks varies, and a study by Mueller and Dweck (1998) may
provide some useful answers. They examined two groups of students, one
that had been praised for “being smart” and one that had been praised
for being “hard workers” in high school. Interestingly, the “hard worker”
cohort failed in a more productive way, and the “being smart” group failed
in a more counter-productive way. The “hard worker” group perceived the
failure as a feedback on the quality of their effort. The “being smart” group
perceived the failure as passing judgment on their intelligence. Following
the failure, in subsequent tasks, the “hard worker” group continued to
improve and the “being smart” group became unmotivated and performed
more poorly. This might explain the difficulties some students encounter
after a lifetime of teachers and parents praising them for being special or
smart. As instructors we can set the stage by discussing these difficulties
and highlighting the value of hard work as the greatest predictor of
success.

UBC “provides the opportunity for transformative student learning
through outstanding teaching and research, enriched educational
experiences and rewarding campus life…Together, faculty, staff and
students share the responsibility for bringing learning to life” (Place and
Promise: The UBC Plan, 2009).

As a faculty member, you have tremendous influence on the learning
experience of students. In your teaching role, in addition to engaging
students in the curriculum of your discipline, you are an important source
of advice and guidance to students.

== Enriching educational opportunities ==

Students who participate in enriching educational opportunities, such
as research with a faculty member, study abroad, or community service
learning, report deeper learning and greater gains in personal learning and
development. UBC has set a goal that all undergraduate students will have
the opportunity to participate in two enriching educational opportunities
before they graduate.

You can help students to take advantage of these opportunities.
Encouragement from a faculty member is one of the strongest influences
in a student’s decision to participate.

{| align="center" border="1"

! style="background: #efefef;" !scope="row" colspan="2" align="left"| NSSE 2008 UBC-V
NSSE - National Survey of Student Engagement*
! style="background: #efefef;" |First
Year
! style="background: #efefef;" |Senior
Year
|-

! style="background: #efefef;" !scope="row" colspan="2" align="left"| In your experience at your institution during the
current school year, about how often have you done
each of the following?
! style="background: #efefef;" |%
! style="background: #efefef;" |%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Asked questions in class or
contributed to class discussions
|Never ||18% ||10%
|-
|Sometimes ||55% ||45%
|-
|Often ||18% ||27%
|-
|Very often ||9% ||18%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Prepared two or more drafts of
a paper or assignment before
turning it in

|Never ||29% ||33%
|-
|Sometimes ||38% ||36%
|-
|Often ||24% ||19%
|-
|Very often ||9% ||12%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Come to class without
completing readings or
assignments

|Never ||11% ||10%
|-
|Sometimes ||53% ||50%
|-
|Often ||26% ||26%
|-
|Very often ||11% ||14%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Discussed grades or
assignments with an instructor

|Never ||30% ||15%
|-
|Sometimes ||48% ||53%
|-
|Often ||17% ||22%
|-
|Very often ||5% ||11%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Talked about career plans with a
faculty member or advisor

|Never ||57% ||37%
|-
|Sometimes ||31% ||45%
|-
|Often ||9% ||13%
|-
|Very often ||3% ||5%
|-
|}

''NSSE annually collects information at hundreds of four-year colleges and universities about
student participation in programs and activities that institutions provide for students learning
and personal development.''

==Some scenarios that you may encounter as you support student learning:==

'''''You need information about how to direct your students to study help and resources'''''

The sheer size of UBC can make it difficult for students to find academic
resources and they often look to faculty members for help finding the right
place to start. '''LEAP''' is UBC’s online hub of study and research support. You
can access LEAP at: '''www.leap.ubc.ca'''. Through LEAP, students can access
interactive tutorials, study guides, academic coaching, tech tools, advising,
and more. LEAP pulls student success information together across
disciplines and campus units into one integrated resource.

To make referrals easy, there are short blurbs on LEAP that you can copy
and add to your course syllabus and a PowerPoint slide that you can
download to use at the beginning of a lecture. Some faculty members
find it helpful to have these resources on hand when giving back a first
midterm or essay, particularly for new students who may still be adjusting
to university learning.

Additionally, IT Services operates a student '''IT Help Desk''' to assist students
with IT issues. Whether needing a Campus Wide Login ID (CWL) or help
with Blackboard Vista, a student’s first stop should be the IT Services Help
Desk. More information is available at '''www.it.ubc.ca/contact/helpdesk.html'''

'''''You would like to hire a student to assist with your research'''''

By the time they graduate, 21.5% of UBCV undergraduate students report
that they have worked on a research project with a faculty member
outside of course or program requirements (NSSE, 2008). Students
who work on a research project with a faculty member make greater
intellectual gains than their peers, in part because they are exposed to the
complex thinking and problem solving approaches inherent in research.

If you want to hire a student to work with you on a research project, UBCV
has several initiatives that can help. Work Study (domestic students) and
Work Learn (international students) are wage subsidy programs, managed
by Career Services, which cover a portion of a student employee’s wage
($9/hour in 2009-10). Career Services can also assist you with posting
your position (paid or volunteer) and in accessing NSERC Undergraduate
Student Research Awards and Canada Summer Jobs grants. Arts Undergraduate Research Awards (AURA) are available through the Dean of
Arts office. Talk with your Department Head or Dean to find out if discipline
specific initiatives exist in your area.

'''''You have concerns about a student who may be feeling overwhelmed, anxious, or depressed'''''

In a 2008 study of UBCV students, 44% of undergraduates and 23%
of graduates reported that stress contributed to academic difficulties
(received an incomplete, dropped a course, or received a low grade in a
class or on an exam/project). This was the top health and wellness-related
reason for academic difficulty cited by both undergraduates and graduates
and was significantly higher than the Canadian average (UBC NCHA 2008
data).

Faculty members are often in a position to identify students who are “at
risk.” Recognizing the signs of emotional distress and responding with
interest and concern in a timely manner may be critical factors in helping
students resolve problems that are interfering with academic achievement.

There are two pathways to choose from once you have identified a student
in distress: speaking directly with the student or referring the student
to the appropriate resource or services. If you have a rapport with the
student, speaking directly to the student may be the best option. Begin
the conversation by expressing your concerns about specific behaviors you
have observed.

If you do not really know the student, you may prefer to refer the student
to Counseling Services or Student Health Services, which can be contacted
at ''' www.students.ubc.ca/counselling/''' and '''www.students.ubc.ca/health/service.cfm ''' respectively.

Your decision about which path to choose also may be influenced by:

:• Familiarity with student
:• Your level of experience
:• The nature or severity of the problem
:• Your ability to give time to the situation
:• A variety of other personal factors

As well as Counseling Services and Student Health Services, the Alma
Mater Society (AMS) provides a wide range of student '''support and advocacy services.''' Visit their website at '''www.ams.ubc.ca'''

'''''You want to arrange for a group of students to travel for an international learning experience'''''

Group Study Programs (GSP) are faculty-led international learning
programs initiated by faculty members interested in taking students
abroad as part of an existing UBC course. Essentially, Group Study
Programs offer faculty members a chance to “move the classroom” to a
location that expands students’ learning opportunities.

The Go Global International Learning Programs office oversees the
development and implementation of GSPs at UBC. To learn more about
developing a GSP, contact the Group Study Program Coordinator at '''www.students.ubc.ca/global/about-us/contact-us/'''

Documentation:Guide to Teaching for New Faculty at UBC/Supporting Undergraduate Student Success

2010-09-13T07:15:13Z

Cisdev1: /* Enriching educational opportunities */

Understanding, supporting, and helping our students succeed is at the
core of the University educational mission. We need to strive to understand
the diverse range of skills, attitude and experiences that your students
may bring to the classroom and the learning experience. Responding
well to this diversity takes care and attention on the part of the instructor.
Meaningful instruction needs to begin with understanding the learners -
who they are, where they are at, and where they hope to go.

Starting at UBC can be a disorienting experience for many new students.
Sometimes for the first time, students have limited access to the teacher,
and are separated from their traditional support network of family and
friends. Many new students arrive at UBC with the expectation that they
will not only succeed, but they will get an “A”. Many students struggle with
this transition and are devastated by their first failures (the failure might
just be “I didn’t get an A”).

[[File:FG-02.jpg|center]]
:::::::::::::::''1st Year Grade Expectation and Actual Performance''

There is clearly a mismatch between expectation and reality. How students
respond to setbacks varies, and a study by Mueller and Dweck (1998) may
provide some useful answers. They examined two groups of students, one
that had been praised for “being smart” and one that had been praised
for being “hard workers” in high school. Interestingly, the “hard worker”
cohort failed in a more productive way, and the “being smart” group failed
in a more counter-productive way. The “hard worker” group perceived the
failure as a feedback on the quality of their effort. The “being smart” group
perceived the failure as passing judgment on their intelligence. Following
the failure, in subsequent tasks, the “hard worker” group continued to
improve and the “being smart” group became unmotivated and performed
more poorly. This might explain the difficulties some students encounter
after a lifetime of teachers and parents praising them for being special or
smart. As instructors we can set the stage by discussing these difficulties
and highlighting the value of hard work as the greatest predictor of
success.

UBC “provides the opportunity for transformative student learning
through outstanding teaching and research, enriched educational
experiences and rewarding campus life…Together, faculty, staff and
students share the responsibility for bringing learning to life” (Place and
Promise: The UBC Plan, 2009).

As a faculty member, you have tremendous influence on the learning
experience of students. In your teaching role, in addition to engaging
students in the curriculum of your discipline, you are an important source
of advice and guidance to students.

== Enriching educational opportunities ==

Students who participate in enriching educational opportunities, such
as research with a faculty member, study abroad, or community service
learning, report deeper learning and greater gains in personal learning and
development. UBC has set a goal that all undergraduate students will have
the opportunity to participate in two enriching educational opportunities
before they graduate.

You can help students to take advantage of these opportunities.
Encouragement from a faculty member is one of the strongest influences
in a student’s decision to participate.

{| align="center" border="1"

! style="background: #efefef;" !scope="row" colspan="2" align="left"| NSSE 2008 UBC-V
NSSE - National Survey of Student Engagement*
! style="background: #efefef;" |First
Year
! style="background: #efefef;" |Senior
Year
|-

! style="background: #efefef;" !scope="row" colspan="2" align="left"| In your experience at your institution during the
current school year, about how often have you done
each of the following?
! style="background: #efefef;" |%
! style="background: #efefef;" |%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Asked questions in class or
contributed to class discussions
|Never ||18% ||10%
|-
|Sometimes ||55% ||45%
|-
|Often ||18% ||27%
|-
|Very often ||9% ||18%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Prepared two or more drafts of
a paper or assignment before
turning it in

|Never ||29% ||33%
|-
|Sometimes ||38% ||36%
|-
|Often ||24% ||19%
|-
|Very often ||9% ||12%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Come to class without
completing readings or
assignments

|Never ||11% ||10%
|-
|Sometimes ||53% ||50%
|-
|Often ||26% ||26%
|-
|Very often ||11% ||14%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Discussed grades or
assignments with an instructor

|Never ||30% ||15%
|-
|Sometimes ||48% ||53%
|-
|Often ||17% ||22%
|-
|Very often ||5% ||11%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Talked about career plans with a
faculty member or advisor

|Never ||57% ||37%
|-
|Sometimes ||31% ||45%
|-
|Often ||9% ||13%
|-
|Very often ||3% ||5%
|-
|}

''NSSE annually collects information at hundreds of four-year colleges and universities about
student participation in programs and activities that institutions provide for students learning
and personal development.''

===Some scenarios that you may encounter as you support student learning:===

'''''You need information about how to direct your students to study help and resources'''''

The sheer size of UBC can make it difficult for students to find academic
resources and they often look to faculty members for help finding the right
place to start. '''LEAP''' is UBC’s online hub of study and research support. You
can access LEAP at: '''www.leap.ubc.ca'''. Through LEAP, students can access
interactive tutorials, study guides, academic coaching, tech tools, advising,
and more. LEAP pulls student success information together across
disciplines and campus units into one integrated resource.

To make referrals easy, there are short blurbs on LEAP that you can copy
and add to your course syllabus and a PowerPoint slide that you can
download to use at the beginning of a lecture. Some faculty members
find it helpful to have these resources on hand when giving back a first
midterm or essay, particularly for new students who may still be adjusting
to university learning.

Additionally, IT Services operates a student '''IT Help Desk''' to assist students
with IT issues. Whether needing a Campus Wide Login ID (CWL) or help
with Blackboard Vista, a student’s first stop should be the IT Services Help
Desk. More information is available at '''www.it.ubc.ca/contact/helpdesk.html'''

'''''You would like to hire a student to assist with your research'''''

By the time they graduate, 21.5% of UBCV undergraduate students report
that they have worked on a research project with a faculty member
outside of course or program requirements (NSSE, 2008). Students
who work on a research project with a faculty member make greater
intellectual gains than their peers, in part because they are exposed to the
complex thinking and problem solving approaches inherent in research.

If you want to hire a student to work with you on a research project, UBCV
has several initiatives that can help. Work Study (domestic students) and
Work Learn (international students) are wage subsidy programs, managed
by Career Services, which cover a portion of a student employee’s wage
($9/hour in 2009-10). Career Services can also assist you with posting
your position (paid or volunteer) and in accessing NSERC Undergraduate
Student Research Awards and Canada Summer Jobs grants. Arts Undergraduate Research Awards (AURA) are available through the Dean of
Arts office. Talk with your Department Head or Dean to find out if discipline
specific initiatives exist in your area.

'''''You have concerns about a student who may be feeling overwhelmed, anxious, or depressed'''''

In a 2008 study of UBCV students, 44% of undergraduates and 23%
of graduates reported that stress contributed to academic difficulties
(received an incomplete, dropped a course, or received a low grade in a
class or on an exam/project). This was the top health and wellness-related
reason for academic difficulty cited by both undergraduates and graduates
and was significantly higher than the Canadian average (UBC NCHA 2008
data).

Faculty members are often in a position to identify students who are “at
risk.” Recognizing the signs of emotional distress and responding with
interest and concern in a timely manner may be critical factors in helping
students resolve problems that are interfering with academic achievement.

There are two pathways to choose from once you have identified a student
in distress: speaking directly with the student or referring the student
to the appropriate resource or services. If you have a rapport with the
student, speaking directly to the student may be the best option. Begin
the conversation by expressing your concerns about specific behaviors you
have observed.

If you do not really know the student, you may prefer to refer the student
to Counseling Services or Student Health Services, which can be contacted
at ''' www.students.ubc.ca/counselling/''' and '''www.students.ubc.ca/health/service.cfm ''' respectively.

Your decision about which path to choose also may be influenced by:

:• Familiarity with student
:• Your level of experience
:• The nature or severity of the problem
:• Your ability to give time to the situation
:• A variety of other personal factors

As well as Counseling Services and Student Health Services, the Alma
Mater Society (AMS) provides a wide range of student '''support and advocacy services.''' Visit their website at '''www.ams.ubc.ca'''

'''''You want to arrange for a group of students to travel for an international learning experience'''''

Group Study Programs (GSP) are faculty-led international learning
programs initiated by faculty members interested in taking students
abroad as part of an existing UBC course. Essentially, Group Study
Programs offer faculty members a chance to “move the classroom” to a
location that expands students’ learning opportunities.

The Go Global International Learning Programs office oversees the
development and implementation of GSPs at UBC. To learn more about
developing a GSP, contact the Group Study Program Coordinator at '''www.students.ubc.ca/global/about-us/contact-us/'''

Documentation:Guide to Teaching for New Faculty at UBC/Supporting Undergraduate Student Success

2010-09-13T07:14:26Z

Cisdev1: /* Enriching educational opportunities */

Understanding, supporting, and helping our students succeed is at the
core of the University educational mission. We need to strive to understand
the diverse range of skills, attitude and experiences that your students
may bring to the classroom and the learning experience. Responding
well to this diversity takes care and attention on the part of the instructor.
Meaningful instruction needs to begin with understanding the learners -
who they are, where they are at, and where they hope to go.

Starting at UBC can be a disorienting experience for many new students.
Sometimes for the first time, students have limited access to the teacher,
and are separated from their traditional support network of family and
friends. Many new students arrive at UBC with the expectation that they
will not only succeed, but they will get an “A”. Many students struggle with
this transition and are devastated by their first failures (the failure might
just be “I didn’t get an A”).

[[File:FG-02.jpg|center]]
:::::::::::::::''1st Year Grade Expectation and Actual Performance''

There is clearly a mismatch between expectation and reality. How students
respond to setbacks varies, and a study by Mueller and Dweck (1998) may
provide some useful answers. They examined two groups of students, one
that had been praised for “being smart” and one that had been praised
for being “hard workers” in high school. Interestingly, the “hard worker”
cohort failed in a more productive way, and the “being smart” group failed
in a more counter-productive way. The “hard worker” group perceived the
failure as a feedback on the quality of their effort. The “being smart” group
perceived the failure as passing judgment on their intelligence. Following
the failure, in subsequent tasks, the “hard worker” group continued to
improve and the “being smart” group became unmotivated and performed
more poorly. This might explain the difficulties some students encounter
after a lifetime of teachers and parents praising them for being special or
smart. As instructors we can set the stage by discussing these difficulties
and highlighting the value of hard work as the greatest predictor of
success.

UBC “provides the opportunity for transformative student learning
through outstanding teaching and research, enriched educational
experiences and rewarding campus life…Together, faculty, staff and
students share the responsibility for bringing learning to life” (Place and
Promise: The UBC Plan, 2009).

As a faculty member, you have tremendous influence on the learning
experience of students. In your teaching role, in addition to engaging
students in the curriculum of your discipline, you are an important source
of advice and guidance to students.

== Enriching educational opportunities ==

Students who participate in enriching educational opportunities, such
as research with a faculty member, study abroad, or community service
learning, report deeper learning and greater gains in personal learning and
development. UBC has set a goal that all undergraduate students will have
the opportunity to participate in two enriching educational opportunities
before they graduate.

You can help students to take advantage of these opportunities.
Encouragement from a faculty member is one of the strongest influences
in a student’s decision to participate.

{| align="center" border="1"

! style="background: #efefef;" !scope="row" colspan="2" align="left"| NSSE 2008 UBC-V
NSSE - National Survey of Student Engagement*
! style="background: #efefef;" |First
Year
! style="background: #efefef;" |Senior
Year
|-

! style="background: #efefef;" !scope="row" colspan="2" align="left"| In your experience at your institution during the
current school year, about how often have you done
each of the following?
! style="background: #efefef;" |%
! style="background: #efefef;" |%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Asked questions in class or
contributed to class discussions
|Never ||18% ||10%
|-
|Sometimes ||55% ||45%
|-
|Often ||18% ||27%
|-
|Very often ||9% ||18%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Prepared two or more drafts of
a paper or assignment before
turning it in

|Never ||29% ||33%
|-
|Sometimes ||38% ||36%
|-
|Often ||24% ||19%
|-
|Very often ||9% ||12%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Come to class without
completing readings or
assignments

|Never ||11% ||10%
|-
|Sometimes ||53% ||50%
|-
|Often ||26% ||26%
|-
|Very often ||11% ||14%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Discussed grades or
assignments with an instructor

|Never ||30% ||15%
|-
|Sometimes ||48% ||53%
|-
|Often ||17% ||22%
|-
|Very often ||5% ||11%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Talked about career plans with a
faculty member or advisor

|Never ||57% ||37%
|-
|Sometimes ||31% ||45%
|-
|Often ||9% ||13%
|-
|Very often ||3% ||5%
|-

''NSSE annually collects information at hundreds of four-year colleges and universities about
student participation in programs and activities that institutions provide for students learning
and personal development.''

===Some scenarios that you may encounter as you support student learning:===

'''''You need information about how to direct your students to study help and resources'''''

The sheer size of UBC can make it difficult for students to find academic
resources and they often look to faculty members for help finding the right
place to start. '''LEAP''' is UBC’s online hub of study and research support. You
can access LEAP at: '''www.leap.ubc.ca'''. Through LEAP, students can access
interactive tutorials, study guides, academic coaching, tech tools, advising,
and more. LEAP pulls student success information together across
disciplines and campus units into one integrated resource.

To make referrals easy, there are short blurbs on LEAP that you can copy
and add to your course syllabus and a PowerPoint slide that you can
download to use at the beginning of a lecture. Some faculty members
find it helpful to have these resources on hand when giving back a first
midterm or essay, particularly for new students who may still be adjusting
to university learning.

Additionally, IT Services operates a student '''IT Help Desk''' to assist students
with IT issues. Whether needing a Campus Wide Login ID (CWL) or help
with Blackboard Vista, a student’s first stop should be the IT Services Help
Desk. More information is available at '''www.it.ubc.ca/contact/helpdesk.html'''

'''''You would like to hire a student to assist with your research'''''

By the time they graduate, 21.5% of UBCV undergraduate students report
that they have worked on a research project with a faculty member
outside of course or program requirements (NSSE, 2008). Students
who work on a research project with a faculty member make greater
intellectual gains than their peers, in part because they are exposed to the
complex thinking and problem solving approaches inherent in research.

If you want to hire a student to work with you on a research project, UBCV
has several initiatives that can help. Work Study (domestic students) and
Work Learn (international students) are wage subsidy programs, managed
by Career Services, which cover a portion of a student employee’s wage
($9/hour in 2009-10). Career Services can also assist you with posting
your position (paid or volunteer) and in accessing NSERC Undergraduate
Student Research Awards and Canada Summer Jobs grants. Arts Undergraduate Research Awards (AURA) are available through the Dean of
Arts office. Talk with your Department Head or Dean to find out if discipline
specific initiatives exist in your area.

'''''You have concerns about a student who may be feeling overwhelmed, anxious, or depressed'''''

In a 2008 study of UBCV students, 44% of undergraduates and 23%
of graduates reported that stress contributed to academic difficulties
(received an incomplete, dropped a course, or received a low grade in a
class or on an exam/project). This was the top health and wellness-related
reason for academic difficulty cited by both undergraduates and graduates
and was significantly higher than the Canadian average (UBC NCHA 2008
data).

Faculty members are often in a position to identify students who are “at
risk.” Recognizing the signs of emotional distress and responding with
interest and concern in a timely manner may be critical factors in helping
students resolve problems that are interfering with academic achievement.

There are two pathways to choose from once you have identified a student
in distress: speaking directly with the student or referring the student
to the appropriate resource or services. If you have a rapport with the
student, speaking directly to the student may be the best option. Begin
the conversation by expressing your concerns about specific behaviors you
have observed.

If you do not really know the student, you may prefer to refer the student
to Counseling Services or Student Health Services, which can be contacted
at ''' www.students.ubc.ca/counselling/''' and '''www.students.ubc.ca/health/service.cfm ''' respectively.

Your decision about which path to choose also may be influenced by:

:• Familiarity with student
:• Your level of experience
:• The nature or severity of the problem
:• Your ability to give time to the situation
:• A variety of other personal factors

As well as Counseling Services and Student Health Services, the Alma
Mater Society (AMS) provides a wide range of student '''support and advocacy services.''' Visit their website at '''www.ams.ubc.ca'''

'''''You want to arrange for a group of students to travel for an international learning experience'''''

Group Study Programs (GSP) are faculty-led international learning
programs initiated by faculty members interested in taking students
abroad as part of an existing UBC course. Essentially, Group Study
Programs offer faculty members a chance to “move the classroom” to a
location that expands students’ learning opportunities.

The Go Global International Learning Programs office oversees the
development and implementation of GSPs at UBC. To learn more about
developing a GSP, contact the Group Study Program Coordinator at '''www.students.ubc.ca/global/about-us/contact-us/'''

Documentation:Guide to Teaching for New Faculty at UBC/Supporting Undergraduate Student Success

2010-09-13T07:12:54Z

Cisdev1: /* Some scenarios that you may encounter as you support student learning */

Understanding, supporting, and helping our students succeed is at the
core of the University educational mission. We need to strive to understand
the diverse range of skills, attitude and experiences that your students
may bring to the classroom and the learning experience. Responding
well to this diversity takes care and attention on the part of the instructor.
Meaningful instruction needs to begin with understanding the learners -
who they are, where they are at, and where they hope to go.

Starting at UBC can be a disorienting experience for many new students.
Sometimes for the first time, students have limited access to the teacher,
and are separated from their traditional support network of family and
friends. Many new students arrive at UBC with the expectation that they
will not only succeed, but they will get an “A”. Many students struggle with
this transition and are devastated by their first failures (the failure might
just be “I didn’t get an A”).

[[File:FG-02.jpg|center]]
:::::::::::::::''1st Year Grade Expectation and Actual Performance''

There is clearly a mismatch between expectation and reality. How students
respond to setbacks varies, and a study by Mueller and Dweck (1998) may
provide some useful answers. They examined two groups of students, one
that had been praised for “being smart” and one that had been praised
for being “hard workers” in high school. Interestingly, the “hard worker”
cohort failed in a more productive way, and the “being smart” group failed
in a more counter-productive way. The “hard worker” group perceived the
failure as a feedback on the quality of their effort. The “being smart” group
perceived the failure as passing judgment on their intelligence. Following
the failure, in subsequent tasks, the “hard worker” group continued to
improve and the “being smart” group became unmotivated and performed
more poorly. This might explain the difficulties some students encounter
after a lifetime of teachers and parents praising them for being special or
smart. As instructors we can set the stage by discussing these difficulties
and highlighting the value of hard work as the greatest predictor of
success.

UBC “provides the opportunity for transformative student learning
through outstanding teaching and research, enriched educational
experiences and rewarding campus life…Together, faculty, staff and
students share the responsibility for bringing learning to life” (Place and
Promise: The UBC Plan, 2009).

As a faculty member, you have tremendous influence on the learning
experience of students. In your teaching role, in addition to engaging
students in the curriculum of your discipline, you are an important source
of advice and guidance to students.

== Enriching educational opportunities ==

Students who participate in enriching educational opportunities, such
as research with a faculty member, study abroad, or community service
learning, report deeper learning and greater gains in personal learning and
development. UBC has set a goal that all undergraduate students will have
the opportunity to participate in two enriching educational opportunities
before they graduate.

You can help students to take advantage of these opportunities.
Encouragement from a faculty member is one of the strongest influences
in a student’s decision to participate.

{| border="1"

! style="background: #efefef;" !scope="row" colspan="2" align="left"| NSSE 2008 UBC-V
NSSE - National Survey of Student Engagement*
! style="background: #efefef;" |First
Year
! style="background: #efefef;" |Senior
Year
|-

! style="background: #efefef;" !scope="row" colspan="2" align="left"| In your experience at your institution during the
current school year, about how often have you done
each of the following?
! style="background: #efefef;" |%
! style="background: #efefef;" |%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Asked questions in class or
contributed to class discussions
|Never ||18% ||10%
|-
|Sometimes ||55% ||45%
|-
|Often ||18% ||27%
|-
|Very often ||9% ||18%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Prepared two or more drafts of
a paper or assignment before
turning it in

|Never ||29% ||33%
|-
|Sometimes ||38% ||36%
|-
|Often ||24% ||19%
|-
|Very often ||9% ||12%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Come to class without
completing readings or
assignments

|Never ||11% ||10%
|-
|Sometimes ||53% ||50%
|-
|Often ||26% ||26%
|-
|Very often ||11% ||14%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Discussed grades or
assignments with an instructor

|Never ||30% ||15%
|-
|Sometimes ||48% ||53%
|-
|Often ||17% ||22%
|-
|Very often ||5% ||11%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Talked about career plans with a
faculty member or advisor

|Never ||57% ||37%
|-
|Sometimes ||31% ||45%
|-
|Often ||9% ||13%
|-
|Very often ||3% ||5%
|-

''NSSE annually collects information at hundreds of four-year colleges and universities about
student participation in programs and activities that institutions provide for students learning
and personal development.''

===Some scenarios that you may encounter as you support student learning:===

'''''You need information about how to direct your students to study help and resources'''''

The sheer size of UBC can make it difficult for students to find academic
resources and they often look to faculty members for help finding the right
place to start. '''LEAP''' is UBC’s online hub of study and research support. You
can access LEAP at: '''www.leap.ubc.ca'''. Through LEAP, students can access
interactive tutorials, study guides, academic coaching, tech tools, advising,
and more. LEAP pulls student success information together across
disciplines and campus units into one integrated resource.

To make referrals easy, there are short blurbs on LEAP that you can copy
and add to your course syllabus and a PowerPoint slide that you can
download to use at the beginning of a lecture. Some faculty members
find it helpful to have these resources on hand when giving back a first
midterm or essay, particularly for new students who may still be adjusting
to university learning.

Additionally, IT Services operates a student '''IT Help Desk''' to assist students
with IT issues. Whether needing a Campus Wide Login ID (CWL) or help
with Blackboard Vista, a student’s first stop should be the IT Services Help
Desk. More information is available at '''www.it.ubc.ca/contact/helpdesk.html'''

'''''You would like to hire a student to assist with your research'''''

By the time they graduate, 21.5% of UBCV undergraduate students report
that they have worked on a research project with a faculty member
outside of course or program requirements (NSSE, 2008). Students
who work on a research project with a faculty member make greater
intellectual gains than their peers, in part because they are exposed to the
complex thinking and problem solving approaches inherent in research.

If you want to hire a student to work with you on a research project, UBCV
has several initiatives that can help. Work Study (domestic students) and
Work Learn (international students) are wage subsidy programs, managed
by Career Services, which cover a portion of a student employee’s wage
($9/hour in 2009-10). Career Services can also assist you with posting
your position (paid or volunteer) and in accessing NSERC Undergraduate
Student Research Awards and Canada Summer Jobs grants. Arts Undergraduate Research Awards (AURA) are available through the Dean of
Arts office. Talk with your Department Head or Dean to find out if discipline
specific initiatives exist in your area.

'''''You have concerns about a student who may be feeling overwhelmed, anxious, or depressed'''''

In a 2008 study of UBCV students, 44% of undergraduates and 23%
of graduates reported that stress contributed to academic difficulties
(received an incomplete, dropped a course, or received a low grade in a
class or on an exam/project). This was the top health and wellness-related
reason for academic difficulty cited by both undergraduates and graduates
and was significantly higher than the Canadian average (UBC NCHA 2008
data).

Faculty members are often in a position to identify students who are “at
risk.” Recognizing the signs of emotional distress and responding with
interest and concern in a timely manner may be critical factors in helping
students resolve problems that are interfering with academic achievement.

There are two pathways to choose from once you have identified a student
in distress: speaking directly with the student or referring the student
to the appropriate resource or services. If you have a rapport with the
student, speaking directly to the student may be the best option. Begin
the conversation by expressing your concerns about specific behaviors you
have observed.

If you do not really know the student, you may prefer to refer the student
to Counseling Services or Student Health Services, which can be contacted
at ''' www.students.ubc.ca/counselling/''' and '''www.students.ubc.ca/health/service.cfm ''' respectively.

Your decision about which path to choose also may be influenced by:

:• Familiarity with student
:• Your level of experience
:• The nature or severity of the problem
:• Your ability to give time to the situation
:• A variety of other personal factors

As well as Counseling Services and Student Health Services, the Alma
Mater Society (AMS) provides a wide range of student '''support and advocacy services.''' Visit their website at '''www.ams.ubc.ca'''

'''''You want to arrange for a group of students to travel for an international learning experience'''''

Group Study Programs (GSP) are faculty-led international learning
programs initiated by faculty members interested in taking students
abroad as part of an existing UBC course. Essentially, Group Study
Programs offer faculty members a chance to “move the classroom” to a
location that expands students’ learning opportunities.

The Go Global International Learning Programs office oversees the
development and implementation of GSPs at UBC. To learn more about
developing a GSP, contact the Group Study Program Coordinator at '''www.students.ubc.ca/global/about-us/contact-us/'''

Documentation:Guide to Teaching for New Faculty at UBC/Supporting Undergraduate Student Success

2010-09-13T07:11:18Z

Cisdev1: /* Enriching educational opportunities */

Understanding, supporting, and helping our students succeed is at the
core of the University educational mission. We need to strive to understand
the diverse range of skills, attitude and experiences that your students
may bring to the classroom and the learning experience. Responding
well to this diversity takes care and attention on the part of the instructor.
Meaningful instruction needs to begin with understanding the learners -
who they are, where they are at, and where they hope to go.

Starting at UBC can be a disorienting experience for many new students.
Sometimes for the first time, students have limited access to the teacher,
and are separated from their traditional support network of family and
friends. Many new students arrive at UBC with the expectation that they
will not only succeed, but they will get an “A”. Many students struggle with
this transition and are devastated by their first failures (the failure might
just be “I didn’t get an A”).

[[File:FG-02.jpg|center]]
:::::::::::::::''1st Year Grade Expectation and Actual Performance''

There is clearly a mismatch between expectation and reality. How students
respond to setbacks varies, and a study by Mueller and Dweck (1998) may
provide some useful answers. They examined two groups of students, one
that had been praised for “being smart” and one that had been praised
for being “hard workers” in high school. Interestingly, the “hard worker”
cohort failed in a more productive way, and the “being smart” group failed
in a more counter-productive way. The “hard worker” group perceived the
failure as a feedback on the quality of their effort. The “being smart” group
perceived the failure as passing judgment on their intelligence. Following
the failure, in subsequent tasks, the “hard worker” group continued to
improve and the “being smart” group became unmotivated and performed
more poorly. This might explain the difficulties some students encounter
after a lifetime of teachers and parents praising them for being special or
smart. As instructors we can set the stage by discussing these difficulties
and highlighting the value of hard work as the greatest predictor of
success.

UBC “provides the opportunity for transformative student learning
through outstanding teaching and research, enriched educational
experiences and rewarding campus life…Together, faculty, staff and
students share the responsibility for bringing learning to life” (Place and
Promise: The UBC Plan, 2009).

As a faculty member, you have tremendous influence on the learning
experience of students. In your teaching role, in addition to engaging
students in the curriculum of your discipline, you are an important source
of advice and guidance to students.

== Enriching educational opportunities ==

Students who participate in enriching educational opportunities, such
as research with a faculty member, study abroad, or community service
learning, report deeper learning and greater gains in personal learning and
development. UBC has set a goal that all undergraduate students will have
the opportunity to participate in two enriching educational opportunities
before they graduate.

You can help students to take advantage of these opportunities.
Encouragement from a faculty member is one of the strongest influences
in a student’s decision to participate.

{| border="1"

! style="background: #efefef;" !scope="row" colspan="2" align="left"| NSSE 2008 UBC-V
NSSE - National Survey of Student Engagement*
! style="background: #efefef;" |First
Year
! style="background: #efefef;" |Senior
Year
|-

! style="background: #efefef;" !scope="row" colspan="2" align="left"| In your experience at your institution during the
current school year, about how often have you done
each of the following?
! style="background: #efefef;" |%
! style="background: #efefef;" |%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Asked questions in class or
contributed to class discussions
|Never ||18% ||10%
|-
|Sometimes ||55% ||45%
|-
|Often ||18% ||27%
|-
|Very often ||9% ||18%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Prepared two or more drafts of
a paper or assignment before
turning it in

|Never ||29% ||33%
|-
|Sometimes ||38% ||36%
|-
|Often ||24% ||19%
|-
|Very often ||9% ||12%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Come to class without
completing readings or
assignments

|Never ||11% ||10%
|-
|Sometimes ||53% ||50%
|-
|Often ||26% ||26%
|-
|Very often ||11% ||14%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Discussed grades or
assignments with an instructor

|Never ||30% ||15%
|-
|Sometimes ||48% ||53%
|-
|Often ||17% ||22%
|-
|Very often ||5% ||11%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Talked about career plans with a
faculty member or advisor

|Never ||57% ||37%
|-
|Sometimes ||31% ||45%
|-
|Often ||9% ||13%
|-
|Very often ||3% ||5%
|-

''NSSE annually collects information at hundreds of four-year colleges and universities about
student participation in programs and activities that institutions provide for students learning
and personal development.''

===Some scenarios that you may encounter as you support student learning===

'''''You need information about how to direct your students to study help and resources'''''

The sheer size of UBC can make it difficult for students to find academic
resources and they often look to faculty members for help finding the right
place to start. '''LEAP''' is UBC’s online hub of study and research support. You
can access LEAP at: '''www.leap.ubc.ca'''. Through LEAP, students can access
interactive tutorials, study guides, academic coaching, tech tools, advising,
and more. LEAP pulls student success information together across
disciplines and campus units into one integrated resource.

To make referrals easy, there are short blurbs on LEAP that you can copy
and add to your course syllabus and a PowerPoint slide that you can
download to use at the beginning of a lecture. Some faculty members
find it helpful to have these resources on hand when giving back a first
midterm or essay, particularly for new students who may still be adjusting
to university learning.

Additionally, IT Services operates a student '''IT Help Desk''' to assist students
with IT issues. Whether needing a Campus Wide Login ID (CWL) or help
with Blackboard Vista, a student’s first stop should be the IT Services Help
Desk. More information is available at '''www.it.ubc.ca/contact/helpdesk.html'''

'''''You would like to hire a student to assist with your research'''''

By the time they graduate, 21.5% of UBCV undergraduate students report
that they have worked on a research project with a faculty member
outside of course or program requirements (NSSE, 2008). Students
who work on a research project with a faculty member make greater
intellectual gains than their peers, in part because they are exposed to the
complex thinking and problem solving approaches inherent in research.

If you want to hire a student to work with you on a research project, UBCV
has several initiatives that can help. Work Study (domestic students) and
Work Learn (international students) are wage subsidy programs, managed
by Career Services, which cover a portion of a student employee’s wage
($9/hour in 2009-10). Career Services can also assist you with posting
your position (paid or volunteer) and in accessing NSERC Undergraduate
Student Research Awards and Canada Summer Jobs grants. Arts Undergraduate Research Awards (AURA) are available through the Dean of
Arts office. Talk with your Department Head or Dean to find out if discipline
specific initiatives exist in your area.

'''''You have concerns about a student who may be feeling overwhelmed, anxious, or depressed'''''

In a 2008 study of UBCV students, 44% of undergraduates and 23%
of graduates reported that stress contributed to academic difficulties
(received an incomplete, dropped a course, or received a low grade in a
class or on an exam/project). This was the top health and wellness-related
reason for academic difficulty cited by both undergraduates and graduates
and was significantly higher than the Canadian average (UBC NCHA 2008
data).

Faculty members are often in a position to identify students who are “at
risk.” Recognizing the signs of emotional distress and responding with
interest and concern in a timely manner may be critical factors in helping
students resolve problems that are interfering with academic achievement.

There are two pathways to choose from once you have identified a student
in distress: speaking directly with the student or referring the student
to the appropriate resource or services. If you have a rapport with the
student, speaking directly to the student may be the best option. Begin
the conversation by expressing your concerns about specific behaviors you
have observed.

If you do not really know the student, you may prefer to refer the student
to Counseling Services or Student Health Services, which can be contacted
at ''' www.students.ubc.ca/counselling/''' and '''www.students.ubc.ca/health/service.cfm ''' respectively.

Your decision about which path to choose also may be influenced by:

:• Familiarity with student
:• Your level of experience
:• The nature or severity of the problem
:• Your ability to give time to the situation
:• A variety of other personal factors

As well as Counseling Services and Student Health Services, the Alma
Mater Society (AMS) provides a wide range of student '''support and advocacy services.''' Visit their website at '''www.ams.ubc.ca'''

'''''You want to arrange for a group of students to travel for an international learning experience'''''

Group Study Programs (GSP) are faculty-led international learning
programs initiated by faculty members interested in taking students
abroad as part of an existing UBC course. Essentially, Group Study
Programs offer faculty members a chance to “move the classroom” to a
location that expands students’ learning opportunities.

The Go Global International Learning Programs office oversees the
development and implementation of GSPs at UBC. To learn more about
developing a GSP, contact the Group Study Program Coordinator at '''www.students.ubc.ca/global/about-us/contact-us/'''

Documentation:Guide to Teaching for New Faculty at UBC/Supporting Undergraduate Student Success

2010-09-13T07:10:00Z

Cisdev1: /* Enriching educational opportunities */

Understanding, supporting, and helping our students succeed is at the
core of the University educational mission. We need to strive to understand
the diverse range of skills, attitude and experiences that your students
may bring to the classroom and the learning experience. Responding
well to this diversity takes care and attention on the part of the instructor.
Meaningful instruction needs to begin with understanding the learners -
who they are, where they are at, and where they hope to go.

Starting at UBC can be a disorienting experience for many new students.
Sometimes for the first time, students have limited access to the teacher,
and are separated from their traditional support network of family and
friends. Many new students arrive at UBC with the expectation that they
will not only succeed, but they will get an “A”. Many students struggle with
this transition and are devastated by their first failures (the failure might
just be “I didn’t get an A”).

[[File:FG-02.jpg|center]]
:::::::::::::::''1st Year Grade Expectation and Actual Performance''

There is clearly a mismatch between expectation and reality. How students
respond to setbacks varies, and a study by Mueller and Dweck (1998) may
provide some useful answers. They examined two groups of students, one
that had been praised for “being smart” and one that had been praised
for being “hard workers” in high school. Interestingly, the “hard worker”
cohort failed in a more productive way, and the “being smart” group failed
in a more counter-productive way. The “hard worker” group perceived the
failure as a feedback on the quality of their effort. The “being smart” group
perceived the failure as passing judgment on their intelligence. Following
the failure, in subsequent tasks, the “hard worker” group continued to
improve and the “being smart” group became unmotivated and performed
more poorly. This might explain the difficulties some students encounter
after a lifetime of teachers and parents praising them for being special or
smart. As instructors we can set the stage by discussing these difficulties
and highlighting the value of hard work as the greatest predictor of
success.

UBC “provides the opportunity for transformative student learning
through outstanding teaching and research, enriched educational
experiences and rewarding campus life…Together, faculty, staff and
students share the responsibility for bringing learning to life” (Place and
Promise: The UBC Plan, 2009).

As a faculty member, you have tremendous influence on the learning
experience of students. In your teaching role, in addition to engaging
students in the curriculum of your discipline, you are an important source
of advice and guidance to students.

== Enriching educational opportunities ==

Students who participate in enriching educational opportunities, such
as research with a faculty member, study abroad, or community service
learning, report deeper learning and greater gains in personal learning and
development. UBC has set a goal that all undergraduate students will have
the opportunity to participate in two enriching educational opportunities
before they graduate.

You can help students to take advantage of these opportunities.
Encouragement from a faculty member is one of the strongest influences
in a student’s decision to participate.

{| border="1"

! style="background: #efefef;" !scope="row" colspan="2"| NSSE 2008 UBC-V
NSSE - National Survey of Student Engagement*
! style="background: #efefef;" |First
Year
! style="background: #efefef;" |Senior
Year
|-

! style="background: #efefef;" !scope="row" colspan="2"| In your experience at your institution during the
current school year, about how often have you done
each of the following?
! style="background: #efefef;" |%
! style="background: #efefef;" |%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Asked questions in class or
contributed to class discussions
|Never ||18% ||10%
|-
|Sometimes ||55% ||45%
|-
|Often ||18% ||27%
|-
|Very often ||9% ||18%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Prepared two or more drafts of
a paper or assignment before
turning it in

|Never ||29% ||33%
|-
|Sometimes ||38% ||36%
|-
|Often ||24% ||19%
|-
|Very often ||9% ||12%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Come to class without
completing readings or
assignments

|Never ||11% ||10%
|-
|Sometimes ||53% ||50%
|-
|Often ||26% ||26%
|-
|Very often ||11% ||14%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Discussed grades or
assignments with an instructor

|Never ||30% ||15%
|-
|Sometimes ||48% ||53%
|-
|Often ||17% ||22%
|-
|Very often ||5% ||11%
|-

!scope="row" colspan="1" rowspan="4" align="left"|Talked about career plans with a
faculty member or advisor

|Never ||57% ||37%
|-
|Sometimes ||31% ||45%
|-
|Often ||9% ||13%
|-
|Very often ||3% ||5%
|-

''NSSE annually collects information at hundreds of four-year colleges and universities about
student participation in programs and activities that institutions provide for students learning
and personal development.''

===Some scenarios that you may encounter as you support student learning===

'''''You need information about how to direct your students to study help and resources'''''

The sheer size of UBC can make it difficult for students to find academic
resources and they often look to faculty members for help finding the right
place to start. '''LEAP''' is UBC’s online hub of study and research support. You
can access LEAP at: '''www.leap.ubc.ca'''. Through LEAP, students can access
interactive tutorials, study guides, academic coaching, tech tools, advising,
and more. LEAP pulls student success information together across
disciplines and campus units into one integrated resource.

To make referrals easy, there are short blurbs on LEAP that you can copy
and add to your course syllabus and a PowerPoint slide that you can
download to use at the beginning of a lecture. Some faculty members
find it helpful to have these resources on hand when giving back a first
midterm or essay, particularly for new students who may still be adjusting
to university learning.

Additionally, IT Services operates a student '''IT Help Desk''' to assist students
with IT issues. Whether needing a Campus Wide Login ID (CWL) or help
with Blackboard Vista, a student’s first stop should be the IT Services Help
Desk. More information is available at '''www.it.ubc.ca/contact/helpdesk.html'''

'''''You would like to hire a student to assist with your research'''''

By the time they graduate, 21.5% of UBCV undergraduate students report
that they have worked on a research project with a faculty member
outside of course or program requirements (NSSE, 2008). Students
who work on a research project with a faculty member make greater
intellectual gains than their peers, in part because they are exposed to the
complex thinking and problem solving approaches inherent in research.

If you want to hire a student to work with you on a research project, UBCV
has several initiatives that can help. Work Study (domestic students) and
Work Learn (international students) are wage subsidy programs, managed
by Career Services, which cover a portion of a student employee’s wage
($9/hour in 2009-10). Career Services can also assist you with posting
your position (paid or volunteer) and in accessing NSERC Undergraduate
Student Research Awards and Canada Summer Jobs grants. Arts Undergraduate Research Awards (AURA) are available through the Dean of
Arts office. Talk with your Department Head or Dean to find out if discipline
specific initiatives exist in your area.

'''''You have concerns about a student who may be feeling overwhelmed, anxious, or depressed'''''

In a 2008 study of UBCV students, 44% of undergraduates and 23%
of graduates reported that stress contributed to academic difficulties
(received an incomplete, dropped a course, or received a low grade in a
class or on an exam/project). This was the top health and wellness-related
reason for academic difficulty cited by both undergraduates and graduates
and was significantly higher than the Canadian average (UBC NCHA 2008
data).

Faculty members are often in a position to identify students who are “at
risk.” Recognizing the signs of emotional distress and responding with
interest and concern in a timely manner may be critical factors in helping
students resolve problems that are interfering with academic achievement.

There are two pathways to choose from once you have identified a student
in distress: speaking directly with the student or referring the student
to the appropriate resource or services. If you have a rapport with the
student, speaking directly to the student may be the best option. Begin
the conversation by expressing your concerns about specific behaviors you
have observed.

If you do not really know the student, you may prefer to refer the student
to Counseling Services or Student Health Services, which can be contacted
at ''' www.students.ubc.ca/counselling/''' and '''www.students.ubc.ca/health/service.cfm ''' respectively.

Your decision about which path to choose also may be influenced by:

:• Familiarity with student
:• Your level of experience
:• The nature or severity of the problem
:• Your ability to give time to the situation
:• A variety of other personal factors

As well as Counseling Services and Student Health Services, the Alma
Mater Society (AMS) provides a wide range of student '''support and advocacy services.''' Visit their website at '''www.ams.ubc.ca'''

'''''You want to arrange for a group of students to travel for an international learning experience'''''

Group Study Programs (GSP) are faculty-led international learning
programs initiated by faculty members interested in taking students
abroad as part of an existing UBC course. Essentially, Group Study
Programs offer faculty members a chance to “move the classroom” to a
location that expands students’ learning opportunities.

The Go Global International Learning Programs office oversees the
development and implementation of GSPs at UBC. To learn more about
developing a GSP, contact the Group Study Program Coordinator at '''www.students.ubc.ca/global/about-us/contact-us/'''

Documentation:Guide to Teaching for New Faculty at UBC/Supporting Undergraduate Student Success

2010-09-13T07:01:12Z

Cisdev1: /* Enriching educational opportunities */

Understanding, supporting, and helping our students succeed is at the
core of the University educational mission. We need to strive to understand
the diverse range of skills, attitude and experiences that your students
may bring to the classroom and the learning experience. Responding
well to this diversity takes care and attention on the part of the instructor.
Meaningful instruction needs to begin with understanding the learners -
who they are, where they are at, and where they hope to go.

Starting at UBC can be a disorienting experience for many new students.
Sometimes for the first time, students have limited access to the teacher,
and are separated from their traditional support network of family and
friends. Many new students arrive at UBC with the expectation that they
will not only succeed, but they will get an “A”. Many students struggle with
this transition and are devastated by their first failures (the failure might
just be “I didn’t get an A”).

[[File:FG-02.jpg|center]]
:::::::::::::::''1st Year Grade Expectation and Actual Performance''

There is clearly a mismatch between expectation and reality. How students
respond to setbacks varies, and a study by Mueller and Dweck (1998) may
provide some useful answers. They examined two groups of students, one
that had been praised for “being smart” and one that had been praised
for being “hard workers” in high school. Interestingly, the “hard worker”
cohort failed in a more productive way, and the “being smart” group failed
in a more counter-productive way. The “hard worker” group perceived the
failure as a feedback on the quality of their effort. The “being smart” group
perceived the failure as passing judgment on their intelligence. Following
the failure, in subsequent tasks, the “hard worker” group continued to
improve and the “being smart” group became unmotivated and performed
more poorly. This might explain the difficulties some students encounter
after a lifetime of teachers and parents praising them for being special or
smart. As instructors we can set the stage by discussing these difficulties
and highlighting the value of hard work as the greatest predictor of
success.

UBC “provides the opportunity for transformative student learning
through outstanding teaching and research, enriched educational
experiences and rewarding campus life…Together, faculty, staff and
students share the responsibility for bringing learning to life” (Place and
Promise: The UBC Plan, 2009).

As a faculty member, you have tremendous influence on the learning
experience of students. In your teaching role, in addition to engaging
students in the curriculum of your discipline, you are an important source
of advice and guidance to students.

== Enriching educational opportunities ==

Students who participate in enriching educational opportunities, such
as research with a faculty member, study abroad, or community service
learning, report deeper learning and greater gains in personal learning and
development. UBC has set a goal that all undergraduate students will have
the opportunity to participate in two enriching educational opportunities
before they graduate.

You can help students to take advantage of these opportunities.
Encouragement from a faculty member is one of the strongest influences
in a student’s decision to participate.

{| border="1"

! style="background: #efefef;" !scope="row" colspan="2"| NSSE 2008 UBC-V
NSSE - National Survey of Student Engagement*
! style="background: #efefef;" |First
Year
! style="background: #efefef;" |Senior
Year
|-

! style="background: #efefef;" !scope="row" colspan="2"| In your experience at your institution during the
current school year, about how often have you done
each of the following?
! style="background: #efefef;" |%
! style="background: #efefef;" |%
|-

!scope="row" colspan="1"| rowspan="4" |Asked questions in class or
contributed to class discussions
|Never ||18% ||10%
|Sometimes ||55% ||45%
|Often ||18% ||27%
|Very often ||9% ||18%
|-

Prepared two or more drafts of
a paper or assignment before
turning it in
Never 29% 33%
Sometimes 38% 36%
Often 24% 19%
Very often 9% 12%
Come to class without
completing readings or
assignments
Never 11% 10%
Sometimes 53% 50%
Often 26% 26%
Very often 11% 14%
Discussed grades or
assignments with an instructor
Never 30% 15%
Sometimes 48% 53%
Often 17% 22%
Very often 5% 11%
Talked about career plans with a
faculty member or advisor
Never 57% 37%
Sometimes 31% 45%
Often 9% 13%
Very often 3% 5%

''NSSE annually collects information at hundreds of four-year colleges and universities about
student participation in programs and activities that institutions provide for students learning
and personal development.''

===Some scenarios that you may encounter as you support student learning===

'''''You need information about how to direct your students to study help and resources'''''

The sheer size of UBC can make it difficult for students to find academic
resources and they often look to faculty members for help finding the right
place to start. '''LEAP''' is UBC’s online hub of study and research support. You
can access LEAP at: '''www.leap.ubc.ca'''. Through LEAP, students can access
interactive tutorials, study guides, academic coaching, tech tools, advising,
and more. LEAP pulls student success information together across
disciplines and campus units into one integrated resource.

To make referrals easy, there are short blurbs on LEAP that you can copy
and add to your course syllabus and a PowerPoint slide that you can
download to use at the beginning of a lecture. Some faculty members
find it helpful to have these resources on hand when giving back a first
midterm or essay, particularly for new students who may still be adjusting
to university learning.

Additionally, IT Services operates a student '''IT Help Desk''' to assist students
with IT issues. Whether needing a Campus Wide Login ID (CWL) or help
with Blackboard Vista, a student’s first stop should be the IT Services Help
Desk. More information is available at '''www.it.ubc.ca/contact/helpdesk.html'''

'''''You would like to hire a student to assist with your research'''''

By the time they graduate, 21.5% of UBCV undergraduate students report
that they have worked on a research project with a faculty member
outside of course or program requirements (NSSE, 2008). Students
who work on a research project with a faculty member make greater
intellectual gains than their peers, in part because they are exposed to the
complex thinking and problem solving approaches inherent in research.

If you want to hire a student to work with you on a research project, UBCV
has several initiatives that can help. Work Study (domestic students) and
Work Learn (international students) are wage subsidy programs, managed
by Career Services, which cover a portion of a student employee’s wage
($9/hour in 2009-10). Career Services can also assist you with posting
your position (paid or volunteer) and in accessing NSERC Undergraduate
Student Research Awards and Canada Summer Jobs grants. Arts Undergraduate Research Awards (AURA) are available through the Dean of
Arts office. Talk with your Department Head or Dean to find out if discipline
specific initiatives exist in your area.

'''''You have concerns about a student who may be feeling overwhelmed, anxious, or depressed'''''

In a 2008 study of UBCV students, 44% of undergraduates and 23%
of graduates reported that stress contributed to academic difficulties
(received an incomplete, dropped a course, or received a low grade in a
class or on an exam/project). This was the top health and wellness-related
reason for academic difficulty cited by both undergraduates and graduates
and was significantly higher than the Canadian average (UBC NCHA 2008
data).

Faculty members are often in a position to identify students who are “at
risk.” Recognizing the signs of emotional distress and responding with
interest and concern in a timely manner may be critical factors in helping
students resolve problems that are interfering with academic achievement.

There are two pathways to choose from once you have identified a student
in distress: speaking directly with the student or referring the student
to the appropriate resource or services. If you have a rapport with the
student, speaking directly to the student may be the best option. Begin
the conversation by expressing your concerns about specific behaviors you
have observed.

If you do not really know the student, you may prefer to refer the student
to Counseling Services or Student Health Services, which can be contacted
at ''' www.students.ubc.ca/counselling/''' and '''www.students.ubc.ca/health/service.cfm ''' respectively.

Your decision about which path to choose also may be influenced by:

:• Familiarity with student
:• Your level of experience
:• The nature or severity of the problem
:• Your ability to give time to the situation
:• A variety of other personal factors

As well as Counseling Services and Student Health Services, the Alma
Mater Society (AMS) provides a wide range of student '''support and advocacy services.''' Visit their website at '''www.ams.ubc.ca'''

'''''You want to arrange for a group of students to travel for an international learning experience'''''

Group Study Programs (GSP) are faculty-led international learning
programs initiated by faculty members interested in taking students
abroad as part of an existing UBC course. Essentially, Group Study
Programs offer faculty members a chance to “move the classroom” to a
location that expands students’ learning opportunities.

The Go Global International Learning Programs office oversees the
development and implementation of GSPs at UBC. To learn more about
developing a GSP, contact the Group Study Program Coordinator at '''www.students.ubc.ca/global/about-us/contact-us/'''

Documentation:Guide to Teaching for New Faculty at UBC/Supporting Undergraduate Student Success

2010-09-13T06:43:02Z

Cisdev1: /* Enriching educational opportunities */

Understanding, supporting, and helping our students succeed is at the
core of the University educational mission. We need to strive to understand
the diverse range of skills, attitude and experiences that your students
may bring to the classroom and the learning experience. Responding
well to this diversity takes care and attention on the part of the instructor.
Meaningful instruction needs to begin with understanding the learners -
who they are, where they are at, and where they hope to go.

Starting at UBC can be a disorienting experience for many new students.
Sometimes for the first time, students have limited access to the teacher,
and are separated from their traditional support network of family and
friends. Many new students arrive at UBC with the expectation that they
will not only succeed, but they will get an “A”. Many students struggle with
this transition and are devastated by their first failures (the failure might
just be “I didn’t get an A”).

[[File:FG-02.jpg|center]]
:::::::::::::::''1st Year Grade Expectation and Actual Performance''

There is clearly a mismatch between expectation and reality. How students
respond to setbacks varies, and a study by Mueller and Dweck (1998) may
provide some useful answers. They examined two groups of students, one
that had been praised for “being smart” and one that had been praised
for being “hard workers” in high school. Interestingly, the “hard worker”
cohort failed in a more productive way, and the “being smart” group failed
in a more counter-productive way. The “hard worker” group perceived the
failure as a feedback on the quality of their effort. The “being smart” group
perceived the failure as passing judgment on their intelligence. Following
the failure, in subsequent tasks, the “hard worker” group continued to
improve and the “being smart” group became unmotivated and performed
more poorly. This might explain the difficulties some students encounter
after a lifetime of teachers and parents praising them for being special or
smart. As instructors we can set the stage by discussing these difficulties
and highlighting the value of hard work as the greatest predictor of
success.

UBC “provides the opportunity for transformative student learning
through outstanding teaching and research, enriched educational
experiences and rewarding campus life…Together, faculty, staff and
students share the responsibility for bringing learning to life” (Place and
Promise: The UBC Plan, 2009).

As a faculty member, you have tremendous influence on the learning
experience of students. In your teaching role, in addition to engaging
students in the curriculum of your discipline, you are an important source
of advice and guidance to students.

== Enriching educational opportunities ==

Students who participate in enriching educational opportunities, such
as research with a faculty member, study abroad, or community service
learning, report deeper learning and greater gains in personal learning and
development. UBC has set a goal that all undergraduate students will have
the opportunity to participate in two enriching educational opportunities
before they graduate.

You can help students to take advantage of these opportunities.
Encouragement from a faculty member is one of the strongest influences
in a student’s decision to participate.

{| border="1"

! style="background: #efefef;" |NSSE 2008 UBC-V
NSSE - National Survey of Student Engagement*
! style="background: #efefef;" |First
Year
! style="background: #efefef;" |Senior
Year
|-

! style="background: #efefef;" |In your experience at your institution during the
current school year, about how often have you done
each of the following?
! style="background: #efefef;" |%
! style="background: #efefef;" |%
|-

|Asked questions in class or
contributed to class discussions
|Never 18% 10%
Sometimes 55% 45%
Often 18% 27%
Very often 9% 18%
Prepared two or more drafts of
a paper or assignment before
turning it in
Never 29% 33%
Sometimes 38% 36%
Often 24% 19%
Very often 9% 12%
Come to class without
completing readings or
assignments
Never 11% 10%
Sometimes 53% 50%
Often 26% 26%
Very often 11% 14%
Discussed grades or
assignments with an instructor
Never 30% 15%
Sometimes 48% 53%
Often 17% 22%
Very often 5% 11%
Talked about career plans with a
faculty member or advisor
Never 57% 37%
Sometimes 31% 45%
Often 9% 13%
Very often 3% 5%

''NSSE annually collects information at hundreds of four-year colleges and universities about
student participation in programs and activities that institutions provide for students learning
and personal development.''

===Some scenarios that you may encounter as you support student learning===

'''''You need information about how to direct your students to study help and resources'''''

The sheer size of UBC can make it difficult for students to find academic
resources and they often look to faculty members for help finding the right
place to start. '''LEAP''' is UBC’s online hub of study and research support. You
can access LEAP at: '''www.leap.ubc.ca'''. Through LEAP, students can access
interactive tutorials, study guides, academic coaching, tech tools, advising,
and more. LEAP pulls student success information together across
disciplines and campus units into one integrated resource.

To make referrals easy, there are short blurbs on LEAP that you can copy
and add to your course syllabus and a PowerPoint slide that you can
download to use at the beginning of a lecture. Some faculty members
find it helpful to have these resources on hand when giving back a first
midterm or essay, particularly for new students who may still be adjusting
to university learning.

Additionally, IT Services operates a student '''IT Help Desk''' to assist students
with IT issues. Whether needing a Campus Wide Login ID (CWL) or help
with Blackboard Vista, a student’s first stop should be the IT Services Help
Desk. More information is available at '''www.it.ubc.ca/contact/helpdesk.html'''

'''''You would like to hire a student to assist with your research'''''

By the time they graduate, 21.5% of UBCV undergraduate students report
that they have worked on a research project with a faculty member
outside of course or program requirements (NSSE, 2008). Students
who work on a research project with a faculty member make greater
intellectual gains than their peers, in part because they are exposed to the
complex thinking and problem solving approaches inherent in research.

If you want to hire a student to work with you on a research project, UBCV
has several initiatives that can help. Work Study (domestic students) and
Work Learn (international students) are wage subsidy programs, managed
by Career Services, which cover a portion of a student employee’s wage
($9/hour in 2009-10). Career Services can also assist you with posting
your position (paid or volunteer) and in accessing NSERC Undergraduate
Student Research Awards and Canada Summer Jobs grants. Arts Undergraduate Research Awards (AURA) are available through the Dean of
Arts office. Talk with your Department Head or Dean to find out if discipline
specific initiatives exist in your area.

'''''You have concerns about a student who may be feeling overwhelmed, anxious, or depressed'''''

In a 2008 study of UBCV students, 44% of undergraduates and 23%
of graduates reported that stress contributed to academic difficulties
(received an incomplete, dropped a course, or received a low grade in a
class or on an exam/project). This was the top health and wellness-related
reason for academic difficulty cited by both undergraduates and graduates
and was significantly higher than the Canadian average (UBC NCHA 2008
data).

Faculty members are often in a position to identify students who are “at
risk.” Recognizing the signs of emotional distress and responding with
interest and concern in a timely manner may be critical factors in helping
students resolve problems that are interfering with academic achievement.

There are two pathways to choose from once you have identified a student
in distress: speaking directly with the student or referring the student
to the appropriate resource or services. If you have a rapport with the
student, speaking directly to the student may be the best option. Begin
the conversation by expressing your concerns about specific behaviors you
have observed.

If you do not really know the student, you may prefer to refer the student
to Counseling Services or Student Health Services, which can be contacted
at ''' www.students.ubc.ca/counselling/''' and '''www.students.ubc.ca/health/service.cfm ''' respectively.

Your decision about which path to choose also may be influenced by:

:• Familiarity with student
:• Your level of experience
:• The nature or severity of the problem
:• Your ability to give time to the situation
:• A variety of other personal factors

As well as Counseling Services and Student Health Services, the Alma
Mater Society (AMS) provides a wide range of student '''support and advocacy services.''' Visit their website at '''www.ams.ubc.ca'''

'''''You want to arrange for a group of students to travel for an international learning experience'''''

Group Study Programs (GSP) are faculty-led international learning
programs initiated by faculty members interested in taking students
abroad as part of an existing UBC course. Essentially, Group Study
Programs offer faculty members a chance to “move the classroom” to a
location that expands students’ learning opportunities.

The Go Global International Learning Programs office oversees the
development and implementation of GSPs at UBC. To learn more about
developing a GSP, contact the Group Study Program Coordinator at '''www.students.ubc.ca/global/about-us/contact-us/'''

Documentation:Guide to Teaching for New Faculty at UBC/Supporting Undergraduate Student Success

2010-09-13T06:36:25Z

Cisdev1:

Understanding, supporting, and helping our students succeed is at the
core of the University educational mission. We need to strive to understand
the diverse range of skills, attitude and experiences that your students
may bring to the classroom and the learning experience. Responding
well to this diversity takes care and attention on the part of the instructor.
Meaningful instruction needs to begin with understanding the learners -
who they are, where they are at, and where they hope to go.

Starting at UBC can be a disorienting experience for many new students.
Sometimes for the first time, students have limited access to the teacher,
and are separated from their traditional support network of family and
friends. Many new students arrive at UBC with the expectation that they
will not only succeed, but they will get an “A”. Many students struggle with
this transition and are devastated by their first failures (the failure might
just be “I didn’t get an A”).

[[File:FG-02.jpg|center]]
:::::::::::::::''1st Year Grade Expectation and Actual Performance''

There is clearly a mismatch between expectation and reality. How students
respond to setbacks varies, and a study by Mueller and Dweck (1998) may
provide some useful answers. They examined two groups of students, one
that had been praised for “being smart” and one that had been praised
for being “hard workers” in high school. Interestingly, the “hard worker”
cohort failed in a more productive way, and the “being smart” group failed
in a more counter-productive way. The “hard worker” group perceived the
failure as a feedback on the quality of their effort. The “being smart” group
perceived the failure as passing judgment on their intelligence. Following
the failure, in subsequent tasks, the “hard worker” group continued to
improve and the “being smart” group became unmotivated and performed
more poorly. This might explain the difficulties some students encounter
after a lifetime of teachers and parents praising them for being special or
smart. As instructors we can set the stage by discussing these difficulties
and highlighting the value of hard work as the greatest predictor of
success.

UBC “provides the opportunity for transformative student learning
through outstanding teaching and research, enriched educational
experiences and rewarding campus life…Together, faculty, staff and
students share the responsibility for bringing learning to life” (Place and
Promise: The UBC Plan, 2009).

As a faculty member, you have tremendous influence on the learning
experience of students. In your teaching role, in addition to engaging
students in the curriculum of your discipline, you are an important source
of advice and guidance to students.

== Enriching educational opportunities ==

Students who participate in enriching educational opportunities, such
as research with a faculty member, study abroad, or community service
learning, report deeper learning and greater gains in personal learning and
development. UBC has set a goal that all undergraduate students will have
the opportunity to participate in two enriching educational opportunities
before they graduate.

You can help students to take advantage of these opportunities.
Encouragement from a faculty member is one of the strongest influences
in a student’s decision to participate.

[[File:NSSE.jpg]]

''NSSE annually collects information at hundreds of four-year colleges and universities about
student participation in programs and activities that institutions provide for students learning
and personal development.''

===Some scenarios that you may encounter as you support student learning===

'''''You need information about how to direct your students to study help and resources'''''

The sheer size of UBC can make it difficult for students to find academic
resources and they often look to faculty members for help finding the right
place to start. '''LEAP''' is UBC’s online hub of study and research support. You
can access LEAP at: '''www.leap.ubc.ca'''. Through LEAP, students can access
interactive tutorials, study guides, academic coaching, tech tools, advising,
and more. LEAP pulls student success information together across
disciplines and campus units into one integrated resource.

To make referrals easy, there are short blurbs on LEAP that you can copy
and add to your course syllabus and a PowerPoint slide that you can
download to use at the beginning of a lecture. Some faculty members
find it helpful to have these resources on hand when giving back a first
midterm or essay, particularly for new students who may still be adjusting
to university learning.

Additionally, IT Services operates a student '''IT Help Desk''' to assist students
with IT issues. Whether needing a Campus Wide Login ID (CWL) or help
with Blackboard Vista, a student’s first stop should be the IT Services Help
Desk. More information is available at '''www.it.ubc.ca/contact/helpdesk.html'''

'''''You would like to hire a student to assist with your research'''''

By the time they graduate, 21.5% of UBCV undergraduate students report
that they have worked on a research project with a faculty member
outside of course or program requirements (NSSE, 2008). Students
who work on a research project with a faculty member make greater
intellectual gains than their peers, in part because they are exposed to the
complex thinking and problem solving approaches inherent in research.

If you want to hire a student to work with you on a research project, UBCV
has several initiatives that can help. Work Study (domestic students) and
Work Learn (international students) are wage subsidy programs, managed
by Career Services, which cover a portion of a student employee’s wage
($9/hour in 2009-10). Career Services can also assist you with posting
your position (paid or volunteer) and in accessing NSERC Undergraduate
Student Research Awards and Canada Summer Jobs grants. Arts Undergraduate Research Awards (AURA) are available through the Dean of
Arts office. Talk with your Department Head or Dean to find out if discipline
specific initiatives exist in your area.

'''''You have concerns about a student who may be feeling overwhelmed, anxious, or depressed'''''

In a 2008 study of UBCV students, 44% of undergraduates and 23%
of graduates reported that stress contributed to academic difficulties
(received an incomplete, dropped a course, or received a low grade in a
class or on an exam/project). This was the top health and wellness-related
reason for academic difficulty cited by both undergraduates and graduates
and was significantly higher than the Canadian average (UBC NCHA 2008
data).

Faculty members are often in a position to identify students who are “at
risk.” Recognizing the signs of emotional distress and responding with
interest and concern in a timely manner may be critical factors in helping
students resolve problems that are interfering with academic achievement.

There are two pathways to choose from once you have identified a student
in distress: speaking directly with the student or referring the student
to the appropriate resource or services. If you have a rapport with the
student, speaking directly to the student may be the best option. Begin
the conversation by expressing your concerns about specific behaviors you
have observed.

If you do not really know the student, you may prefer to refer the student
to Counseling Services or Student Health Services, which can be contacted
at ''' www.students.ubc.ca/counselling/''' and '''www.students.ubc.ca/health/service.cfm ''' respectively.

Your decision about which path to choose also may be influenced by:

:• Familiarity with student
:• Your level of experience
:• The nature or severity of the problem
:• Your ability to give time to the situation
:• A variety of other personal factors

As well as Counseling Services and Student Health Services, the Alma
Mater Society (AMS) provides a wide range of student '''support and advocacy services.''' Visit their website at '''www.ams.ubc.ca'''

'''''You want to arrange for a group of students to travel for an international learning experience'''''

Group Study Programs (GSP) are faculty-led international learning
programs initiated by faculty members interested in taking students
abroad as part of an existing UBC course. Essentially, Group Study
Programs offer faculty members a chance to “move the classroom” to a
location that expands students’ learning opportunities.

The Go Global International Learning Programs office oversees the
development and implementation of GSPs at UBC. To learn more about
developing a GSP, contact the Group Study Program Coordinator at '''www.students.ubc.ca/global/about-us/contact-us/'''

File:FG-02.jpg

2010-09-13T06:35:12Z

Cisdev1:

Documentation:Guide to Teaching for New Faculty at UBC/Supporting Undergraduate Student Success

2010-09-13T06:34:54Z

Cisdev1:

Understanding, supporting, and helping our students succeed is at the
core of the University educational mission. We need to strive to understand
the diverse range of skills, attitude and experiences that your students
may bring to the classroom and the learning experience. Responding
well to this diversity takes care and attention on the part of the instructor.
Meaningful instruction needs to begin with understanding the learners -
who they are, where they are at, and where they hope to go.

Starting at UBC can be a disorienting experience for many new students.
Sometimes for the first time, students have limited access to the teacher,
and are separated from their traditional support network of family and
friends. Many new students arrive at UBC with the expectation that they
will not only succeed, but they will get an “A”. Many students struggle with
this transition and are devastated by their first failures (the failure might
just be “I didn’t get an A”).

[[File:FG-02.jpg|center]]
::::::::::''1st Year Grade Expectation and Actual Performance''

There is clearly a mismatch between expectation and reality. How students
respond to setbacks varies, and a study by Mueller and Dweck (1998) may
provide some useful answers. They examined two groups of students, one
that had been praised for “being smart” and one that had been praised
for being “hard workers” in high school. Interestingly, the “hard worker”
cohort failed in a more productive way, and the “being smart” group failed
in a more counter-productive way. The “hard worker” group perceived the
failure as a feedback on the quality of their effort. The “being smart” group
perceived the failure as passing judgment on their intelligence. Following
the failure, in subsequent tasks, the “hard worker” group continued to
improve and the “being smart” group became unmotivated and performed
more poorly. This might explain the difficulties some students encounter
after a lifetime of teachers and parents praising them for being special or
smart. As instructors we can set the stage by discussing these difficulties
and highlighting the value of hard work as the greatest predictor of
success.

UBC “provides the opportunity for transformative student learning
through outstanding teaching and research, enriched educational
experiences and rewarding campus life…Together, faculty, staff and
students share the responsibility for bringing learning to life” (Place and
Promise: The UBC Plan, 2009).

As a faculty member, you have tremendous influence on the learning
experience of students. In your teaching role, in addition to engaging
students in the curriculum of your discipline, you are an important source
of advice and guidance to students.

== Enriching educational opportunities ==

Students who participate in enriching educational opportunities, such
as research with a faculty member, study abroad, or community service
learning, report deeper learning and greater gains in personal learning and
development. UBC has set a goal that all undergraduate students will have
the opportunity to participate in two enriching educational opportunities
before they graduate.

You can help students to take advantage of these opportunities.
Encouragement from a faculty member is one of the strongest influences
in a student’s decision to participate.

[[File:NSSE.jpg]]

''NSSE annually collects information at hundreds of four-year colleges and universities about
student participation in programs and activities that institutions provide for students learning
and personal development.''

===Some scenarios that you may encounter as you support student learning===

'''''You need information about how to direct your students to study help and resources'''''

The sheer size of UBC can make it difficult for students to find academic
resources and they often look to faculty members for help finding the right
place to start. '''LEAP''' is UBC’s online hub of study and research support. You
can access LEAP at: '''www.leap.ubc.ca'''. Through LEAP, students can access
interactive tutorials, study guides, academic coaching, tech tools, advising,
and more. LEAP pulls student success information together across
disciplines and campus units into one integrated resource.

To make referrals easy, there are short blurbs on LEAP that you can copy
and add to your course syllabus and a PowerPoint slide that you can
download to use at the beginning of a lecture. Some faculty members
find it helpful to have these resources on hand when giving back a first
midterm or essay, particularly for new students who may still be adjusting
to university learning.

Additionally, IT Services operates a student '''IT Help Desk''' to assist students
with IT issues. Whether needing a Campus Wide Login ID (CWL) or help
with Blackboard Vista, a student’s first stop should be the IT Services Help
Desk. More information is available at '''www.it.ubc.ca/contact/helpdesk.html'''

'''''You would like to hire a student to assist with your research'''''

By the time they graduate, 21.5% of UBCV undergraduate students report
that they have worked on a research project with a faculty member
outside of course or program requirements (NSSE, 2008). Students
who work on a research project with a faculty member make greater
intellectual gains than their peers, in part because they are exposed to the
complex thinking and problem solving approaches inherent in research.

If you want to hire a student to work with you on a research project, UBCV
has several initiatives that can help. Work Study (domestic students) and
Work Learn (international students) are wage subsidy programs, managed
by Career Services, which cover a portion of a student employee’s wage
($9/hour in 2009-10). Career Services can also assist you with posting
your position (paid or volunteer) and in accessing NSERC Undergraduate
Student Research Awards and Canada Summer Jobs grants. Arts Undergraduate Research Awards (AURA) are available through the Dean of
Arts office. Talk with your Department Head or Dean to find out if discipline
specific initiatives exist in your area.

'''''You have concerns about a student who may be feeling overwhelmed, anxious, or depressed'''''

In a 2008 study of UBCV students, 44% of undergraduates and 23%
of graduates reported that stress contributed to academic difficulties
(received an incomplete, dropped a course, or received a low grade in a
class or on an exam/project). This was the top health and wellness-related
reason for academic difficulty cited by both undergraduates and graduates
and was significantly higher than the Canadian average (UBC NCHA 2008
data).

Faculty members are often in a position to identify students who are “at
risk.” Recognizing the signs of emotional distress and responding with
interest and concern in a timely manner may be critical factors in helping
students resolve problems that are interfering with academic achievement.

There are two pathways to choose from once you have identified a student
in distress: speaking directly with the student or referring the student
to the appropriate resource or services. If you have a rapport with the
student, speaking directly to the student may be the best option. Begin
the conversation by expressing your concerns about specific behaviors you
have observed.

If you do not really know the student, you may prefer to refer the student
to Counseling Services or Student Health Services, which can be contacted
at ''' www.students.ubc.ca/counselling/''' and '''www.students.ubc.ca/health/service.cfm ''' respectively.

Your decision about which path to choose also may be influenced by:

:• Familiarity with student
:• Your level of experience
:• The nature or severity of the problem
:• Your ability to give time to the situation
:• A variety of other personal factors

As well as Counseling Services and Student Health Services, the Alma
Mater Society (AMS) provides a wide range of student '''support and advocacy services.''' Visit their website at '''www.ams.ubc.ca'''

'''''You want to arrange for a group of students to travel for an international learning experience'''''

Group Study Programs (GSP) are faculty-led international learning
programs initiated by faculty members interested in taking students
abroad as part of an existing UBC course. Essentially, Group Study
Programs offer faculty members a chance to “move the classroom” to a
location that expands students’ learning opportunities.

The Go Global International Learning Programs office oversees the
development and implementation of GSPs at UBC. To learn more about
developing a GSP, contact the Group Study Program Coordinator at '''www.students.ubc.ca/global/about-us/contact-us/'''

Documentation:Guide to Teaching for New Faculty at UBC/Getting Started in the Classroom

2010-09-13T06:30:07Z

Cisdev1: /* Tips for Lecturing Effectively */

Designing and delivering your first university course can be a daunting
task when many of us have had little formal training before being required
to teach our first course. For your first course, keep it simple - a lucid, wellorganized
lecture course can both be well received and enjoyable to give
(although might do little for enduring student understanding). Borrow
someone’s notes, use last year’s syllabus, teach in a way that is consistent
with your colleagues – students will appreciate that your course is “like”
their other courses. As you become more familiar with teaching, your focus
will likely shift away from what you are teaching to what your students
are learning and you may want to explore a variety of different teaching
approaches. At this point it is a good time to revisit course design and
consider developing other instructional methods.

Many instructors start in lecture mode, progress to punctuated lectures
where activities might help emphasize an important point, mark an
important transition, or change pace to regain students’ attention.
Teaching approaches are on a continuum, with no ideal place to be: you
balance your comfort, needs and responsibilities, with your students’
needs. The goal is to find a mode of instruction that is most effective for
both you and your students. Donald Finkel in his book Teaching with your
Mouth Shut reminds us “good teaching is not telling” but “creating those
circumstances that lead to significant learning in others.”

Regardless of the instructional mode we may choose, we should always
make sure to develop and communicate the objectives of the course to
our students. The course objectives or learning outcomes specify the
knowledge, skills, or attitudes that students should gain through the
course. These objectives —or what we expect our students to be able to
do by the end of our course— should also help inform how we design
lesson plans and effective assessment strategies.

====''Suggested Reading''====

::Bain, Ken. What the Best College Teachers Do. Harvard University Press, April 2004.

::Brookfield, Stephen D. The Skillful Teacher: On Technique,Trust, and Responsiveness in the Classroom. Jossey-Bass Inc.,1990.

===Lectures===

The lecture has long been a mainstay of university teaching since we often
teach the way we were taught. Although, the lecture can be effective, it
has limitations. Arons (1998) captures the limitations of solely lecturedbased
instruction: “lucid lectures and demonstrations were depositing
virtually nothing in the minds of the students”.

Bligh (2000) contends that after 10-12 minutes in a typical lecture student’s
attention decreases and their ability to remember and retrieve recently
presented material declines.

To avoid this pattern, other teaching activities need to be integrated with
lectures to generate effective instruction. The take away message is that
lecturing alone is not enough – lectures need to be integrated with other
teaching activities to generate truly effective instruction. This does not
mean that one should not lecture; rather one should choose to lecture
only if it is the most effective form of instruction in a given circumstance.

====''Suggested Reading''====
::Bligh, Donald A. What’s The Use of Lectures? Jossey-Bass,February 2000.

==Tips for Lecturing Effectively==

:1. '''Graphic Organizers''' - organize lectures around the big picture - Giving students a graphic organizer or essential questions can help them to organize their learning into more meaningful structures that allow for better recall, more effective problem-solving, and an improvement in long-term retention. A common difficulty for novice learners has to do with the process of organizing the details presented into a coherent whole. This idea, with the importance of the ‘big picture,” is being used in the whole-part-whole curriculum. First,explain the big picture, then explain the parts, and then re-integrate the parts into the original big picture. The integration of knowledge into a larger organizing structure is an essential step for students to become effective problem solvers.

:2. '''Lesson Planning''' – organizing your lectures using lesson plans can benefit both you and your students. Creating a lesson plan can help you clarify what the students will be able to do by the end of the lecture or module. The shift of focus from content coverage to student understanding is an important one. The lesson plan also helps you to clarify the relative importance of particular course concepts. Novice learners tend to perceive all concepts to be of equal importance – since they will be on the final exam - but certain key concepts might need to be stressed to aid student understanding of the subject matter. See the Additional Resources section of this book for more specific information on lesson planning.

:3. '''Less is more''' – limit the amount of content in any given lecture.There is always concern that if we don’t “cover the content” this will leave gaps in students knowledge, but lectures containing too much content for students to process and understand will likely lead to gaps in their knowledge - even if you “cover the content”. Choose the most important concepts students need to understand, engage them in authentic problem solving, and periodically highlight the importance and contextual relationship of the concepts to the “big picture”.

:4. '''Punctuate the lecture with activities''' – Since there is evidence for the decrease in lecture effectiveness after 10-12 minutes, this can be a good time to take the opportunity to regain student attention by utilizing note taking/processing breaks, using classroom assessment activities (Angelo and Cross, 1993), incorporating questioning or other techniques. One of the simplest methods of punctuating a lecture is a '''note-taking break''' – you simple ask the students to review their notes so far, maybe compare and discuss and revise their notes with a neighbour. This can give students important time to process the presented material.

:The attention cliff at 10-12 minutes can also be a good time to engage in some Socratic '''questioning'''. A word of advice on the use of questions: practice your “dwell” time. Many of us ask a question, quickly become uncomfortable in the subsequent silence, and then answer our own question. If students recognize that the instructor will do this, they may be less likely to participate. The way you ask the very first question in a course may set this norm – if you ask and answer your own first question, the students may feel less inclined to participate later. It can also be helpful to allow students a short period of time to think about the question before answering. This can have a number of positive effects – introverted students who like to “think then talk” will be more likely to participate, and tasking ALL students to think about the question can get ALL students actually thinking about the question - not just the quick-to-answer extroverts.

:Additionally, many instructors now use '''clickers''' when asking questions and have students answer in pairs or larger groups. Using clickers in an effective manner can be an easy way for the instructor to get a better understanding of the students’ thinking, cue them to spend more time on areas where they are having difficulties, and give students feedback.

:Another method for punctuating lectures is to incorporate '''activities'''.A well-planned activity can allow students to apply, integrate, and truly learn the information that you are presenting in your lecture segments. Activities can range from a few minutes in length to a whole class period. Angelo and Cross’s Classroom Assessment Techniques provides many “recipes” for these kinds of activities. They vary in focus and duration, from short activities like thinkpair-share and the muddiest point to longer activities like pro and con grid, memory matrix, roleplays and invented dialogues. These activities can give you the opportunity to assess the students’ current understanding, as well as give the students time to work with the content to develop a more enduring understanding.

:5. '''Ending lectures effectively''' – When you start your lecture you should let the students know the main three to five points you will be discussing; during the lecture you will discuss those points and then as you are closing your lecture, make sure to remind them what you told them. This is a good organizing metaphor for lectures and presentations. At the beginning of a lecture, you need to set the stage for what you will cover, why things are important, how they fit with the big picture, and what students should concentrate on. To close a lecture effectively you need to revisit the big picture and how the presented information ntegrates with that big picture. Effective closure is a simple, yet often overlooked method for improving your lecturing.

====''Suggested Reading''====

:: Angelo, Thomas A. and Patricia K. Cross. Classroom Assessment Techniques: A Handbook for College Teachers. Jossey-Bass, February 1993.

== Using Discussion ==

The use of discussion has long been perceived as the way to get students
to “really understand” the material. Socratic questioning and discussion
has long been a mainstay of small group instruction, but in the larger
classroom setting it is often replaced with lecturing and simple content
transmission. With careful planning you can successfully use discussion
in both large and small group settings. Careful planning can dramatically
increase the instructional value of using discussions.

There are 4 major considerations for planning and facilitating a successful
discussion; how to get students to prepare, how to ensure equality
of participation, how to ensure overall discussion quality, and how to
effectively close the discussion. As class size increases, planning becomes
increasingly important, since in a small group discussion an instructor can
more easily assess individual student preparation and ensure equality of
participation. An often-overlooked part of effective discussion facilitation
is the effective closing. We can miss the opportunity to refocus student
attention on the most important concepts, highlight their relationship to
the “big picture,” and reinforce what we have learned along the way.

There are many useful models for planning discussions, including:
• Socratic questioning
• What, So What, Now What
• SWOT (strength, weakness, opportunity, threat)
• ORID (objective, reflective, interpretive, decisional)

====''Suggested Readings''====

::Brookfield, Stephen D. and Stephen Preskill. Discussion as a Way of Teaching : Tools and Techniques for Democratic Classrooms (Jossey Bass Higher and Adult Education Series). Jossey-Bass, August 2005.

::Stanfield, Brian. R. ed, The Art of Focused Conversation: 100 Ways to Access Group Wisdom in the Workplace. New Society Publishers, January 2000.

== Student-Centred Instruction ==

Student-Centred Instruction (SCI) has enjoyed somewhat of a renaissance
in recent years as the solution to our students “who just don’t seem
to get it.” Many student–centred methodologies are currently used
in the academy; problem-based learning (popularized by McMaster
and Maastricht), team-based learning (developed at the University of
Oklahoma Business School) and various forms of guided inquiry (that have
been widely adopted in the Sciences as well as in other disciplines).

Mary Ellen Weimer (2002) in her book Learner-Centered Teaching
eloquently explains both the opportunities and challenges in a studentcentered
classroom. The shift to learner-centred instruction is often
preceded by the instructor’s shift from a teaching focus to a learning
focus, and from an instructor focus to a student focus. In a learner-centred
classroom the instructor’s role shifts from teacher/expert to designer and
facilitator of instructional events. This transition can be uncomfortable for
both student and instructor. The instructor sheds the role of sole expert
and gives control and responsibility to students to mediate their own
learning. Students do not always willingly embrace these new methods
after years of teachers telling them what to know and when to know it.
Student resistance can arise from a number of factors; the perception that
student-centered instruction is more work for them, a lack of confidence
in their own abilities as autonomous learners, and instructors and students
adapting to new roles, dealing with mis-steps, and fine-tuning instruction
on the fly. This flux in the classroom experience can be uncomfortable for
everyone. Felder and Brent captured this well with “while the promised
benefits are real, they are neither immediate nor automatic. The students,
whose teachers have been telling them everything they need to know
from the first grade on, don’t necessarily appreciate having this support
suddenly withdrawn.” (Felder and Brent, 2005) Student resistance can
be effectively mitigated if the instructor takes the time to explain to
the students why they are teaching the way they are teaching (e.g. that
cognitive psychology studies show that people learn more with this type
of instruction). This explanation needs to happen early (first day of class)
and should be repeated several times during the course.

If you are interested in learning more about these and other learnercentred
methods, you are encouraged to contact CTLT for resources,
books, training opportunities, and connecting with local practitioners.

====''Suggested Reading''====

::Weimer, Maryellen. Learner-Centered Teaching: Five Key Changes to Practice. Jossey-Bass, July 2002.
::Michaelsen, Larry. K., Arletta Bauman Knight, L. Dee Fink. Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Stylus Publishing, 2004.

==Exams, Assignments and Effective Grading==

In every course we need to develop assessment practices to both
measure what our students have learned and to help them with their
future learning. The measurement of student learning has long been the
cornerstone of grading, but measuring student learning can also be used
in a more formative way by student and instructor to focus a student’s
efforts, help assess ones progress towards a goal, and determine material,
practices and skills that might need to be practiced or reviewed. Fink
has developed a useful metaphor that describes assessment as''' forward
or backward looking'''. Backward looking assessment corresponds to
traditional testing and grading that typically quantitatively measures
student mastery. In contrast, forward looking assessment focuses
on measuring progress, identifying knowledge gaps and preparing
students for future performance. When students are provided with timely
feedback on their progress toward a course goal, it is hoped that they will
incorporate that feedback and to be able to improve future performances.
An effective assessment practice has three major characteristics and
one major workload consideration; an effective assessment should be
transparent, valid, and reliable and require reasonable effort (workload).

An assessment is considered '''transparent''' when students can easily
understand both the task required and the criteria by which the
assignment will be judged.

An assessment is considered '''valid''' when it measures important
characteristics of student learning. There can be a tendency to measure
things because they are easy to measure, not because they are important
indicators of student learning.

An assessment is considered '''reliable''' when different assessors come to
similar conclusions about the quality of a particular student’s performance.

Different assessments have different marking '''workload''' implications; we
are constantly balancing instructor effort with the quality of feedback to
students. Clearly, some very effective assessment practices that are used
in small group settings cannot be scaled to large classroom settings, while
keeping instructor workloads reasonable.

When developing assignments one needs to consider what is to be
assessed and how the students will respond and incorporate any
marker feedback. If students are not required to reflect on feedback and
incorporate it into future work, then there is less value in the instructor
spending the time necessary to write detailed feedback. Assessment
should be an integral part of the course with a combination of forward
and backward looking assessment, timely feedback and the opportunity
to incorporate the feedback into future performance. The traditional
approach to assessment is to develop exams and assignments after
designing your course. We recommend a backwards approach to course
design that has instructors develop assessment material before developing
instructional materials. This approach leads to better integration of the
course goals, assessment materials and instruction experience (remember
where you want your students to get to, how you will know when they get
there, and what you need to do to help them get there).

====''Suggested Readings''====

::Fenwick, Tara and Parsons, Jim. The Art of Evaluation: Handbook for Educators and Trainers. Thompson Educational Publishing, 2000.

::Huba, Mary E. and Jann E. Freed. Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Allyn & Bacon, December 1999.

::Walvoord, Barbara E. and Virginia J. Anderson. Effective Grading: A Tool for Learning and Assessment. Jossey Bass Higher and Adult Education Series. Jossey-Bass, February 1998.

Documentation:Guide to Teaching for New Faculty at UBC/Getting Started in the Classroom

2010-09-13T06:29:51Z

Cisdev1: /* Suggested Reading */

Designing and delivering your first university course can be a daunting
task when many of us have had little formal training before being required
to teach our first course. For your first course, keep it simple - a lucid, wellorganized
lecture course can both be well received and enjoyable to give
(although might do little for enduring student understanding). Borrow
someone’s notes, use last year’s syllabus, teach in a way that is consistent
with your colleagues – students will appreciate that your course is “like”
their other courses. As you become more familiar with teaching, your focus
will likely shift away from what you are teaching to what your students
are learning and you may want to explore a variety of different teaching
approaches. At this point it is a good time to revisit course design and
consider developing other instructional methods.

Many instructors start in lecture mode, progress to punctuated lectures
where activities might help emphasize an important point, mark an
important transition, or change pace to regain students’ attention.
Teaching approaches are on a continuum, with no ideal place to be: you
balance your comfort, needs and responsibilities, with your students’
needs. The goal is to find a mode of instruction that is most effective for
both you and your students. Donald Finkel in his book Teaching with your
Mouth Shut reminds us “good teaching is not telling” but “creating those
circumstances that lead to significant learning in others.”

Regardless of the instructional mode we may choose, we should always
make sure to develop and communicate the objectives of the course to
our students. The course objectives or learning outcomes specify the
knowledge, skills, or attitudes that students should gain through the
course. These objectives —or what we expect our students to be able to
do by the end of our course— should also help inform how we design
lesson plans and effective assessment strategies.

====''Suggested Reading''====

::Bain, Ken. What the Best College Teachers Do. Harvard University Press, April 2004.

::Brookfield, Stephen D. The Skillful Teacher: On Technique,Trust, and Responsiveness in the Classroom. Jossey-Bass Inc.,1990.

===Lectures===

The lecture has long been a mainstay of university teaching since we often
teach the way we were taught. Although, the lecture can be effective, it
has limitations. Arons (1998) captures the limitations of solely lecturedbased
instruction: “lucid lectures and demonstrations were depositing
virtually nothing in the minds of the students”.

Bligh (2000) contends that after 10-12 minutes in a typical lecture student’s
attention decreases and their ability to remember and retrieve recently
presented material declines.

To avoid this pattern, other teaching activities need to be integrated with
lectures to generate effective instruction. The take away message is that
lecturing alone is not enough – lectures need to be integrated with other
teaching activities to generate truly effective instruction. This does not
mean that one should not lecture; rather one should choose to lecture
only if it is the most effective form of instruction in a given circumstance.

====''Suggested Reading''====
::Bligh, Donald A. What’s The Use of Lectures? Jossey-Bass,February 2000.

==Tips for Lecturing Effectively==
:1. '''Graphic Organizers''' - organize lectures around the big picture - Giving students a graphic organizer or essential questions can help them to organize their learning into more meaningful structures that allow for better recall, more effective problem-solving, and an improvement in long-term retention. A common difficulty for novice learners has to do with the process of organizing the details presented into a coherent whole. This idea, with the importance of the ‘big picture,” is being used in the whole-part-whole curriculum. First,explain the big picture, then explain the parts, and then re-integrate the parts into the original big picture. The integration of knowledge into a larger organizing structure is an essential step for students to become effective problem solvers.

:2. '''Lesson Planning''' – organizing your lectures using lesson plans can benefit both you and your students. Creating a lesson plan can help you clarify what the students will be able to do by the end of the lecture or module. The shift of focus from content coverage to student understanding is an important one. The lesson plan also helps you to clarify the relative importance of particular course concepts. Novice learners tend to perceive all concepts to be of equal importance – since they will be on the final exam - but certain key concepts might need to be stressed to aid student understanding of the subject matter. See the Additional Resources section of this book for more specific information on lesson planning.

:3. '''Less is more''' – limit the amount of content in any given lecture.There is always concern that if we don’t “cover the content” this will leave gaps in students knowledge, but lectures containing too much content for students to process and understand will likely lead to gaps in their knowledge - even if you “cover the content”. Choose the most important concepts students need to understand, engage them in authentic problem solving, and periodically highlight the importance and contextual relationship of the concepts to the “big picture”.

:4. '''Punctuate the lecture with activities''' – Since there is evidence for the decrease in lecture effectiveness after 10-12 minutes, this can be a good time to take the opportunity to regain student attention by utilizing note taking/processing breaks, using classroom assessment activities (Angelo and Cross, 1993), incorporating questioning or other techniques. One of the simplest methods of punctuating a lecture is a '''note-taking break''' – you simple ask the students to review their notes so far, maybe compare and discuss and revise their notes with a neighbour. This can give students important time to process the presented material.

:The attention cliff at 10-12 minutes can also be a good time to engage in some Socratic '''questioning'''. A word of advice on the use of questions: practice your “dwell” time. Many of us ask a question, quickly become uncomfortable in the subsequent silence, and then answer our own question. If students recognize that the instructor will do this, they may be less likely to participate. The way you ask the very first question in a course may set this norm – if you ask and answer your own first question, the students may feel less inclined to participate later. It can also be helpful to allow students a short period of time to think about the question before answering. This can have a number of positive effects – introverted students who like to “think then talk” will be more likely to participate, and tasking ALL students to think about the question can get ALL students actually thinking about the question - not just the quick-to-answer extroverts.

:Additionally, many instructors now use '''clickers''' when asking questions and have students answer in pairs or larger groups. Using clickers in an effective manner can be an easy way for the instructor to get a better understanding of the students’ thinking, cue them to spend more time on areas where they are having difficulties, and give students feedback.

:Another method for punctuating lectures is to incorporate '''activities'''.A well-planned activity can allow students to apply, integrate, and truly learn the information that you are presenting in your lecture segments. Activities can range from a few minutes in length to a whole class period. Angelo and Cross’s Classroom Assessment Techniques provides many “recipes” for these kinds of activities. They vary in focus and duration, from short activities like thinkpair-share and the muddiest point to longer activities like pro and con grid, memory matrix, roleplays and invented dialogues. These activities can give you the opportunity to assess the students’ current understanding, as well as give the students time to work with the content to develop a more enduring understanding.

:5. '''Ending lectures effectively''' – When you start your lecture you should let the students know the main three to five points you will be discussing; during the lecture you will discuss those points and then as you are closing your lecture, make sure to remind them what you told them. This is a good organizing metaphor for lectures and presentations. At the beginning of a lecture, you need to set the stage for what you will cover, why things are important, how they fit with the big picture, and what students should concentrate on. To close a lecture effectively you need to revisit the big picture and how the presented information ntegrates with that big picture. Effective closure is a simple, yet often overlooked method for improving your lecturing.

====''Suggested Reading''====

:: Angelo, Thomas A. and Patricia K. Cross. Classroom Assessment Techniques: A Handbook for College Teachers. Jossey-Bass, February 1993.

== Using Discussion ==

The use of discussion has long been perceived as the way to get students
to “really understand” the material. Socratic questioning and discussion
has long been a mainstay of small group instruction, but in the larger
classroom setting it is often replaced with lecturing and simple content
transmission. With careful planning you can successfully use discussion
in both large and small group settings. Careful planning can dramatically
increase the instructional value of using discussions.

There are 4 major considerations for planning and facilitating a successful
discussion; how to get students to prepare, how to ensure equality
of participation, how to ensure overall discussion quality, and how to
effectively close the discussion. As class size increases, planning becomes
increasingly important, since in a small group discussion an instructor can
more easily assess individual student preparation and ensure equality of
participation. An often-overlooked part of effective discussion facilitation
is the effective closing. We can miss the opportunity to refocus student
attention on the most important concepts, highlight their relationship to
the “big picture,” and reinforce what we have learned along the way.

There are many useful models for planning discussions, including:
• Socratic questioning
• What, So What, Now What
• SWOT (strength, weakness, opportunity, threat)
• ORID (objective, reflective, interpretive, decisional)

====''Suggested Readings''====

::Brookfield, Stephen D. and Stephen Preskill. Discussion as a Way of Teaching : Tools and Techniques for Democratic Classrooms (Jossey Bass Higher and Adult Education Series). Jossey-Bass, August 2005.

::Stanfield, Brian. R. ed, The Art of Focused Conversation: 100 Ways to Access Group Wisdom in the Workplace. New Society Publishers, January 2000.

== Student-Centred Instruction ==

Student-Centred Instruction (SCI) has enjoyed somewhat of a renaissance
in recent years as the solution to our students “who just don’t seem
to get it.” Many student–centred methodologies are currently used
in the academy; problem-based learning (popularized by McMaster
and Maastricht), team-based learning (developed at the University of
Oklahoma Business School) and various forms of guided inquiry (that have
been widely adopted in the Sciences as well as in other disciplines).

Mary Ellen Weimer (2002) in her book Learner-Centered Teaching
eloquently explains both the opportunities and challenges in a studentcentered
classroom. The shift to learner-centred instruction is often
preceded by the instructor’s shift from a teaching focus to a learning
focus, and from an instructor focus to a student focus. In a learner-centred
classroom the instructor’s role shifts from teacher/expert to designer and
facilitator of instructional events. This transition can be uncomfortable for
both student and instructor. The instructor sheds the role of sole expert
and gives control and responsibility to students to mediate their own
learning. Students do not always willingly embrace these new methods
after years of teachers telling them what to know and when to know it.
Student resistance can arise from a number of factors; the perception that
student-centered instruction is more work for them, a lack of confidence
in their own abilities as autonomous learners, and instructors and students
adapting to new roles, dealing with mis-steps, and fine-tuning instruction
on the fly. This flux in the classroom experience can be uncomfortable for
everyone. Felder and Brent captured this well with “while the promised
benefits are real, they are neither immediate nor automatic. The students,
whose teachers have been telling them everything they need to know
from the first grade on, don’t necessarily appreciate having this support
suddenly withdrawn.” (Felder and Brent, 2005) Student resistance can
be effectively mitigated if the instructor takes the time to explain to
the students why they are teaching the way they are teaching (e.g. that
cognitive psychology studies show that people learn more with this type
of instruction). This explanation needs to happen early (first day of class)
and should be repeated several times during the course.

If you are interested in learning more about these and other learnercentred
methods, you are encouraged to contact CTLT for resources,
books, training opportunities, and connecting with local practitioners.

====''Suggested Reading''====

::Weimer, Maryellen. Learner-Centered Teaching: Five Key Changes to Practice. Jossey-Bass, July 2002.
::Michaelsen, Larry. K., Arletta Bauman Knight, L. Dee Fink. Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Stylus Publishing, 2004.

==Exams, Assignments and Effective Grading==

In every course we need to develop assessment practices to both
measure what our students have learned and to help them with their
future learning. The measurement of student learning has long been the
cornerstone of grading, but measuring student learning can also be used
in a more formative way by student and instructor to focus a student’s
efforts, help assess ones progress towards a goal, and determine material,
practices and skills that might need to be practiced or reviewed. Fink
has developed a useful metaphor that describes assessment as''' forward
or backward looking'''. Backward looking assessment corresponds to
traditional testing and grading that typically quantitatively measures
student mastery. In contrast, forward looking assessment focuses
on measuring progress, identifying knowledge gaps and preparing
students for future performance. When students are provided with timely
feedback on their progress toward a course goal, it is hoped that they will
incorporate that feedback and to be able to improve future performances.
An effective assessment practice has three major characteristics and
one major workload consideration; an effective assessment should be
transparent, valid, and reliable and require reasonable effort (workload).

An assessment is considered '''transparent''' when students can easily
understand both the task required and the criteria by which the
assignment will be judged.

An assessment is considered '''valid''' when it measures important
characteristics of student learning. There can be a tendency to measure
things because they are easy to measure, not because they are important
indicators of student learning.

An assessment is considered '''reliable''' when different assessors come to
similar conclusions about the quality of a particular student’s performance.

Different assessments have different marking '''workload''' implications; we
are constantly balancing instructor effort with the quality of feedback to
students. Clearly, some very effective assessment practices that are used
in small group settings cannot be scaled to large classroom settings, while
keeping instructor workloads reasonable.

When developing assignments one needs to consider what is to be
assessed and how the students will respond and incorporate any
marker feedback. If students are not required to reflect on feedback and
incorporate it into future work, then there is less value in the instructor
spending the time necessary to write detailed feedback. Assessment
should be an integral part of the course with a combination of forward
and backward looking assessment, timely feedback and the opportunity
to incorporate the feedback into future performance. The traditional
approach to assessment is to develop exams and assignments after
designing your course. We recommend a backwards approach to course
design that has instructors develop assessment material before developing
instructional materials. This approach leads to better integration of the
course goals, assessment materials and instruction experience (remember
where you want your students to get to, how you will know when they get
there, and what you need to do to help them get there).

====''Suggested Readings''====

::Fenwick, Tara and Parsons, Jim. The Art of Evaluation: Handbook for Educators and Trainers. Thompson Educational Publishing, 2000.

::Huba, Mary E. and Jann E. Freed. Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Allyn & Bacon, December 1999.

::Walvoord, Barbara E. and Virginia J. Anderson. Effective Grading: A Tool for Learning and Assessment. Jossey Bass Higher and Adult Education Series. Jossey-Bass, February 1998.

Documentation:Guide to Teaching for New Faculty at UBC/Getting Started in the Classroom

2010-09-13T06:29:33Z

Cisdev1: /* Suggested Readings */

Designing and delivering your first university course can be a daunting
task when many of us have had little formal training before being required
to teach our first course. For your first course, keep it simple - a lucid, wellorganized
lecture course can both be well received and enjoyable to give
(although might do little for enduring student understanding). Borrow
someone’s notes, use last year’s syllabus, teach in a way that is consistent
with your colleagues – students will appreciate that your course is “like”
their other courses. As you become more familiar with teaching, your focus
will likely shift away from what you are teaching to what your students
are learning and you may want to explore a variety of different teaching
approaches. At this point it is a good time to revisit course design and
consider developing other instructional methods.

Many instructors start in lecture mode, progress to punctuated lectures
where activities might help emphasize an important point, mark an
important transition, or change pace to regain students’ attention.
Teaching approaches are on a continuum, with no ideal place to be: you
balance your comfort, needs and responsibilities, with your students’
needs. The goal is to find a mode of instruction that is most effective for
both you and your students. Donald Finkel in his book Teaching with your
Mouth Shut reminds us “good teaching is not telling” but “creating those
circumstances that lead to significant learning in others.”

Regardless of the instructional mode we may choose, we should always
make sure to develop and communicate the objectives of the course to
our students. The course objectives or learning outcomes specify the
knowledge, skills, or attitudes that students should gain through the
course. These objectives —or what we expect our students to be able to
do by the end of our course— should also help inform how we design
lesson plans and effective assessment strategies.

====''Suggested Reading''====

::Bain, Ken. What the Best College Teachers Do. Harvard University Press, April 2004.

::Brookfield, Stephen D. The Skillful Teacher: On Technique,Trust, and Responsiveness in the Classroom. Jossey-Bass Inc.,1990.

===Lectures===

The lecture has long been a mainstay of university teaching since we often
teach the way we were taught. Although, the lecture can be effective, it
has limitations. Arons (1998) captures the limitations of solely lecturedbased
instruction: “lucid lectures and demonstrations were depositing
virtually nothing in the minds of the students”.

Bligh (2000) contends that after 10-12 minutes in a typical lecture student’s
attention decreases and their ability to remember and retrieve recently
presented material declines.

To avoid this pattern, other teaching activities need to be integrated with
lectures to generate effective instruction. The take away message is that
lecturing alone is not enough – lectures need to be integrated with other
teaching activities to generate truly effective instruction. This does not
mean that one should not lecture; rather one should choose to lecture
only if it is the most effective form of instruction in a given circumstance.

====''Suggested Reading''====
::Bligh, Donald A. What’s The Use of Lectures? Jossey-Bass,February 2000.

==Tips for Lecturing Effectively==
:1. '''Graphic Organizers''' - organize lectures around the big picture - Giving students a graphic organizer or essential questions can help them to organize their learning into more meaningful structures that allow for better recall, more effective problem-solving, and an improvement in long-term retention. A common difficulty for novice learners has to do with the process of organizing the details presented into a coherent whole. This idea, with the importance of the ‘big picture,” is being used in the whole-part-whole curriculum. First,explain the big picture, then explain the parts, and then re-integrate the parts into the original big picture. The integration of knowledge into a larger organizing structure is an essential step for students to become effective problem solvers.

:2. '''Lesson Planning''' – organizing your lectures using lesson plans can benefit both you and your students. Creating a lesson plan can help you clarify what the students will be able to do by the end of the lecture or module. The shift of focus from content coverage to student understanding is an important one. The lesson plan also helps you to clarify the relative importance of particular course concepts. Novice learners tend to perceive all concepts to be of equal importance – since they will be on the final exam - but certain key concepts might need to be stressed to aid student understanding of the subject matter. See the Additional Resources section of this book for more specific information on lesson planning.

:3. '''Less is more''' – limit the amount of content in any given lecture.There is always concern that if we don’t “cover the content” this will leave gaps in students knowledge, but lectures containing too much content for students to process and understand will likely lead to gaps in their knowledge - even if you “cover the content”. Choose the most important concepts students need to understand, engage them in authentic problem solving, and periodically highlight the importance and contextual relationship of the concepts to the “big picture”.

:4. '''Punctuate the lecture with activities''' – Since there is evidence for the decrease in lecture effectiveness after 10-12 minutes, this can be a good time to take the opportunity to regain student attention by utilizing note taking/processing breaks, using classroom assessment activities (Angelo and Cross, 1993), incorporating questioning or other techniques. One of the simplest methods of punctuating a lecture is a '''note-taking break''' – you simple ask the students to review their notes so far, maybe compare and discuss and revise their notes with a neighbour. This can give students important time to process the presented material.

:The attention cliff at 10-12 minutes can also be a good time to engage in some Socratic '''questioning'''. A word of advice on the use of questions: practice your “dwell” time. Many of us ask a question, quickly become uncomfortable in the subsequent silence, and then answer our own question. If students recognize that the instructor will do this, they may be less likely to participate. The way you ask the very first question in a course may set this norm – if you ask and answer your own first question, the students may feel less inclined to participate later. It can also be helpful to allow students a short period of time to think about the question before answering. This can have a number of positive effects – introverted students who like to “think then talk” will be more likely to participate, and tasking ALL students to think about the question can get ALL students actually thinking about the question - not just the quick-to-answer extroverts.

:Additionally, many instructors now use '''clickers''' when asking questions and have students answer in pairs or larger groups. Using clickers in an effective manner can be an easy way for the instructor to get a better understanding of the students’ thinking, cue them to spend more time on areas where they are having difficulties, and give students feedback.

:Another method for punctuating lectures is to incorporate '''activities'''.A well-planned activity can allow students to apply, integrate, and truly learn the information that you are presenting in your lecture segments. Activities can range from a few minutes in length to a whole class period. Angelo and Cross’s Classroom Assessment Techniques provides many “recipes” for these kinds of activities. They vary in focus and duration, from short activities like thinkpair-share and the muddiest point to longer activities like pro and con grid, memory matrix, roleplays and invented dialogues. These activities can give you the opportunity to assess the students’ current understanding, as well as give the students time to work with the content to develop a more enduring understanding.

:5. '''Ending lectures effectively''' – When you start your lecture you should let the students know the main three to five points you will be discussing; during the lecture you will discuss those points and then as you are closing your lecture, make sure to remind them what you told them. This is a good organizing metaphor for lectures and presentations. At the beginning of a lecture, you need to set the stage for what you will cover, why things are important, how they fit with the big picture, and what students should concentrate on. To close a lecture effectively you need to revisit the big picture and how the presented information ntegrates with that big picture. Effective closure is a simple, yet often overlooked method for improving your lecturing.

====''Suggested Reading''====

:: Angelo, Thomas A. and Patricia K. Cross. Classroom Assessment Techniques: A Handbook for College Teachers. Jossey-Bass, February 1993.

== Using Discussion ==

The use of discussion has long been perceived as the way to get students
to “really understand” the material. Socratic questioning and discussion
has long been a mainstay of small group instruction, but in the larger
classroom setting it is often replaced with lecturing and simple content
transmission. With careful planning you can successfully use discussion
in both large and small group settings. Careful planning can dramatically
increase the instructional value of using discussions.

There are 4 major considerations for planning and facilitating a successful
discussion; how to get students to prepare, how to ensure equality
of participation, how to ensure overall discussion quality, and how to
effectively close the discussion. As class size increases, planning becomes
increasingly important, since in a small group discussion an instructor can
more easily assess individual student preparation and ensure equality of
participation. An often-overlooked part of effective discussion facilitation
is the effective closing. We can miss the opportunity to refocus student
attention on the most important concepts, highlight their relationship to
the “big picture,” and reinforce what we have learned along the way.

There are many useful models for planning discussions, including:
• Socratic questioning
• What, So What, Now What
• SWOT (strength, weakness, opportunity, threat)
• ORID (objective, reflective, interpretive, decisional)

====''Suggested Readings''====

::Brookfield, Stephen D. and Stephen Preskill. Discussion as a Way of Teaching : Tools and Techniques for Democratic Classrooms (Jossey Bass Higher and Adult Education Series). Jossey-Bass, August 2005.

::Stanfield, Brian. R. ed, The Art of Focused Conversation: 100 Ways to Access Group Wisdom in the Workplace. New Society Publishers, January 2000.

== Student-Centred Instruction ==

Student-Centred Instruction (SCI) has enjoyed somewhat of a renaissance
in recent years as the solution to our students “who just don’t seem
to get it.” Many student–centred methodologies are currently used
in the academy; problem-based learning (popularized by McMaster
and Maastricht), team-based learning (developed at the University of
Oklahoma Business School) and various forms of guided inquiry (that have
been widely adopted in the Sciences as well as in other disciplines).

Mary Ellen Weimer (2002) in her book Learner-Centered Teaching
eloquently explains both the opportunities and challenges in a studentcentered
classroom. The shift to learner-centred instruction is often
preceded by the instructor’s shift from a teaching focus to a learning
focus, and from an instructor focus to a student focus. In a learner-centred
classroom the instructor’s role shifts from teacher/expert to designer and
facilitator of instructional events. This transition can be uncomfortable for
both student and instructor. The instructor sheds the role of sole expert
and gives control and responsibility to students to mediate their own
learning. Students do not always willingly embrace these new methods
after years of teachers telling them what to know and when to know it.
Student resistance can arise from a number of factors; the perception that
student-centered instruction is more work for them, a lack of confidence
in their own abilities as autonomous learners, and instructors and students
adapting to new roles, dealing with mis-steps, and fine-tuning instruction
on the fly. This flux in the classroom experience can be uncomfortable for
everyone. Felder and Brent captured this well with “while the promised
benefits are real, they are neither immediate nor automatic. The students,
whose teachers have been telling them everything they need to know
from the first grade on, don’t necessarily appreciate having this support
suddenly withdrawn.” (Felder and Brent, 2005) Student resistance can
be effectively mitigated if the instructor takes the time to explain to
the students why they are teaching the way they are teaching (e.g. that
cognitive psychology studies show that people learn more with this type
of instruction). This explanation needs to happen early (first day of class)
and should be repeated several times during the course.

If you are interested in learning more about these and other learnercentred
methods, you are encouraged to contact CTLT for resources,
books, training opportunities, and connecting with local practitioners.

====Suggested Reading====

::Weimer, Maryellen. Learner-Centered Teaching: Five Key Changes to Practice. Jossey-Bass, July 2002.
::Michaelsen, Larry. K., Arletta Bauman Knight, L. Dee Fink. Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Stylus Publishing, 2004.

==Exams, Assignments and Effective Grading==

In every course we need to develop assessment practices to both
measure what our students have learned and to help them with their
future learning. The measurement of student learning has long been the
cornerstone of grading, but measuring student learning can also be used
in a more formative way by student and instructor to focus a student’s
efforts, help assess ones progress towards a goal, and determine material,
practices and skills that might need to be practiced or reviewed. Fink
has developed a useful metaphor that describes assessment as''' forward
or backward looking'''. Backward looking assessment corresponds to
traditional testing and grading that typically quantitatively measures
student mastery. In contrast, forward looking assessment focuses
on measuring progress, identifying knowledge gaps and preparing
students for future performance. When students are provided with timely
feedback on their progress toward a course goal, it is hoped that they will
incorporate that feedback and to be able to improve future performances.
An effective assessment practice has three major characteristics and
one major workload consideration; an effective assessment should be
transparent, valid, and reliable and require reasonable effort (workload).

An assessment is considered '''transparent''' when students can easily
understand both the task required and the criteria by which the
assignment will be judged.

An assessment is considered '''valid''' when it measures important
characteristics of student learning. There can be a tendency to measure
things because they are easy to measure, not because they are important
indicators of student learning.

An assessment is considered '''reliable''' when different assessors come to
similar conclusions about the quality of a particular student’s performance.

Different assessments have different marking '''workload''' implications; we
are constantly balancing instructor effort with the quality of feedback to
students. Clearly, some very effective assessment practices that are used
in small group settings cannot be scaled to large classroom settings, while
keeping instructor workloads reasonable.

When developing assignments one needs to consider what is to be
assessed and how the students will respond and incorporate any
marker feedback. If students are not required to reflect on feedback and
incorporate it into future work, then there is less value in the instructor
spending the time necessary to write detailed feedback. Assessment
should be an integral part of the course with a combination of forward
and backward looking assessment, timely feedback and the opportunity
to incorporate the feedback into future performance. The traditional
approach to assessment is to develop exams and assignments after
designing your course. We recommend a backwards approach to course
design that has instructors develop assessment material before developing
instructional materials. This approach leads to better integration of the
course goals, assessment materials and instruction experience (remember
where you want your students to get to, how you will know when they get
there, and what you need to do to help them get there).

====''Suggested Readings''====

::Fenwick, Tara and Parsons, Jim. The Art of Evaluation: Handbook for Educators and Trainers. Thompson Educational Publishing, 2000.

::Huba, Mary E. and Jann E. Freed. Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Allyn & Bacon, December 1999.

::Walvoord, Barbara E. and Virginia J. Anderson. Effective Grading: A Tool for Learning and Assessment. Jossey Bass Higher and Adult Education Series. Jossey-Bass, February 1998.

Documentation:Guide to Teaching for New Faculty at UBC/Getting Started in the Classroom

2010-09-13T06:29:11Z

Cisdev1: /* Suggested Readings */

Designing and delivering your first university course can be a daunting
task when many of us have had little formal training before being required
to teach our first course. For your first course, keep it simple - a lucid, wellorganized
lecture course can both be well received and enjoyable to give
(although might do little for enduring student understanding). Borrow
someone’s notes, use last year’s syllabus, teach in a way that is consistent
with your colleagues – students will appreciate that your course is “like”
their other courses. As you become more familiar with teaching, your focus
will likely shift away from what you are teaching to what your students
are learning and you may want to explore a variety of different teaching
approaches. At this point it is a good time to revisit course design and
consider developing other instructional methods.

Many instructors start in lecture mode, progress to punctuated lectures
where activities might help emphasize an important point, mark an
important transition, or change pace to regain students’ attention.
Teaching approaches are on a continuum, with no ideal place to be: you
balance your comfort, needs and responsibilities, with your students’
needs. The goal is to find a mode of instruction that is most effective for
both you and your students. Donald Finkel in his book Teaching with your
Mouth Shut reminds us “good teaching is not telling” but “creating those
circumstances that lead to significant learning in others.”

Regardless of the instructional mode we may choose, we should always
make sure to develop and communicate the objectives of the course to
our students. The course objectives or learning outcomes specify the
knowledge, skills, or attitudes that students should gain through the
course. These objectives —or what we expect our students to be able to
do by the end of our course— should also help inform how we design
lesson plans and effective assessment strategies.

====''Suggested Reading''====

::Bain, Ken. What the Best College Teachers Do. Harvard University Press, April 2004.

::Brookfield, Stephen D. The Skillful Teacher: On Technique,Trust, and Responsiveness in the Classroom. Jossey-Bass Inc.,1990.

===Lectures===

The lecture has long been a mainstay of university teaching since we often
teach the way we were taught. Although, the lecture can be effective, it
has limitations. Arons (1998) captures the limitations of solely lecturedbased
instruction: “lucid lectures and demonstrations were depositing
virtually nothing in the minds of the students”.

Bligh (2000) contends that after 10-12 minutes in a typical lecture student’s
attention decreases and their ability to remember and retrieve recently
presented material declines.

To avoid this pattern, other teaching activities need to be integrated with
lectures to generate effective instruction. The take away message is that
lecturing alone is not enough – lectures need to be integrated with other
teaching activities to generate truly effective instruction. This does not
mean that one should not lecture; rather one should choose to lecture
only if it is the most effective form of instruction in a given circumstance.

====''Suggested Reading''====
::Bligh, Donald A. What’s The Use of Lectures? Jossey-Bass,February 2000.

==Tips for Lecturing Effectively==
:1. '''Graphic Organizers''' - organize lectures around the big picture - Giving students a graphic organizer or essential questions can help them to organize their learning into more meaningful structures that allow for better recall, more effective problem-solving, and an improvement in long-term retention. A common difficulty for novice learners has to do with the process of organizing the details presented into a coherent whole. This idea, with the importance of the ‘big picture,” is being used in the whole-part-whole curriculum. First,explain the big picture, then explain the parts, and then re-integrate the parts into the original big picture. The integration of knowledge into a larger organizing structure is an essential step for students to become effective problem solvers.

:2. '''Lesson Planning''' – organizing your lectures using lesson plans can benefit both you and your students. Creating a lesson plan can help you clarify what the students will be able to do by the end of the lecture or module. The shift of focus from content coverage to student understanding is an important one. The lesson plan also helps you to clarify the relative importance of particular course concepts. Novice learners tend to perceive all concepts to be of equal importance – since they will be on the final exam - but certain key concepts might need to be stressed to aid student understanding of the subject matter. See the Additional Resources section of this book for more specific information on lesson planning.

:3. '''Less is more''' – limit the amount of content in any given lecture.There is always concern that if we don’t “cover the content” this will leave gaps in students knowledge, but lectures containing too much content for students to process and understand will likely lead to gaps in their knowledge - even if you “cover the content”. Choose the most important concepts students need to understand, engage them in authentic problem solving, and periodically highlight the importance and contextual relationship of the concepts to the “big picture”.

:4. '''Punctuate the lecture with activities''' – Since there is evidence for the decrease in lecture effectiveness after 10-12 minutes, this can be a good time to take the opportunity to regain student attention by utilizing note taking/processing breaks, using classroom assessment activities (Angelo and Cross, 1993), incorporating questioning or other techniques. One of the simplest methods of punctuating a lecture is a '''note-taking break''' – you simple ask the students to review their notes so far, maybe compare and discuss and revise their notes with a neighbour. This can give students important time to process the presented material.

:The attention cliff at 10-12 minutes can also be a good time to engage in some Socratic '''questioning'''. A word of advice on the use of questions: practice your “dwell” time. Many of us ask a question, quickly become uncomfortable in the subsequent silence, and then answer our own question. If students recognize that the instructor will do this, they may be less likely to participate. The way you ask the very first question in a course may set this norm – if you ask and answer your own first question, the students may feel less inclined to participate later. It can also be helpful to allow students a short period of time to think about the question before answering. This can have a number of positive effects – introverted students who like to “think then talk” will be more likely to participate, and tasking ALL students to think about the question can get ALL students actually thinking about the question - not just the quick-to-answer extroverts.

:Additionally, many instructors now use '''clickers''' when asking questions and have students answer in pairs or larger groups. Using clickers in an effective manner can be an easy way for the instructor to get a better understanding of the students’ thinking, cue them to spend more time on areas where they are having difficulties, and give students feedback.

:Another method for punctuating lectures is to incorporate '''activities'''.A well-planned activity can allow students to apply, integrate, and truly learn the information that you are presenting in your lecture segments. Activities can range from a few minutes in length to a whole class period. Angelo and Cross’s Classroom Assessment Techniques provides many “recipes” for these kinds of activities. They vary in focus and duration, from short activities like thinkpair-share and the muddiest point to longer activities like pro and con grid, memory matrix, roleplays and invented dialogues. These activities can give you the opportunity to assess the students’ current understanding, as well as give the students time to work with the content to develop a more enduring understanding.

:5. '''Ending lectures effectively''' – When you start your lecture you should let the students know the main three to five points you will be discussing; during the lecture you will discuss those points and then as you are closing your lecture, make sure to remind them what you told them. This is a good organizing metaphor for lectures and presentations. At the beginning of a lecture, you need to set the stage for what you will cover, why things are important, how they fit with the big picture, and what students should concentrate on. To close a lecture effectively you need to revisit the big picture and how the presented information ntegrates with that big picture. Effective closure is a simple, yet often overlooked method for improving your lecturing.

====''Suggested Reading''====

:: Angelo, Thomas A. and Patricia K. Cross. Classroom Assessment Techniques: A Handbook for College Teachers. Jossey-Bass, February 1993.

== Using Discussion ==

The use of discussion has long been perceived as the way to get students
to “really understand” the material. Socratic questioning and discussion
has long been a mainstay of small group instruction, but in the larger
classroom setting it is often replaced with lecturing and simple content
transmission. With careful planning you can successfully use discussion
in both large and small group settings. Careful planning can dramatically
increase the instructional value of using discussions.

There are 4 major considerations for planning and facilitating a successful
discussion; how to get students to prepare, how to ensure equality
of participation, how to ensure overall discussion quality, and how to
effectively close the discussion. As class size increases, planning becomes
increasingly important, since in a small group discussion an instructor can
more easily assess individual student preparation and ensure equality of
participation. An often-overlooked part of effective discussion facilitation
is the effective closing. We can miss the opportunity to refocus student
attention on the most important concepts, highlight their relationship to
the “big picture,” and reinforce what we have learned along the way.

There are many useful models for planning discussions, including:
• Socratic questioning
• What, So What, Now What
• SWOT (strength, weakness, opportunity, threat)
• ORID (objective, reflective, interpretive, decisional)

====''Suggested Readings''====

::Brookfield, Stephen D. and Stephen Preskill. Discussion as a Way of Teaching : Tools and Techniques for Democratic Classrooms (Jossey Bass Higher and Adult Education Series). Jossey-Bass, August 2005.

::Stanfield, Brian. R. ed, The Art of Focused Conversation: 100 Ways to Access Group Wisdom in the Workplace. New Society Publishers, January 2000.

== Student-Centred Instruction ==

Student-Centred Instruction (SCI) has enjoyed somewhat of a renaissance
in recent years as the solution to our students “who just don’t seem
to get it.” Many student–centred methodologies are currently used
in the academy; problem-based learning (popularized by McMaster
and Maastricht), team-based learning (developed at the University of
Oklahoma Business School) and various forms of guided inquiry (that have
been widely adopted in the Sciences as well as in other disciplines).

Mary Ellen Weimer (2002) in her book Learner-Centered Teaching
eloquently explains both the opportunities and challenges in a studentcentered
classroom. The shift to learner-centred instruction is often
preceded by the instructor’s shift from a teaching focus to a learning
focus, and from an instructor focus to a student focus. In a learner-centred
classroom the instructor’s role shifts from teacher/expert to designer and
facilitator of instructional events. This transition can be uncomfortable for
both student and instructor. The instructor sheds the role of sole expert
and gives control and responsibility to students to mediate their own
learning. Students do not always willingly embrace these new methods
after years of teachers telling them what to know and when to know it.
Student resistance can arise from a number of factors; the perception that
student-centered instruction is more work for them, a lack of confidence
in their own abilities as autonomous learners, and instructors and students
adapting to new roles, dealing with mis-steps, and fine-tuning instruction
on the fly. This flux in the classroom experience can be uncomfortable for
everyone. Felder and Brent captured this well with “while the promised
benefits are real, they are neither immediate nor automatic. The students,
whose teachers have been telling them everything they need to know
from the first grade on, don’t necessarily appreciate having this support
suddenly withdrawn.” (Felder and Brent, 2005) Student resistance can
be effectively mitigated if the instructor takes the time to explain to
the students why they are teaching the way they are teaching (e.g. that
cognitive psychology studies show that people learn more with this type
of instruction). This explanation needs to happen early (first day of class)
and should be repeated several times during the course.

If you are interested in learning more about these and other learnercentred
methods, you are encouraged to contact CTLT for resources,
books, training opportunities, and connecting with local practitioners.

====Suggested Reading====

::Weimer, Maryellen. Learner-Centered Teaching: Five Key Changes to Practice. Jossey-Bass, July 2002.
::Michaelsen, Larry. K., Arletta Bauman Knight, L. Dee Fink. Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Stylus Publishing, 2004.

==Exams, Assignments and Effective Grading==

In every course we need to develop assessment practices to both
measure what our students have learned and to help them with their
future learning. The measurement of student learning has long been the
cornerstone of grading, but measuring student learning can also be used
in a more formative way by student and instructor to focus a student’s
efforts, help assess ones progress towards a goal, and determine material,
practices and skills that might need to be practiced or reviewed. Fink
has developed a useful metaphor that describes assessment as''' forward
or backward looking'''. Backward looking assessment corresponds to
traditional testing and grading that typically quantitatively measures
student mastery. In contrast, forward looking assessment focuses
on measuring progress, identifying knowledge gaps and preparing
students for future performance. When students are provided with timely
feedback on their progress toward a course goal, it is hoped that they will
incorporate that feedback and to be able to improve future performances.
An effective assessment practice has three major characteristics and
one major workload consideration; an effective assessment should be
transparent, valid, and reliable and require reasonable effort (workload).

An assessment is considered '''transparent''' when students can easily
understand both the task required and the criteria by which the
assignment will be judged.

An assessment is considered '''valid''' when it measures important
characteristics of student learning. There can be a tendency to measure
things because they are easy to measure, not because they are important
indicators of student learning.

An assessment is considered '''reliable''' when different assessors come to
similar conclusions about the quality of a particular student’s performance.

Different assessments have different marking '''workload''' implications; we
are constantly balancing instructor effort with the quality of feedback to
students. Clearly, some very effective assessment practices that are used
in small group settings cannot be scaled to large classroom settings, while
keeping instructor workloads reasonable.

When developing assignments one needs to consider what is to be
assessed and how the students will respond and incorporate any
marker feedback. If students are not required to reflect on feedback and
incorporate it into future work, then there is less value in the instructor
spending the time necessary to write detailed feedback. Assessment
should be an integral part of the course with a combination of forward
and backward looking assessment, timely feedback and the opportunity
to incorporate the feedback into future performance. The traditional
approach to assessment is to develop exams and assignments after
designing your course. We recommend a backwards approach to course
design that has instructors develop assessment material before developing
instructional materials. This approach leads to better integration of the
course goals, assessment materials and instruction experience (remember
where you want your students to get to, how you will know when they get
there, and what you need to do to help them get there).

====Suggested Readings====

::Fenwick, Tara and Parsons, Jim. The Art of Evaluation: Handbook for Educators and Trainers. Thompson Educational Publishing, 2000.

::Huba, Mary E. and Jann E. Freed. Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Allyn & Bacon, December 1999.

::Walvoord, Barbara E. and Virginia J. Anderson. Effective Grading: A Tool for Learning and Assessment. Jossey Bass Higher and Adult Education Series. Jossey-Bass, February 1998.

Documentation:Guide to Teaching for New Faculty at UBC/Getting Started in the Classroom

2010-09-13T06:28:52Z

Cisdev1: /* Suggested Reading */

Designing and delivering your first university course can be a daunting
task when many of us have had little formal training before being required
to teach our first course. For your first course, keep it simple - a lucid, wellorganized
lecture course can both be well received and enjoyable to give
(although might do little for enduring student understanding). Borrow
someone’s notes, use last year’s syllabus, teach in a way that is consistent
with your colleagues – students will appreciate that your course is “like”
their other courses. As you become more familiar with teaching, your focus
will likely shift away from what you are teaching to what your students
are learning and you may want to explore a variety of different teaching
approaches. At this point it is a good time to revisit course design and
consider developing other instructional methods.

Many instructors start in lecture mode, progress to punctuated lectures
where activities might help emphasize an important point, mark an
important transition, or change pace to regain students’ attention.
Teaching approaches are on a continuum, with no ideal place to be: you
balance your comfort, needs and responsibilities, with your students’
needs. The goal is to find a mode of instruction that is most effective for
both you and your students. Donald Finkel in his book Teaching with your
Mouth Shut reminds us “good teaching is not telling” but “creating those
circumstances that lead to significant learning in others.”

Regardless of the instructional mode we may choose, we should always
make sure to develop and communicate the objectives of the course to
our students. The course objectives or learning outcomes specify the
knowledge, skills, or attitudes that students should gain through the
course. These objectives —or what we expect our students to be able to
do by the end of our course— should also help inform how we design
lesson plans and effective assessment strategies.

====''Suggested Reading''====

::Bain, Ken. What the Best College Teachers Do. Harvard University Press, April 2004.

::Brookfield, Stephen D. The Skillful Teacher: On Technique,Trust, and Responsiveness in the Classroom. Jossey-Bass Inc.,1990.

===Lectures===

The lecture has long been a mainstay of university teaching since we often
teach the way we were taught. Although, the lecture can be effective, it
has limitations. Arons (1998) captures the limitations of solely lecturedbased
instruction: “lucid lectures and demonstrations were depositing
virtually nothing in the minds of the students”.

Bligh (2000) contends that after 10-12 minutes in a typical lecture student’s
attention decreases and their ability to remember and retrieve recently
presented material declines.

To avoid this pattern, other teaching activities need to be integrated with
lectures to generate effective instruction. The take away message is that
lecturing alone is not enough – lectures need to be integrated with other
teaching activities to generate truly effective instruction. This does not
mean that one should not lecture; rather one should choose to lecture
only if it is the most effective form of instruction in a given circumstance.

====''Suggested Reading''====
::Bligh, Donald A. What’s The Use of Lectures? Jossey-Bass,February 2000.

==Tips for Lecturing Effectively==
:1. '''Graphic Organizers''' - organize lectures around the big picture - Giving students a graphic organizer or essential questions can help them to organize their learning into more meaningful structures that allow for better recall, more effective problem-solving, and an improvement in long-term retention. A common difficulty for novice learners has to do with the process of organizing the details presented into a coherent whole. This idea, with the importance of the ‘big picture,” is being used in the whole-part-whole curriculum. First,explain the big picture, then explain the parts, and then re-integrate the parts into the original big picture. The integration of knowledge into a larger organizing structure is an essential step for students to become effective problem solvers.

:2. '''Lesson Planning''' – organizing your lectures using lesson plans can benefit both you and your students. Creating a lesson plan can help you clarify what the students will be able to do by the end of the lecture or module. The shift of focus from content coverage to student understanding is an important one. The lesson plan also helps you to clarify the relative importance of particular course concepts. Novice learners tend to perceive all concepts to be of equal importance – since they will be on the final exam - but certain key concepts might need to be stressed to aid student understanding of the subject matter. See the Additional Resources section of this book for more specific information on lesson planning.

:3. '''Less is more''' – limit the amount of content in any given lecture.There is always concern that if we don’t “cover the content” this will leave gaps in students knowledge, but lectures containing too much content for students to process and understand will likely lead to gaps in their knowledge - even if you “cover the content”. Choose the most important concepts students need to understand, engage them in authentic problem solving, and periodically highlight the importance and contextual relationship of the concepts to the “big picture”.

:4. '''Punctuate the lecture with activities''' – Since there is evidence for the decrease in lecture effectiveness after 10-12 minutes, this can be a good time to take the opportunity to regain student attention by utilizing note taking/processing breaks, using classroom assessment activities (Angelo and Cross, 1993), incorporating questioning or other techniques. One of the simplest methods of punctuating a lecture is a '''note-taking break''' – you simple ask the students to review their notes so far, maybe compare and discuss and revise their notes with a neighbour. This can give students important time to process the presented material.

:The attention cliff at 10-12 minutes can also be a good time to engage in some Socratic '''questioning'''. A word of advice on the use of questions: practice your “dwell” time. Many of us ask a question, quickly become uncomfortable in the subsequent silence, and then answer our own question. If students recognize that the instructor will do this, they may be less likely to participate. The way you ask the very first question in a course may set this norm – if you ask and answer your own first question, the students may feel less inclined to participate later. It can also be helpful to allow students a short period of time to think about the question before answering. This can have a number of positive effects – introverted students who like to “think then talk” will be more likely to participate, and tasking ALL students to think about the question can get ALL students actually thinking about the question - not just the quick-to-answer extroverts.

:Additionally, many instructors now use '''clickers''' when asking questions and have students answer in pairs or larger groups. Using clickers in an effective manner can be an easy way for the instructor to get a better understanding of the students’ thinking, cue them to spend more time on areas where they are having difficulties, and give students feedback.

:Another method for punctuating lectures is to incorporate '''activities'''.A well-planned activity can allow students to apply, integrate, and truly learn the information that you are presenting in your lecture segments. Activities can range from a few minutes in length to a whole class period. Angelo and Cross’s Classroom Assessment Techniques provides many “recipes” for these kinds of activities. They vary in focus and duration, from short activities like thinkpair-share and the muddiest point to longer activities like pro and con grid, memory matrix, roleplays and invented dialogues. These activities can give you the opportunity to assess the students’ current understanding, as well as give the students time to work with the content to develop a more enduring understanding.

:5. '''Ending lectures effectively''' – When you start your lecture you should let the students know the main three to five points you will be discussing; during the lecture you will discuss those points and then as you are closing your lecture, make sure to remind them what you told them. This is a good organizing metaphor for lectures and presentations. At the beginning of a lecture, you need to set the stage for what you will cover, why things are important, how they fit with the big picture, and what students should concentrate on. To close a lecture effectively you need to revisit the big picture and how the presented information ntegrates with that big picture. Effective closure is a simple, yet often overlooked method for improving your lecturing.

====''Suggested Reading''====

:: Angelo, Thomas A. and Patricia K. Cross. Classroom Assessment Techniques: A Handbook for College Teachers. Jossey-Bass, February 1993.

== Using Discussion ==

The use of discussion has long been perceived as the way to get students
to “really understand” the material. Socratic questioning and discussion
has long been a mainstay of small group instruction, but in the larger
classroom setting it is often replaced with lecturing and simple content
transmission. With careful planning you can successfully use discussion
in both large and small group settings. Careful planning can dramatically
increase the instructional value of using discussions.

There are 4 major considerations for planning and facilitating a successful
discussion; how to get students to prepare, how to ensure equality
of participation, how to ensure overall discussion quality, and how to
effectively close the discussion. As class size increases, planning becomes
increasingly important, since in a small group discussion an instructor can
more easily assess individual student preparation and ensure equality of
participation. An often-overlooked part of effective discussion facilitation
is the effective closing. We can miss the opportunity to refocus student
attention on the most important concepts, highlight their relationship to
the “big picture,” and reinforce what we have learned along the way.

There are many useful models for planning discussions, including:
• Socratic questioning
• What, So What, Now What
• SWOT (strength, weakness, opportunity, threat)
• ORID (objective, reflective, interpretive, decisional)

====Suggested Readings====

::Brookfield, Stephen D. and Stephen Preskill. Discussion as a Way of Teaching : Tools and Techniques for Democratic Classrooms (Jossey Bass Higher and Adult Education Series). Jossey-Bass, August 2005.

::Stanfield, Brian. R. ed, The Art of Focused Conversation: 100 Ways to Access Group Wisdom in the Workplace. New Society Publishers, January 2000.

== Student-Centred Instruction ==

Student-Centred Instruction (SCI) has enjoyed somewhat of a renaissance
in recent years as the solution to our students “who just don’t seem
to get it.” Many student–centred methodologies are currently used
in the academy; problem-based learning (popularized by McMaster
and Maastricht), team-based learning (developed at the University of
Oklahoma Business School) and various forms of guided inquiry (that have
been widely adopted in the Sciences as well as in other disciplines).

Mary Ellen Weimer (2002) in her book Learner-Centered Teaching
eloquently explains both the opportunities and challenges in a studentcentered
classroom. The shift to learner-centred instruction is often
preceded by the instructor’s shift from a teaching focus to a learning
focus, and from an instructor focus to a student focus. In a learner-centred
classroom the instructor’s role shifts from teacher/expert to designer and
facilitator of instructional events. This transition can be uncomfortable for
both student and instructor. The instructor sheds the role of sole expert
and gives control and responsibility to students to mediate their own
learning. Students do not always willingly embrace these new methods
after years of teachers telling them what to know and when to know it.
Student resistance can arise from a number of factors; the perception that
student-centered instruction is more work for them, a lack of confidence
in their own abilities as autonomous learners, and instructors and students
adapting to new roles, dealing with mis-steps, and fine-tuning instruction
on the fly. This flux in the classroom experience can be uncomfortable for
everyone. Felder and Brent captured this well with “while the promised
benefits are real, they are neither immediate nor automatic. The students,
whose teachers have been telling them everything they need to know
from the first grade on, don’t necessarily appreciate having this support
suddenly withdrawn.” (Felder and Brent, 2005) Student resistance can
be effectively mitigated if the instructor takes the time to explain to
the students why they are teaching the way they are teaching (e.g. that
cognitive psychology studies show that people learn more with this type
of instruction). This explanation needs to happen early (first day of class)
and should be repeated several times during the course.

If you are interested in learning more about these and other learnercentred
methods, you are encouraged to contact CTLT for resources,
books, training opportunities, and connecting with local practitioners.

====Suggested Reading====

::Weimer, Maryellen. Learner-Centered Teaching: Five Key Changes to Practice. Jossey-Bass, July 2002.
::Michaelsen, Larry. K., Arletta Bauman Knight, L. Dee Fink. Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Stylus Publishing, 2004.

==Exams, Assignments and Effective Grading==

In every course we need to develop assessment practices to both
measure what our students have learned and to help them with their
future learning. The measurement of student learning has long been the
cornerstone of grading, but measuring student learning can also be used
in a more formative way by student and instructor to focus a student’s
efforts, help assess ones progress towards a goal, and determine material,
practices and skills that might need to be practiced or reviewed. Fink
has developed a useful metaphor that describes assessment as''' forward
or backward looking'''. Backward looking assessment corresponds to
traditional testing and grading that typically quantitatively measures
student mastery. In contrast, forward looking assessment focuses
on measuring progress, identifying knowledge gaps and preparing
students for future performance. When students are provided with timely
feedback on their progress toward a course goal, it is hoped that they will
incorporate that feedback and to be able to improve future performances.
An effective assessment practice has three major characteristics and
one major workload consideration; an effective assessment should be
transparent, valid, and reliable and require reasonable effort (workload).

An assessment is considered '''transparent''' when students can easily
understand both the task required and the criteria by which the
assignment will be judged.

An assessment is considered '''valid''' when it measures important
characteristics of student learning. There can be a tendency to measure
things because they are easy to measure, not because they are important
indicators of student learning.

An assessment is considered '''reliable''' when different assessors come to
similar conclusions about the quality of a particular student’s performance.

Different assessments have different marking '''workload''' implications; we
are constantly balancing instructor effort with the quality of feedback to
students. Clearly, some very effective assessment practices that are used
in small group settings cannot be scaled to large classroom settings, while
keeping instructor workloads reasonable.

When developing assignments one needs to consider what is to be
assessed and how the students will respond and incorporate any
marker feedback. If students are not required to reflect on feedback and
incorporate it into future work, then there is less value in the instructor
spending the time necessary to write detailed feedback. Assessment
should be an integral part of the course with a combination of forward
and backward looking assessment, timely feedback and the opportunity
to incorporate the feedback into future performance. The traditional
approach to assessment is to develop exams and assignments after
designing your course. We recommend a backwards approach to course
design that has instructors develop assessment material before developing
instructional materials. This approach leads to better integration of the
course goals, assessment materials and instruction experience (remember
where you want your students to get to, how you will know when they get
there, and what you need to do to help them get there).

====Suggested Readings====

::Fenwick, Tara and Parsons, Jim. The Art of Evaluation: Handbook for Educators and Trainers. Thompson Educational Publishing, 2000.

::Huba, Mary E. and Jann E. Freed. Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Allyn & Bacon, December 1999.

::Walvoord, Barbara E. and Virginia J. Anderson. Effective Grading: A Tool for Learning and Assessment. Jossey Bass Higher and Adult Education Series. Jossey-Bass, February 1998.

Documentation:Guide to Teaching for New Faculty at UBC/Getting Started in the Classroom

2010-09-13T06:28:27Z

Cisdev1: /* Suggested Reading */

Designing and delivering your first university course can be a daunting
task when many of us have had little formal training before being required
to teach our first course. For your first course, keep it simple - a lucid, wellorganized
lecture course can both be well received and enjoyable to give
(although might do little for enduring student understanding). Borrow
someone’s notes, use last year’s syllabus, teach in a way that is consistent
with your colleagues – students will appreciate that your course is “like”
their other courses. As you become more familiar with teaching, your focus
will likely shift away from what you are teaching to what your students
are learning and you may want to explore a variety of different teaching
approaches. At this point it is a good time to revisit course design and
consider developing other instructional methods.

Many instructors start in lecture mode, progress to punctuated lectures
where activities might help emphasize an important point, mark an
important transition, or change pace to regain students’ attention.
Teaching approaches are on a continuum, with no ideal place to be: you
balance your comfort, needs and responsibilities, with your students’
needs. The goal is to find a mode of instruction that is most effective for
both you and your students. Donald Finkel in his book Teaching with your
Mouth Shut reminds us “good teaching is not telling” but “creating those
circumstances that lead to significant learning in others.”

Regardless of the instructional mode we may choose, we should always
make sure to develop and communicate the objectives of the course to
our students. The course objectives or learning outcomes specify the
knowledge, skills, or attitudes that students should gain through the
course. These objectives —or what we expect our students to be able to
do by the end of our course— should also help inform how we design
lesson plans and effective assessment strategies.

====''Suggested Reading''====

::Bain, Ken. What the Best College Teachers Do. Harvard University Press, April 2004.

::Brookfield, Stephen D. The Skillful Teacher: On Technique,Trust, and Responsiveness in the Classroom. Jossey-Bass Inc.,1990.

===Lectures===

The lecture has long been a mainstay of university teaching since we often
teach the way we were taught. Although, the lecture can be effective, it
has limitations. Arons (1998) captures the limitations of solely lecturedbased
instruction: “lucid lectures and demonstrations were depositing
virtually nothing in the minds of the students”.

Bligh (2000) contends that after 10-12 minutes in a typical lecture student’s
attention decreases and their ability to remember and retrieve recently
presented material declines.

To avoid this pattern, other teaching activities need to be integrated with
lectures to generate effective instruction. The take away message is that
lecturing alone is not enough – lectures need to be integrated with other
teaching activities to generate truly effective instruction. This does not
mean that one should not lecture; rather one should choose to lecture
only if it is the most effective form of instruction in a given circumstance.

====''Suggested Reading''====
::Bligh, Donald A. What’s The Use of Lectures? Jossey-Bass,February 2000.

==Tips for Lecturing Effectively==
:1. '''Graphic Organizers''' - organize lectures around the big picture - Giving students a graphic organizer or essential questions can help them to organize their learning into more meaningful structures that allow for better recall, more effective problem-solving, and an improvement in long-term retention. A common difficulty for novice learners has to do with the process of organizing the details presented into a coherent whole. This idea, with the importance of the ‘big picture,” is being used in the whole-part-whole curriculum. First,explain the big picture, then explain the parts, and then re-integrate the parts into the original big picture. The integration of knowledge into a larger organizing structure is an essential step for students to become effective problem solvers.

:2. '''Lesson Planning''' – organizing your lectures using lesson plans can benefit both you and your students. Creating a lesson plan can help you clarify what the students will be able to do by the end of the lecture or module. The shift of focus from content coverage to student understanding is an important one. The lesson plan also helps you to clarify the relative importance of particular course concepts. Novice learners tend to perceive all concepts to be of equal importance – since they will be on the final exam - but certain key concepts might need to be stressed to aid student understanding of the subject matter. See the Additional Resources section of this book for more specific information on lesson planning.

:3. '''Less is more''' – limit the amount of content in any given lecture.There is always concern that if we don’t “cover the content” this will leave gaps in students knowledge, but lectures containing too much content for students to process and understand will likely lead to gaps in their knowledge - even if you “cover the content”. Choose the most important concepts students need to understand, engage them in authentic problem solving, and periodically highlight the importance and contextual relationship of the concepts to the “big picture”.

:4. '''Punctuate the lecture with activities''' – Since there is evidence for the decrease in lecture effectiveness after 10-12 minutes, this can be a good time to take the opportunity to regain student attention by utilizing note taking/processing breaks, using classroom assessment activities (Angelo and Cross, 1993), incorporating questioning or other techniques. One of the simplest methods of punctuating a lecture is a '''note-taking break''' – you simple ask the students to review their notes so far, maybe compare and discuss and revise their notes with a neighbour. This can give students important time to process the presented material.

:The attention cliff at 10-12 minutes can also be a good time to engage in some Socratic '''questioning'''. A word of advice on the use of questions: practice your “dwell” time. Many of us ask a question, quickly become uncomfortable in the subsequent silence, and then answer our own question. If students recognize that the instructor will do this, they may be less likely to participate. The way you ask the very first question in a course may set this norm – if you ask and answer your own first question, the students may feel less inclined to participate later. It can also be helpful to allow students a short period of time to think about the question before answering. This can have a number of positive effects – introverted students who like to “think then talk” will be more likely to participate, and tasking ALL students to think about the question can get ALL students actually thinking about the question - not just the quick-to-answer extroverts.

:Additionally, many instructors now use '''clickers''' when asking questions and have students answer in pairs or larger groups. Using clickers in an effective manner can be an easy way for the instructor to get a better understanding of the students’ thinking, cue them to spend more time on areas where they are having difficulties, and give students feedback.

:Another method for punctuating lectures is to incorporate '''activities'''.A well-planned activity can allow students to apply, integrate, and truly learn the information that you are presenting in your lecture segments. Activities can range from a few minutes in length to a whole class period. Angelo and Cross’s Classroom Assessment Techniques provides many “recipes” for these kinds of activities. They vary in focus and duration, from short activities like thinkpair-share and the muddiest point to longer activities like pro and con grid, memory matrix, roleplays and invented dialogues. These activities can give you the opportunity to assess the students’ current understanding, as well as give the students time to work with the content to develop a more enduring understanding.

:5. '''Ending lectures effectively''' – When you start your lecture you should let the students know the main three to five points you will be discussing; during the lecture you will discuss those points and then as you are closing your lecture, make sure to remind them what you told them. This is a good organizing metaphor for lectures and presentations. At the beginning of a lecture, you need to set the stage for what you will cover, why things are important, how they fit with the big picture, and what students should concentrate on. To close a lecture effectively you need to revisit the big picture and how the presented information ntegrates with that big picture. Effective closure is a simple, yet often overlooked method for improving your lecturing.

====Suggested Reading====

:: Angelo, Thomas A. and Patricia K. Cross. Classroom Assessment Techniques: A Handbook for College Teachers. Jossey-Bass, February 1993.

== Using Discussion ==

The use of discussion has long been perceived as the way to get students
to “really understand” the material. Socratic questioning and discussion
has long been a mainstay of small group instruction, but in the larger
classroom setting it is often replaced with lecturing and simple content
transmission. With careful planning you can successfully use discussion
in both large and small group settings. Careful planning can dramatically
increase the instructional value of using discussions.

There are 4 major considerations for planning and facilitating a successful
discussion; how to get students to prepare, how to ensure equality
of participation, how to ensure overall discussion quality, and how to
effectively close the discussion. As class size increases, planning becomes
increasingly important, since in a small group discussion an instructor can
more easily assess individual student preparation and ensure equality of
participation. An often-overlooked part of effective discussion facilitation
is the effective closing. We can miss the opportunity to refocus student
attention on the most important concepts, highlight their relationship to
the “big picture,” and reinforce what we have learned along the way.

There are many useful models for planning discussions, including:
• Socratic questioning
• What, So What, Now What
• SWOT (strength, weakness, opportunity, threat)
• ORID (objective, reflective, interpretive, decisional)

====Suggested Readings====

::Brookfield, Stephen D. and Stephen Preskill. Discussion as a Way of Teaching : Tools and Techniques for Democratic Classrooms (Jossey Bass Higher and Adult Education Series). Jossey-Bass, August 2005.

::Stanfield, Brian. R. ed, The Art of Focused Conversation: 100 Ways to Access Group Wisdom in the Workplace. New Society Publishers, January 2000.

== Student-Centred Instruction ==

Student-Centred Instruction (SCI) has enjoyed somewhat of a renaissance
in recent years as the solution to our students “who just don’t seem
to get it.” Many student–centred methodologies are currently used
in the academy; problem-based learning (popularized by McMaster
and Maastricht), team-based learning (developed at the University of
Oklahoma Business School) and various forms of guided inquiry (that have
been widely adopted in the Sciences as well as in other disciplines).

Mary Ellen Weimer (2002) in her book Learner-Centered Teaching
eloquently explains both the opportunities and challenges in a studentcentered
classroom. The shift to learner-centred instruction is often
preceded by the instructor’s shift from a teaching focus to a learning
focus, and from an instructor focus to a student focus. In a learner-centred
classroom the instructor’s role shifts from teacher/expert to designer and
facilitator of instructional events. This transition can be uncomfortable for
both student and instructor. The instructor sheds the role of sole expert
and gives control and responsibility to students to mediate their own
learning. Students do not always willingly embrace these new methods
after years of teachers telling them what to know and when to know it.
Student resistance can arise from a number of factors; the perception that
student-centered instruction is more work for them, a lack of confidence
in their own abilities as autonomous learners, and instructors and students
adapting to new roles, dealing with mis-steps, and fine-tuning instruction
on the fly. This flux in the classroom experience can be uncomfortable for
everyone. Felder and Brent captured this well with “while the promised
benefits are real, they are neither immediate nor automatic. The students,
whose teachers have been telling them everything they need to know
from the first grade on, don’t necessarily appreciate having this support
suddenly withdrawn.” (Felder and Brent, 2005) Student resistance can
be effectively mitigated if the instructor takes the time to explain to
the students why they are teaching the way they are teaching (e.g. that
cognitive psychology studies show that people learn more with this type
of instruction). This explanation needs to happen early (first day of class)
and should be repeated several times during the course.

If you are interested in learning more about these and other learnercentred
methods, you are encouraged to contact CTLT for resources,
books, training opportunities, and connecting with local practitioners.

====Suggested Reading====

::Weimer, Maryellen. Learner-Centered Teaching: Five Key Changes to Practice. Jossey-Bass, July 2002.
::Michaelsen, Larry. K., Arletta Bauman Knight, L. Dee Fink. Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Stylus Publishing, 2004.

==Exams, Assignments and Effective Grading==

In every course we need to develop assessment practices to both
measure what our students have learned and to help them with their
future learning. The measurement of student learning has long been the
cornerstone of grading, but measuring student learning can also be used
in a more formative way by student and instructor to focus a student’s
efforts, help assess ones progress towards a goal, and determine material,
practices and skills that might need to be practiced or reviewed. Fink
has developed a useful metaphor that describes assessment as''' forward
or backward looking'''. Backward looking assessment corresponds to
traditional testing and grading that typically quantitatively measures
student mastery. In contrast, forward looking assessment focuses
on measuring progress, identifying knowledge gaps and preparing
students for future performance. When students are provided with timely
feedback on their progress toward a course goal, it is hoped that they will
incorporate that feedback and to be able to improve future performances.
An effective assessment practice has three major characteristics and
one major workload consideration; an effective assessment should be
transparent, valid, and reliable and require reasonable effort (workload).

An assessment is considered '''transparent''' when students can easily
understand both the task required and the criteria by which the
assignment will be judged.

An assessment is considered '''valid''' when it measures important
characteristics of student learning. There can be a tendency to measure
things because they are easy to measure, not because they are important
indicators of student learning.

An assessment is considered '''reliable''' when different assessors come to
similar conclusions about the quality of a particular student’s performance.

Different assessments have different marking '''workload''' implications; we
are constantly balancing instructor effort with the quality of feedback to
students. Clearly, some very effective assessment practices that are used
in small group settings cannot be scaled to large classroom settings, while
keeping instructor workloads reasonable.

When developing assignments one needs to consider what is to be
assessed and how the students will respond and incorporate any
marker feedback. If students are not required to reflect on feedback and
incorporate it into future work, then there is less value in the instructor
spending the time necessary to write detailed feedback. Assessment
should be an integral part of the course with a combination of forward
and backward looking assessment, timely feedback and the opportunity
to incorporate the feedback into future performance. The traditional
approach to assessment is to develop exams and assignments after
designing your course. We recommend a backwards approach to course
design that has instructors develop assessment material before developing
instructional materials. This approach leads to better integration of the
course goals, assessment materials and instruction experience (remember
where you want your students to get to, how you will know when they get
there, and what you need to do to help them get there).

====Suggested Readings====

::Fenwick, Tara and Parsons, Jim. The Art of Evaluation: Handbook for Educators and Trainers. Thompson Educational Publishing, 2000.

::Huba, Mary E. and Jann E. Freed. Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Allyn & Bacon, December 1999.

::Walvoord, Barbara E. and Virginia J. Anderson. Effective Grading: A Tool for Learning and Assessment. Jossey Bass Higher and Adult Education Series. Jossey-Bass, February 1998.

Documentation:Guide to Teaching for New Faculty at UBC/Getting Started in the Classroom

2010-09-13T06:27:40Z

Cisdev1: /* Suggested Reading */

Designing and delivering your first university course can be a daunting
task when many of us have had little formal training before being required
to teach our first course. For your first course, keep it simple - a lucid, wellorganized
lecture course can both be well received and enjoyable to give
(although might do little for enduring student understanding). Borrow
someone’s notes, use last year’s syllabus, teach in a way that is consistent
with your colleagues – students will appreciate that your course is “like”
their other courses. As you become more familiar with teaching, your focus
will likely shift away from what you are teaching to what your students
are learning and you may want to explore a variety of different teaching
approaches. At this point it is a good time to revisit course design and
consider developing other instructional methods.

Many instructors start in lecture mode, progress to punctuated lectures
where activities might help emphasize an important point, mark an
important transition, or change pace to regain students’ attention.
Teaching approaches are on a continuum, with no ideal place to be: you
balance your comfort, needs and responsibilities, with your students’
needs. The goal is to find a mode of instruction that is most effective for
both you and your students. Donald Finkel in his book Teaching with your
Mouth Shut reminds us “good teaching is not telling” but “creating those
circumstances that lead to significant learning in others.”

Regardless of the instructional mode we may choose, we should always
make sure to develop and communicate the objectives of the course to
our students. The course objectives or learning outcomes specify the
knowledge, skills, or attitudes that students should gain through the
course. These objectives —or what we expect our students to be able to
do by the end of our course— should also help inform how we design
lesson plans and effective assessment strategies.

====''Suggested Reading''====

::Bain, Ken. What the Best College Teachers Do. Harvard University Press, April 2004.

::Brookfield, Stephen D. The Skillful Teacher: On Technique,Trust, and Responsiveness in the Classroom. Jossey-Bass Inc.,1990.

===Lectures===

The lecture has long been a mainstay of university teaching since we often
teach the way we were taught. Although, the lecture can be effective, it
has limitations. Arons (1998) captures the limitations of solely lecturedbased
instruction: “lucid lectures and demonstrations were depositing
virtually nothing in the minds of the students”.

Bligh (2000) contends that after 10-12 minutes in a typical lecture student’s
attention decreases and their ability to remember and retrieve recently
presented material declines.

To avoid this pattern, other teaching activities need to be integrated with
lectures to generate effective instruction. The take away message is that
lecturing alone is not enough – lectures need to be integrated with other
teaching activities to generate truly effective instruction. This does not
mean that one should not lecture; rather one should choose to lecture
only if it is the most effective form of instruction in a given circumstance.

====Suggested Reading====
::Bligh, Donald A. What’s The Use of Lectures? Jossey-Bass,February 2000.

==Tips for Lecturing Effectively==
:1. '''Graphic Organizers''' - organize lectures around the big picture - Giving students a graphic organizer or essential questions can help them to organize their learning into more meaningful structures that allow for better recall, more effective problem-solving, and an improvement in long-term retention. A common difficulty for novice learners has to do with the process of organizing the details presented into a coherent whole. This idea, with the importance of the ‘big picture,” is being used in the whole-part-whole curriculum. First,explain the big picture, then explain the parts, and then re-integrate the parts into the original big picture. The integration of knowledge into a larger organizing structure is an essential step for students to become effective problem solvers.

:2. '''Lesson Planning''' – organizing your lectures using lesson plans can benefit both you and your students. Creating a lesson plan can help you clarify what the students will be able to do by the end of the lecture or module. The shift of focus from content coverage to student understanding is an important one. The lesson plan also helps you to clarify the relative importance of particular course concepts. Novice learners tend to perceive all concepts to be of equal importance – since they will be on the final exam - but certain key concepts might need to be stressed to aid student understanding of the subject matter. See the Additional Resources section of this book for more specific information on lesson planning.

:3. '''Less is more''' – limit the amount of content in any given lecture.There is always concern that if we don’t “cover the content” this will leave gaps in students knowledge, but lectures containing too much content for students to process and understand will likely lead to gaps in their knowledge - even if you “cover the content”. Choose the most important concepts students need to understand, engage them in authentic problem solving, and periodically highlight the importance and contextual relationship of the concepts to the “big picture”.

:4. '''Punctuate the lecture with activities''' – Since there is evidence for the decrease in lecture effectiveness after 10-12 minutes, this can be a good time to take the opportunity to regain student attention by utilizing note taking/processing breaks, using classroom assessment activities (Angelo and Cross, 1993), incorporating questioning or other techniques. One of the simplest methods of punctuating a lecture is a '''note-taking break''' – you simple ask the students to review their notes so far, maybe compare and discuss and revise their notes with a neighbour. This can give students important time to process the presented material.

:The attention cliff at 10-12 minutes can also be a good time to engage in some Socratic '''questioning'''. A word of advice on the use of questions: practice your “dwell” time. Many of us ask a question, quickly become uncomfortable in the subsequent silence, and then answer our own question. If students recognize that the instructor will do this, they may be less likely to participate. The way you ask the very first question in a course may set this norm – if you ask and answer your own first question, the students may feel less inclined to participate later. It can also be helpful to allow students a short period of time to think about the question before answering. This can have a number of positive effects – introverted students who like to “think then talk” will be more likely to participate, and tasking ALL students to think about the question can get ALL students actually thinking about the question - not just the quick-to-answer extroverts.

:Additionally, many instructors now use '''clickers''' when asking questions and have students answer in pairs or larger groups. Using clickers in an effective manner can be an easy way for the instructor to get a better understanding of the students’ thinking, cue them to spend more time on areas where they are having difficulties, and give students feedback.

:Another method for punctuating lectures is to incorporate '''activities'''.A well-planned activity can allow students to apply, integrate, and truly learn the information that you are presenting in your lecture segments. Activities can range from a few minutes in length to a whole class period. Angelo and Cross’s Classroom Assessment Techniques provides many “recipes” for these kinds of activities. They vary in focus and duration, from short activities like thinkpair-share and the muddiest point to longer activities like pro and con grid, memory matrix, roleplays and invented dialogues. These activities can give you the opportunity to assess the students’ current understanding, as well as give the students time to work with the content to develop a more enduring understanding.

:5. '''Ending lectures effectively''' – When you start your lecture you should let the students know the main three to five points you will be discussing; during the lecture you will discuss those points and then as you are closing your lecture, make sure to remind them what you told them. This is a good organizing metaphor for lectures and presentations. At the beginning of a lecture, you need to set the stage for what you will cover, why things are important, how they fit with the big picture, and what students should concentrate on. To close a lecture effectively you need to revisit the big picture and how the presented information ntegrates with that big picture. Effective closure is a simple, yet often overlooked method for improving your lecturing.

====Suggested Reading====

:: Angelo, Thomas A. and Patricia K. Cross. Classroom Assessment Techniques: A Handbook for College Teachers. Jossey-Bass, February 1993.

== Using Discussion ==

The use of discussion has long been perceived as the way to get students
to “really understand” the material. Socratic questioning and discussion
has long been a mainstay of small group instruction, but in the larger
classroom setting it is often replaced with lecturing and simple content
transmission. With careful planning you can successfully use discussion
in both large and small group settings. Careful planning can dramatically
increase the instructional value of using discussions.

There are 4 major considerations for planning and facilitating a successful
discussion; how to get students to prepare, how to ensure equality
of participation, how to ensure overall discussion quality, and how to
effectively close the discussion. As class size increases, planning becomes
increasingly important, since in a small group discussion an instructor can
more easily assess individual student preparation and ensure equality of
participation. An often-overlooked part of effective discussion facilitation
is the effective closing. We can miss the opportunity to refocus student
attention on the most important concepts, highlight their relationship to
the “big picture,” and reinforce what we have learned along the way.

There are many useful models for planning discussions, including:
• Socratic questioning
• What, So What, Now What
• SWOT (strength, weakness, opportunity, threat)
• ORID (objective, reflective, interpretive, decisional)

====Suggested Readings====

::Brookfield, Stephen D. and Stephen Preskill. Discussion as a Way of Teaching : Tools and Techniques for Democratic Classrooms (Jossey Bass Higher and Adult Education Series). Jossey-Bass, August 2005.

::Stanfield, Brian. R. ed, The Art of Focused Conversation: 100 Ways to Access Group Wisdom in the Workplace. New Society Publishers, January 2000.

== Student-Centred Instruction ==

Student-Centred Instruction (SCI) has enjoyed somewhat of a renaissance
in recent years as the solution to our students “who just don’t seem
to get it.” Many student–centred methodologies are currently used
in the academy; problem-based learning (popularized by McMaster
and Maastricht), team-based learning (developed at the University of
Oklahoma Business School) and various forms of guided inquiry (that have
been widely adopted in the Sciences as well as in other disciplines).

Mary Ellen Weimer (2002) in her book Learner-Centered Teaching
eloquently explains both the opportunities and challenges in a studentcentered
classroom. The shift to learner-centred instruction is often
preceded by the instructor’s shift from a teaching focus to a learning
focus, and from an instructor focus to a student focus. In a learner-centred
classroom the instructor’s role shifts from teacher/expert to designer and
facilitator of instructional events. This transition can be uncomfortable for
both student and instructor. The instructor sheds the role of sole expert
and gives control and responsibility to students to mediate their own
learning. Students do not always willingly embrace these new methods
after years of teachers telling them what to know and when to know it.
Student resistance can arise from a number of factors; the perception that
student-centered instruction is more work for them, a lack of confidence
in their own abilities as autonomous learners, and instructors and students
adapting to new roles, dealing with mis-steps, and fine-tuning instruction
on the fly. This flux in the classroom experience can be uncomfortable for
everyone. Felder and Brent captured this well with “while the promised
benefits are real, they are neither immediate nor automatic. The students,
whose teachers have been telling them everything they need to know
from the first grade on, don’t necessarily appreciate having this support
suddenly withdrawn.” (Felder and Brent, 2005) Student resistance can
be effectively mitigated if the instructor takes the time to explain to
the students why they are teaching the way they are teaching (e.g. that
cognitive psychology studies show that people learn more with this type
of instruction). This explanation needs to happen early (first day of class)
and should be repeated several times during the course.

If you are interested in learning more about these and other learnercentred
methods, you are encouraged to contact CTLT for resources,
books, training opportunities, and connecting with local practitioners.

====Suggested Reading====

::Weimer, Maryellen. Learner-Centered Teaching: Five Key Changes to Practice. Jossey-Bass, July 2002.
::Michaelsen, Larry. K., Arletta Bauman Knight, L. Dee Fink. Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Stylus Publishing, 2004.

==Exams, Assignments and Effective Grading==

In every course we need to develop assessment practices to both
measure what our students have learned and to help them with their
future learning. The measurement of student learning has long been the
cornerstone of grading, but measuring student learning can also be used
in a more formative way by student and instructor to focus a student’s
efforts, help assess ones progress towards a goal, and determine material,
practices and skills that might need to be practiced or reviewed. Fink
has developed a useful metaphor that describes assessment as''' forward
or backward looking'''. Backward looking assessment corresponds to
traditional testing and grading that typically quantitatively measures
student mastery. In contrast, forward looking assessment focuses
on measuring progress, identifying knowledge gaps and preparing
students for future performance. When students are provided with timely
feedback on their progress toward a course goal, it is hoped that they will
incorporate that feedback and to be able to improve future performances.
An effective assessment practice has three major characteristics and
one major workload consideration; an effective assessment should be
transparent, valid, and reliable and require reasonable effort (workload).

An assessment is considered '''transparent''' when students can easily
understand both the task required and the criteria by which the
assignment will be judged.

An assessment is considered '''valid''' when it measures important
characteristics of student learning. There can be a tendency to measure
things because they are easy to measure, not because they are important
indicators of student learning.

An assessment is considered '''reliable''' when different assessors come to
similar conclusions about the quality of a particular student’s performance.

Different assessments have different marking '''workload''' implications; we
are constantly balancing instructor effort with the quality of feedback to
students. Clearly, some very effective assessment practices that are used
in small group settings cannot be scaled to large classroom settings, while
keeping instructor workloads reasonable.

When developing assignments one needs to consider what is to be
assessed and how the students will respond and incorporate any
marker feedback. If students are not required to reflect on feedback and
incorporate it into future work, then there is less value in the instructor
spending the time necessary to write detailed feedback. Assessment
should be an integral part of the course with a combination of forward
and backward looking assessment, timely feedback and the opportunity
to incorporate the feedback into future performance. The traditional
approach to assessment is to develop exams and assignments after
designing your course. We recommend a backwards approach to course
design that has instructors develop assessment material before developing
instructional materials. This approach leads to better integration of the
course goals, assessment materials and instruction experience (remember
where you want your students to get to, how you will know when they get
there, and what you need to do to help them get there).

====Suggested Readings====

::Fenwick, Tara and Parsons, Jim. The Art of Evaluation: Handbook for Educators and Trainers. Thompson Educational Publishing, 2000.

::Huba, Mary E. and Jann E. Freed. Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Allyn & Bacon, December 1999.

::Walvoord, Barbara E. and Virginia J. Anderson. Effective Grading: A Tool for Learning and Assessment. Jossey Bass Higher and Adult Education Series. Jossey-Bass, February 1998.

Documentation:Guide to Teaching for New Faculty at UBC/Welcome to Teaching at UBC

2010-09-13T06:24:12Z

Cisdev1: /* Administration and Services */

The University of British Columbia, established in 1908, has a student
population of 50,000, on campuses in two cities, Vancouver and Kelowna.
UBC enrolls students in 7 faculties at the Okanagan campus (UBCO) and
in 12 faculties at the larger Vancouver campus (UBC-V). UBC has a large
population of international students; they come from over 143 countries
and comprise 12.6% of the total student population.

The UBC Library is the 2nd-largest research library in Canada. Its collection
includes 5.9 million volumes, 6.2 million microforms, more than 833,000
maps, audio, video and graphic materials and nearly 80,000 serial
subscriptions. The library has more than 520,000 e-books, the largest
biomedical collection in Western Canada, and the largest Asian-language
collection in Canada.

UBC aspires to be one of the world’s best universities, one that will prepare
students to become exceptional global citizens, promote the values of a
civil and sustainable society, and conduct outstanding research to serve
the people of British Columbia, Canada, and the world.

To achieve these goals, the University has committed to the following
mission:

:The University of British Columbia will provide its students, faculty,and staff with the best possible resources and conditions for learning and research, and create a working environment dedicated to excellence, equity,and mutual respect. It will cooperate with government, business, industry,and the professions, as well as with other educational institutions and the general community, to discover,disseminate, and apply new knowledge, prepare its students for fulfilling careers, and improve the quality of life through leading-edge research.

:The graduates of UBC will have developed strong analytical, problemsolving and critical thinking abilities; they will have excellent research and communication skills; they will be knowledgeable, flexible, and innovative. As responsible members of society, the graduates of UBC will value diversity, work with and for their communities, and be agents for positive change. They will acknowledge their obligations as global citizens, and strive to secure a sustainable and equitable future for all.

Those who teach at the University have the responsibility of helping to make this educational vision a reality.

As a new faculty member there are a number of support services to help
with your transition into the UBC community. Some departments and
schools support new faculty members with start-up funds, and mentoring
for both teaching and research. Central units like Human Resources, the
Faculty Association, Centre for Teaching, Learning and Technology* (CTLT)
offer a range of seminars, workshops, and support services for both new
and experienced faculty. It is important to find out how your local context
works: who to ask for help, what services and supports are available locally
and centrally, and what to do if you are having difficulties and just need to
talk to someone. Your department head or school director should be able
to direct you to the appropriate people and services.

===Governance===

UBC is a large research-focused institution with a well-developed central
governance model:

[[File:GovernanceModel.jpg|center]]

::::::::::::::::::''UBC Governance Model''

====Board of Governors====

::Responsible for the management, administration and control of the property, revenue, business and affairs of the
::University. The BoG approves new faculty appointments. In day-to-day business the Provost approves appointments,
::then the BoG reviews and accepts these appointments.

====Senate(s)====

::Responsible for academic topics and issues that affect the University community. The Senates (UBC-V and UBCO)
::set policy for awarding of degrees, establishing new programs, curriculum changes, admission requirements,
::academic scheduling, appeal and adjudication processes and the overall mission, educational goals and objectives,
::and educational policy for UBC. The Senates can also review a variety of other issues as specified by the Board of
::Governors.

====Office of President====

::• President
::• Provost & V.P. Academic
::• V.P. Development and Alumni Engagement
::• V.P. External, Legal & and Community Relations
::• V.P. Finance, Resources & Operations
::• V.P. Research & International
::• V.P. Students

====President====

::The chief executive officer is responsible for the supervision and directs the academic work of the university. The president is also the chair of the Senate and Vice-Chancellor.

====Provost====

::The Provost and Vice-President Academic is responsible for the academic mandate of the University at its Vancouver campus, and provides leadership in planning, policy development and management of resources to achieve strategic goals. The portfolio encompasses the Faculties and Colleges, as well as academic support units such as the Library, Information Technology, Continuing Studies, and units with responsibility for supporting teaching,learning and research.

===Administration and Services===

{| align="center" border="1"

!colspan="3"|'''UBC'''
|-

|'''Acadamic Units'''
12 Faculties (UBCV), 7 Faculties (UBCO) & 2 Colleges:

{|
|''Applied Science''
|''Applied Science''
|-
|''Arts''
|''Arts & Science''
|-
|''Dentistry''
|''Creative & Critical Studies''
|-

|''Education''
|''Health & Social Development''
|-
|''Forestry''
|''Education''
|-
|''Graduate Studies''
|''Graduate Studies''
|-
|''Land & Food Systems''
|''Management''
|-
|''Medicine''
|-
|''Pharmaceutical Sciences''
|''College of Health Disciplines''
|-
|''Sauder School of Business''
|''College for Interdisciplinary''
|-
|''Science''
|''Studies''
|}

|valign="top"|'''Administrative Units'''

''eg'':

''Financial Services''

''Human Resources''

''Student Services''

|valign="top"|'''Ancillary Units'''

''eg'':

''Land & Building Services''

''Food Services''

''Housing''

''Bookstore''

|-

|'''Most Units have Departments. For example:'''
|
|
|-

|'''Faculty of Applied Science'''

''* Office of the Dean''

''* School of Architecture & Landscape Architecture''

''* School of Nursing''

''* Dept of Chemical & Biological Engineering''

''* Dept of Civil Engineering''

''* Dept of Electrical & Computer Engineering''

''* Dept of Mechanical Engineering''

''* Dept of Mining Engineering''

''* Dept of Materials Engineering''

''* UBC Okanagan School of Engineering''

''* AMPEL (Advanced Materials Process Engineering Lab)''

''* ICICS (Institute for Computing, Information, and Cognitive Systems)''

''* CERC - Clean Energy Research Centre''

''* Pulp & Paper Centre''

''etc.''

|valign="top"|'''Financial Services'''

''eg:''

''* Payroll''

''* Accounts Payable''

''* Research & Trust Accounting''

''* Revenue Accounting''

''* Reporting''

|valign="top"|'''Land & Building Services'''

''eg:''

''* Plant Operations''

''* Campus & Community Planning''

''* Facilities Management''

''* UBC Utilities''

|}

:::::::::::::::UBC Services and Structure

It can be helpful to be aware of the governance structure and the required
protocols applying to your work at the University. Generally, the Board
of Governors is responsible for business operations and the Senate for
the academic operations of the University. We will review a few common
scenarios to highlight the typical processes and protocols at UBC.

===Some Helpful Scenarios===

====Learning about your Teaching Context====

::It is important to recognize that your teaching takes place within an institutional and disciplinary context. As such, it is wise to familiarize yourself with the various levels of support available to you (within and across disciplines) in order to enhance scholarly approaches to teaching and learning, as well as to note the following important benchmarks for the quality of teaching and learning at UBC:
:::• Guide to Re-appointment, Promotion and Tenure Procedures at UBC (2009-10) - section 3.2, p13 Teaching;
:::• UBC’s Place & Promise Visioning Document (e.g.,priorities and goals for student learning);
:::• Your Discipline/Program Expectations with respect to the student learning experience and graduate attributes
:::• UBC Modules (6) for Student Evaluation of Teaching

====Student requests a disability accommodation====

::UBC is committed to providing access for students with disabilities while maintaining academic standards. Policy 73: Academic Accommodations for Students with Disabilities governs UBC’s decision-making in this regard. Because the provision of academic accommodations can be complex –given the range of possible instructional and exam formats– this goal is best accomplished through collaborations between you, the student, and a Diversity Advisor –Disability from Access & Diversity. You can contact Access & Diversity at www.students.ubc.ca/access/index.cfm

::Each partner in this collaboration brings an important perspective: the student has a unique, personal knowledge of their disability, the instructor has content knowledge and an understanding of the required learning outcomes,and the advisor has a broad knowledge of disabilities and their impact on academic performance.

::A student requesting an academic accommodation is required to present you with a letter from Access &Diversity that identifies the academic accommodations they are eligible for in an academic setting. Students need to present appropriate documentation to Access & Diversity in order to receive this letter, so it is not appropriate for you to request documentation of their disability.

::After receiving an accommodation request, you should make plans to discuss the range of recommended accommodations with the student within 10 days and then work with the student to implement these in your course.For example, you may allow the recording of lectures for students requiring an audio record of the content. During exams, you should facilitate exam accommodations in accordance with the student’s disability, for example, give the student additional time for exams.

===Student misses Test, Exam, Deadline due to Medical Reasons/Family Emergency===

::Students may request academic concession in circumstances that may adversely affect their attendance or performance in a course or program. Generally, such circumstances fall into one of two categories, conflicting responsibilities and unforeseen events.

::Students who, because of unforeseen events, are absent during the term and are unable to complete tests or other graded work, should normally discuss with their instructors how they can make up for missed work, according to written guidelines given to them at the start of the course (see UBC Grading Practices to help construct an appropriate policy for your syllabus). Instructors are not required to make allowance for any missed test or incomplete work that is not satisfactorily accounted for.

::Students who, because of an unforeseen event, experience a prolonged absence during a term or who miss a final or term-end examination must report to their dean or director to request academic concession as close as possible to the time that attendance is adversely affected.

::Students who feel that requests for consideration have not been dealt with fairly by their instructors may take their concerns to the office of their dean or director.

====Student has cheated====

::Academic honesty is a reality in many courses, whether it is plagiarism on essays and reports, or cheating on tests and exams. Expectations for student conduct with respect to academic honesty is stipulated in UBC Policy 85. Typically, when academic honesty or scholarly misconduct is suspected, you should ensure that all records are preserved. Then you can make a decision on how to proceed, whether to address minor problems within the course and the confines of the instructor-student relationship or where a serious violation has occurred, to initiate a more formal response to the conduct.

::To initiate a more formal response you should discuss the event with your department head or program-school chair and involve the Associate Dean of Student Services for your faculty.

::Once the more formal process is initiated, records and allegations are forwarded to the Vice-President Students and may result in the appointment of a committee that conducts an investigation, and then forwards their findings back to the Vice-President. The UBC Senate ultimately decides penalties. During the process, the student has many opportunities to respond to the allegations and appeal the decisions through the Senate Committee on Student Appeals on Student Discipline.

====You want to develop/offer a new course====

::New course ideas are typically first reviewed by the local curriculum committee, and then forwarded to the department head or school chair, the Dean, and ultimately to the UBC Senate for approval. All new course proposals must also be reviewed and approved by the Library. More information is available at '''www.students.ubc.ca/facultystaff/curriculum.cfm '''

::Many new courses are first offered through existing directed study courses, and are later submitted, reviewed,and approved for incorporation into the UBC calendar.

::You can get help with course design and course re-design from the Centre for Teaching, Learning and Technology (CTLT). CTLT offers a variety of free workshops and hosts a number of communities of practice – these are open to anyone in the UBC teaching community.

::Alternately, if a student approaches you with a suggestion for a new course, you may wish to direct him/her to Student Directed Seminars. Modeled after a program at UC Berkeley, Student Directed Seminars provide an opportunity for senior undergraduates to initiate a small, collaborative, group learning experience on a topic of their interest. Each seminar is sponsored by a faculty-member,who provides advice and guidance to the student coordinator.

Documentation:Guide to Teaching for New Faculty at UBC/Welcome to Teaching at UBC

2010-09-13T06:13:32Z

Cisdev1: /* Administration and Services */

The University of British Columbia, established in 1908, has a student
population of 50,000, on campuses in two cities, Vancouver and Kelowna.
UBC enrolls students in 7 faculties at the Okanagan campus (UBCO) and
in 12 faculties at the larger Vancouver campus (UBC-V). UBC has a large
population of international students; they come from over 143 countries
and comprise 12.6% of the total student population.

The UBC Library is the 2nd-largest research library in Canada. Its collection
includes 5.9 million volumes, 6.2 million microforms, more than 833,000
maps, audio, video and graphic materials and nearly 80,000 serial
subscriptions. The library has more than 520,000 e-books, the largest
biomedical collection in Western Canada, and the largest Asian-language
collection in Canada.

UBC aspires to be one of the world’s best universities, one that will prepare
students to become exceptional global citizens, promote the values of a
civil and sustainable society, and conduct outstanding research to serve
the people of British Columbia, Canada, and the world.

To achieve these goals, the University has committed to the following
mission:

:The University of British Columbia will provide its students, faculty,and staff with the best possible resources and conditions for learning and research, and create a working environment dedicated to excellence, equity,and mutual respect. It will cooperate with government, business, industry,and the professions, as well as with other educational institutions and the general community, to discover,disseminate, and apply new knowledge, prepare its students for fulfilling careers, and improve the quality of life through leading-edge research.

:The graduates of UBC will have developed strong analytical, problemsolving and critical thinking abilities; they will have excellent research and communication skills; they will be knowledgeable, flexible, and innovative. As responsible members of society, the graduates of UBC will value diversity, work with and for their communities, and be agents for positive change. They will acknowledge their obligations as global citizens, and strive to secure a sustainable and equitable future for all.

Those who teach at the University have the responsibility of helping to make this educational vision a reality.

As a new faculty member there are a number of support services to help
with your transition into the UBC community. Some departments and
schools support new faculty members with start-up funds, and mentoring
for both teaching and research. Central units like Human Resources, the
Faculty Association, Centre for Teaching, Learning and Technology* (CTLT)
offer a range of seminars, workshops, and support services for both new
and experienced faculty. It is important to find out how your local context
works: who to ask for help, what services and supports are available locally
and centrally, and what to do if you are having difficulties and just need to
talk to someone. Your department head or school director should be able
to direct you to the appropriate people and services.

===Governance===

UBC is a large research-focused institution with a well-developed central
governance model:

[[File:GovernanceModel.jpg|center]]

::::::::::::::::::''UBC Governance Model''

====Board of Governors====

::Responsible for the management, administration and control of the property, revenue, business and affairs of the
::University. The BoG approves new faculty appointments. In day-to-day business the Provost approves appointments,
::then the BoG reviews and accepts these appointments.

====Senate(s)====

::Responsible for academic topics and issues that affect the University community. The Senates (UBC-V and UBCO)
::set policy for awarding of degrees, establishing new programs, curriculum changes, admission requirements,
::academic scheduling, appeal and adjudication processes and the overall mission, educational goals and objectives,
::and educational policy for UBC. The Senates can also review a variety of other issues as specified by the Board of
::Governors.

====Office of President====

::• President
::• Provost & V.P. Academic
::• V.P. Development and Alumni Engagement
::• V.P. External, Legal & and Community Relations
::• V.P. Finance, Resources & Operations
::• V.P. Research & International
::• V.P. Students

====President====

::The chief executive officer is responsible for the supervision and directs the academic work of the university. The president is also the chair of the Senate and Vice-Chancellor.

====Provost====

::The Provost and Vice-President Academic is responsible for the academic mandate of the University at its Vancouver campus, and provides leadership in planning, policy development and management of resources to achieve strategic goals. The portfolio encompasses the Faculties and Colleges, as well as academic support units such as the Library, Information Technology, Continuing Studies, and units with responsibility for supporting teaching,learning and research.

===Administration and Services===

{| align="center" border="1"

!colspan="3"|'''UBC'''
|-

|'''Acadamic Units'''
12 Faculties (UBCV), 7 Faculties (UBCO) & 2 Colleges:

{|
|''Applied Science''
|''Applied Science''
|-
|''Arts''
|''Arts & Science''
|-
|''Dentistry''
|''Creative & Critical Studies''
|-

|''Education''
|''Health & Social Development''
|-
|''Forestry''
|''Education''
|-
|''Graduate Studies''
|''Graduate Studies''
|-
|''Land & Food Systems''
|''Management''
|-
|''Medicine''
|-
|''Pharmaceutical Sciences''
|''College of Health Disciplines''
|-
|''Sauder School of Business''
|''College for Interdisciplinary''
|-
|''Science''
|''Studies''
|}

|'''Administrative Units'''

''eg'':

''Financial Services''

''Human Resources''

''Student Services''

|'''Ancillary Units'''

''eg'':

''Land & Building Services''

''Food Services''

''Housing''

''Bookstore''

|-

|'''Most Units have Departments. For example:'''
|
|
|-

|'''Faculty of Applied Science'''

''* Office of the Dean''

''* School of Architecture & Landscape Architecture''

''* School of Nursing''

''* Dept of Chemical & Biological Engineering''

''* Dept of Civil Engineering''

''* Dept of Electrical & Computer Engineering''

''* Dept of Mechanical Engineering''

''* Dept of Mining Engineering''

''* Dept of Materials Engineering''

''* UBC Okanagan School of Engineering''

''* AMPEL (Advanced Materials Process Engineering Lab)''

''* ICICS (Institute for Computing, Information, and Cognitive Systems)''

''* CERC - Clean Energy Research Centre''

''* Pulp & Paper Centre''

''etc.''

|'''Financial Services'''

''eg:''

''* Payroll''

''* Accounts Payable''

''* Research & Trust Accounting''

''* Revenue Accounting''

''* Reporting''

|'''Land & Building Services'''

''eg:''

''* Plant Operations''

''* Campus & Community Planning''

''* Facilities Management''

''* UBC Utilities''

|}

:::::::::::::::UBC Services and Structure

It can be helpful to be aware of the governance structure and the required
protocols applying to your work at the University. Generally, the Board
of Governors is responsible for business operations and the Senate for
the academic operations of the University. We will review a few common
scenarios to highlight the typical processes and protocols at UBC.

===Some Helpful Scenarios===

====Learning about your Teaching Context====

::It is important to recognize that your teaching takes place within an institutional and disciplinary context. As such, it is wise to familiarize yourself with the various levels of support available to you (within and across disciplines) in order to enhance scholarly approaches to teaching and learning, as well as to note the following important benchmarks for the quality of teaching and learning at UBC:
:::• Guide to Re-appointment, Promotion and Tenure Procedures at UBC (2009-10) - section 3.2, p13 Teaching;
:::• UBC’s Place & Promise Visioning Document (e.g.,priorities and goals for student learning);
:::• Your Discipline/Program Expectations with respect to the student learning experience and graduate attributes
:::• UBC Modules (6) for Student Evaluation of Teaching

====Student requests a disability accommodation====

::UBC is committed to providing access for students with disabilities while maintaining academic standards. Policy 73: Academic Accommodations for Students with Disabilities governs UBC’s decision-making in this regard. Because the provision of academic accommodations can be complex –given the range of possible instructional and exam formats– this goal is best accomplished through collaborations between you, the student, and a Diversity Advisor –Disability from Access & Diversity. You can contact Access & Diversity at www.students.ubc.ca/access/index.cfm

::Each partner in this collaboration brings an important perspective: the student has a unique, personal knowledge of their disability, the instructor has content knowledge and an understanding of the required learning outcomes,and the advisor has a broad knowledge of disabilities and their impact on academic performance.

::A student requesting an academic accommodation is required to present you with a letter from Access &Diversity that identifies the academic accommodations they are eligible for in an academic setting. Students need to present appropriate documentation to Access & Diversity in order to receive this letter, so it is not appropriate for you to request documentation of their disability.

::After receiving an accommodation request, you should make plans to discuss the range of recommended accommodations with the student within 10 days and then work with the student to implement these in your course.For example, you may allow the recording of lectures for students requiring an audio record of the content. During exams, you should facilitate exam accommodations in accordance with the student’s disability, for example, give the student additional time for exams.

===Student misses Test, Exam, Deadline due to Medical Reasons/Family Emergency===

::Students may request academic concession in circumstances that may adversely affect their attendance or performance in a course or program. Generally, such circumstances fall into one of two categories, conflicting responsibilities and unforeseen events.

::Students who, because of unforeseen events, are absent during the term and are unable to complete tests or other graded work, should normally discuss with their instructors how they can make up for missed work, according to written guidelines given to them at the start of the course (see UBC Grading Practices to help construct an appropriate policy for your syllabus). Instructors are not required to make allowance for any missed test or incomplete work that is not satisfactorily accounted for.

::Students who, because of an unforeseen event, experience a prolonged absence during a term or who miss a final or term-end examination must report to their dean or director to request academic concession as close as possible to the time that attendance is adversely affected.

::Students who feel that requests for consideration have not been dealt with fairly by their instructors may take their concerns to the office of their dean or director.

====Student has cheated====

::Academic honesty is a reality in many courses, whether it is plagiarism on essays and reports, or cheating on tests and exams. Expectations for student conduct with respect to academic honesty is stipulated in UBC Policy 85. Typically, when academic honesty or scholarly misconduct is suspected, you should ensure that all records are preserved. Then you can make a decision on how to proceed, whether to address minor problems within the course and the confines of the instructor-student relationship or where a serious violation has occurred, to initiate a more formal response to the conduct.

::To initiate a more formal response you should discuss the event with your department head or program-school chair and involve the Associate Dean of Student Services for your faculty.

::Once the more formal process is initiated, records and allegations are forwarded to the Vice-President Students and may result in the appointment of a committee that conducts an investigation, and then forwards their findings back to the Vice-President. The UBC Senate ultimately decides penalties. During the process, the student has many opportunities to respond to the allegations and appeal the decisions through the Senate Committee on Student Appeals on Student Discipline.

====You want to develop/offer a new course====

::New course ideas are typically first reviewed by the local curriculum committee, and then forwarded to the department head or school chair, the Dean, and ultimately to the UBC Senate for approval. All new course proposals must also be reviewed and approved by the Library. More information is available at '''www.students.ubc.ca/facultystaff/curriculum.cfm '''

::Many new courses are first offered through existing directed study courses, and are later submitted, reviewed,and approved for incorporation into the UBC calendar.

::You can get help with course design and course re-design from the Centre for Teaching, Learning and Technology (CTLT). CTLT offers a variety of free workshops and hosts a number of communities of practice – these are open to anyone in the UBC teaching community.

::Alternately, if a student approaches you with a suggestion for a new course, you may wish to direct him/her to Student Directed Seminars. Modeled after a program at UC Berkeley, Student Directed Seminars provide an opportunity for senior undergraduates to initiate a small, collaborative, group learning experience on a topic of their interest. Each seminar is sponsored by a faculty-member,who provides advice and guidance to the student coordinator.

Documentation:Guide to Teaching for New Faculty at UBC/Welcome to Teaching at UBC

2010-09-13T06:00:44Z

Cisdev1: /* Administration and Services */

The University of British Columbia, established in 1908, has a student
population of 50,000, on campuses in two cities, Vancouver and Kelowna.
UBC enrolls students in 7 faculties at the Okanagan campus (UBCO) and
in 12 faculties at the larger Vancouver campus (UBC-V). UBC has a large
population of international students; they come from over 143 countries
and comprise 12.6% of the total student population.

The UBC Library is the 2nd-largest research library in Canada. Its collection
includes 5.9 million volumes, 6.2 million microforms, more than 833,000
maps, audio, video and graphic materials and nearly 80,000 serial
subscriptions. The library has more than 520,000 e-books, the largest
biomedical collection in Western Canada, and the largest Asian-language
collection in Canada.

UBC aspires to be one of the world’s best universities, one that will prepare
students to become exceptional global citizens, promote the values of a
civil and sustainable society, and conduct outstanding research to serve
the people of British Columbia, Canada, and the world.

To achieve these goals, the University has committed to the following
mission:

:The University of British Columbia will provide its students, faculty,and staff with the best possible resources and conditions for learning and research, and create a working environment dedicated to excellence, equity,and mutual respect. It will cooperate with government, business, industry,and the professions, as well as with other educational institutions and the general community, to discover,disseminate, and apply new knowledge, prepare its students for fulfilling careers, and improve the quality of life through leading-edge research.

:The graduates of UBC will have developed strong analytical, problemsolving and critical thinking abilities; they will have excellent research and communication skills; they will be knowledgeable, flexible, and innovative. As responsible members of society, the graduates of UBC will value diversity, work with and for their communities, and be agents for positive change. They will acknowledge their obligations as global citizens, and strive to secure a sustainable and equitable future for all.

Those who teach at the University have the responsibility of helping to make this educational vision a reality.

As a new faculty member there are a number of support services to help
with your transition into the UBC community. Some departments and
schools support new faculty members with start-up funds, and mentoring
for both teaching and research. Central units like Human Resources, the
Faculty Association, Centre for Teaching, Learning and Technology* (CTLT)
offer a range of seminars, workshops, and support services for both new
and experienced faculty. It is important to find out how your local context
works: who to ask for help, what services and supports are available locally
and centrally, and what to do if you are having difficulties and just need to
talk to someone. Your department head or school director should be able
to direct you to the appropriate people and services.

===Governance===

UBC is a large research-focused institution with a well-developed central
governance model:

[[File:GovernanceModel.jpg|center]]

::::::::::::::::::''UBC Governance Model''

====Board of Governors====

::Responsible for the management, administration and control of the property, revenue, business and affairs of the
::University. The BoG approves new faculty appointments. In day-to-day business the Provost approves appointments,
::then the BoG reviews and accepts these appointments.

====Senate(s)====

::Responsible for academic topics and issues that affect the University community. The Senates (UBC-V and UBCO)
::set policy for awarding of degrees, establishing new programs, curriculum changes, admission requirements,
::academic scheduling, appeal and adjudication processes and the overall mission, educational goals and objectives,
::and educational policy for UBC. The Senates can also review a variety of other issues as specified by the Board of
::Governors.

====Office of President====

::• President
::• Provost & V.P. Academic
::• V.P. Development and Alumni Engagement
::• V.P. External, Legal & and Community Relations
::• V.P. Finance, Resources & Operations
::• V.P. Research & International
::• V.P. Students

====President====

::The chief executive officer is responsible for the supervision and directs the academic work of the university. The president is also the chair of the Senate and Vice-Chancellor.

====Provost====

::The Provost and Vice-President Academic is responsible for the academic mandate of the University at its Vancouver campus, and provides leadership in planning, policy development and management of resources to achieve strategic goals. The portfolio encompasses the Faculties and Colleges, as well as academic support units such as the Library, Information Technology, Continuing Studies, and units with responsibility for supporting teaching,learning and research.

===Administration and Services===

{| align="center" border="1"

!colspan="3"|'''UBC'''
|-

|'''Acadamic Units'''
12 Faculties (UBCV), 7 Faculties (UBCO) & 2 Colleges:

{|
|''Applied Science''
|''Applied Science''
|-
|''Arts''
|''Arts & Science''
|-
|''Dentistry''
|''Creative & Critical Studies''
|-

|''Education''
|''Health & Social Development''
|-
|''Forestry''
|''Education''
|-
|''Graduate Studies''
|''Graduate Studies''
|-
|''Land & Food Systems''
|''Management''
|-
|''Medicine''
|-
|''Pharmaceutical Sciences''
|''College of Health Disciplines''
|-
|''Sauder School of Business''
|''College for Interdisciplinary''
|-
|''Science''
|''Studies''
|}

|align="top"|'''Administrative Units'''

''eg'':

''Financial Services''

''Human Resources''

''Student Services''

|'''Ancillary Units'''

''eg'':

''Land & Building Services''

''Food Services''

''Housing''

''Bookstore''

|-

|'''Most Units have Departments. For example:'''
|
|
|-

|'''Faculty of Applied Science'''

* Office of the Dean
* School of Architecture & Landscape Architecture
* School of Nursing
* Dept of Chemical & Biological Engineering
* Dept of Civil Engineering
* Dept of Electrical & Computer Engineering
* Dept of Mechanical Engineering
* Dept of Mining Engineering
* Dept of Materials Engineering
* UBC Okanagan School of Engineering
* AMPEL (Advanced Materials Process Engineering Lab)
* ICICS (Institute for Computing, Information, and Cognitive Systems)
* CERC - Clean Energy Research Centre
* Pulp & Paper Centre
etc.

|'''Financial Services'''

''eg:''

''* Payroll''

''* Accounts Payable''

''* Research & Trust Accounting''

''* Revenue Accounting''

''* Reporting''

|'''Land & Building Services'''

''eg:''

''* Plant Operations''

''* Campus & Community Planning''

''* Facilities Management''

''* UBC Utilities''

|}

:::::::::::::::UBC Services and Structure

It can be helpful to be aware of the governance structure and the required
protocols applying to your work at the University. Generally, the Board
of Governors is responsible for business operations and the Senate for
the academic operations of the University. We will review a few common
scenarios to highlight the typical processes and protocols at UBC.

===Some Helpful Scenarios===

====Learning about your Teaching Context====

::It is important to recognize that your teaching takes place within an institutional and disciplinary context. As such, it is wise to familiarize yourself with the various levels of support available to you (within and across disciplines) in order to enhance scholarly approaches to teaching and learning, as well as to note the following important benchmarks for the quality of teaching and learning at UBC:
:::• Guide to Re-appointment, Promotion and Tenure Procedures at UBC (2009-10) - section 3.2, p13 Teaching;
:::• UBC’s Place & Promise Visioning Document (e.g.,priorities and goals for student learning);
:::• Your Discipline/Program Expectations with respect to the student learning experience and graduate attributes
:::• UBC Modules (6) for Student Evaluation of Teaching

====Student requests a disability accommodation====

::UBC is committed to providing access for students with disabilities while maintaining academic standards. Policy 73: Academic Accommodations for Students with Disabilities governs UBC’s decision-making in this regard. Because the provision of academic accommodations can be complex –given the range of possible instructional and exam formats– this goal is best accomplished through collaborations between you, the student, and a Diversity Advisor –Disability from Access & Diversity. You can contact Access & Diversity at www.students.ubc.ca/access/index.cfm

::Each partner in this collaboration brings an important perspective: the student has a unique, personal knowledge of their disability, the instructor has content knowledge and an understanding of the required learning outcomes,and the advisor has a broad knowledge of disabilities and their impact on academic performance.

::A student requesting an academic accommodation is required to present you with a letter from Access &Diversity that identifies the academic accommodations they are eligible for in an academic setting. Students need to present appropriate documentation to Access & Diversity in order to receive this letter, so it is not appropriate for you to request documentation of their disability.

::After receiving an accommodation request, you should make plans to discuss the range of recommended accommodations with the student within 10 days and then work with the student to implement these in your course.For example, you may allow the recording of lectures for students requiring an audio record of the content. During exams, you should facilitate exam accommodations in accordance with the student’s disability, for example, give the student additional time for exams.

===Student misses Test, Exam, Deadline due to Medical Reasons/Family Emergency===

::Students may request academic concession in circumstances that may adversely affect their attendance or performance in a course or program. Generally, such circumstances fall into one of two categories, conflicting responsibilities and unforeseen events.

::Students who, because of unforeseen events, are absent during the term and are unable to complete tests or other graded work, should normally discuss with their instructors how they can make up for missed work, according to written guidelines given to them at the start of the course (see UBC Grading Practices to help construct an appropriate policy for your syllabus). Instructors are not required to make allowance for any missed test or incomplete work that is not satisfactorily accounted for.

::Students who, because of an unforeseen event, experience a prolonged absence during a term or who miss a final or term-end examination must report to their dean or director to request academic concession as close as possible to the time that attendance is adversely affected.

::Students who feel that requests for consideration have not been dealt with fairly by their instructors may take their concerns to the office of their dean or director.

====Student has cheated====

::Academic honesty is a reality in many courses, whether it is plagiarism on essays and reports, or cheating on tests and exams. Expectations for student conduct with respect to academic honesty is stipulated in UBC Policy 85. Typically, when academic honesty or scholarly misconduct is suspected, you should ensure that all records are preserved. Then you can make a decision on how to proceed, whether to address minor problems within the course and the confines of the instructor-student relationship or where a serious violation has occurred, to initiate a more formal response to the conduct.

::To initiate a more formal response you should discuss the event with your department head or program-school chair and involve the Associate Dean of Student Services for your faculty.

::Once the more formal process is initiated, records and allegations are forwarded to the Vice-President Students and may result in the appointment of a committee that conducts an investigation, and then forwards their findings back to the Vice-President. The UBC Senate ultimately decides penalties. During the process, the student has many opportunities to respond to the allegations and appeal the decisions through the Senate Committee on Student Appeals on Student Discipline.

====You want to develop/offer a new course====

::New course ideas are typically first reviewed by the local curriculum committee, and then forwarded to the department head or school chair, the Dean, and ultimately to the UBC Senate for approval. All new course proposals must also be reviewed and approved by the Library. More information is available at '''www.students.ubc.ca/facultystaff/curriculum.cfm '''

::Many new courses are first offered through existing directed study courses, and are later submitted, reviewed,and approved for incorporation into the UBC calendar.

::You can get help with course design and course re-design from the Centre for Teaching, Learning and Technology (CTLT). CTLT offers a variety of free workshops and hosts a number of communities of practice – these are open to anyone in the UBC teaching community.

::Alternately, if a student approaches you with a suggestion for a new course, you may wish to direct him/her to Student Directed Seminars. Modeled after a program at UC Berkeley, Student Directed Seminars provide an opportunity for senior undergraduates to initiate a small, collaborative, group learning experience on a topic of their interest. Each seminar is sponsored by a faculty-member,who provides advice and guidance to the student coordinator.

Documentation:Guide to Teaching for New Faculty at UBC/Welcome to Teaching at UBC

2010-09-13T05:17:52Z

Cisdev1: /* Administration and Services */

The University of British Columbia, established in 1908, has a student
population of 50,000, on campuses in two cities, Vancouver and Kelowna.
UBC enrolls students in 7 faculties at the Okanagan campus (UBCO) and
in 12 faculties at the larger Vancouver campus (UBC-V). UBC has a large
population of international students; they come from over 143 countries
and comprise 12.6% of the total student population.

The UBC Library is the 2nd-largest research library in Canada. Its collection
includes 5.9 million volumes, 6.2 million microforms, more than 833,000
maps, audio, video and graphic materials and nearly 80,000 serial
subscriptions. The library has more than 520,000 e-books, the largest
biomedical collection in Western Canada, and the largest Asian-language
collection in Canada.

UBC aspires to be one of the world’s best universities, one that will prepare
students to become exceptional global citizens, promote the values of a
civil and sustainable society, and conduct outstanding research to serve
the people of British Columbia, Canada, and the world.

To achieve these goals, the University has committed to the following
mission:

:The University of British Columbia will provide its students, faculty,and staff with the best possible resources and conditions for learning and research, and create a working environment dedicated to excellence, equity,and mutual respect. It will cooperate with government, business, industry,and the professions, as well as with other educational institutions and the general community, to discover,disseminate, and apply new knowledge, prepare its students for fulfilling careers, and improve the quality of life through leading-edge research.

:The graduates of UBC will have developed strong analytical, problemsolving and critical thinking abilities; they will have excellent research and communication skills; they will be knowledgeable, flexible, and innovative. As responsible members of society, the graduates of UBC will value diversity, work with and for their communities, and be agents for positive change. They will acknowledge their obligations as global citizens, and strive to secure a sustainable and equitable future for all.

Those who teach at the University have the responsibility of helping to make this educational vision a reality.

As a new faculty member there are a number of support services to help
with your transition into the UBC community. Some departments and
schools support new faculty members with start-up funds, and mentoring
for both teaching and research. Central units like Human Resources, the
Faculty Association, Centre for Teaching, Learning and Technology* (CTLT)
offer a range of seminars, workshops, and support services for both new
and experienced faculty. It is important to find out how your local context
works: who to ask for help, what services and supports are available locally
and centrally, and what to do if you are having difficulties and just need to
talk to someone. Your department head or school director should be able
to direct you to the appropriate people and services.

===Governance===

UBC is a large research-focused institution with a well-developed central
governance model:

[[File:GovernanceModel.jpg|center]]

::::::::::::::::::''UBC Governance Model''

====Board of Governors====

::Responsible for the management, administration and control of the property, revenue, business and affairs of the
::University. The BoG approves new faculty appointments. In day-to-day business the Provost approves appointments,
::then the BoG reviews and accepts these appointments.

====Senate(s)====

::Responsible for academic topics and issues that affect the University community. The Senates (UBC-V and UBCO)
::set policy for awarding of degrees, establishing new programs, curriculum changes, admission requirements,
::academic scheduling, appeal and adjudication processes and the overall mission, educational goals and objectives,
::and educational policy for UBC. The Senates can also review a variety of other issues as specified by the Board of
::Governors.

====Office of President====

::• President
::• Provost & V.P. Academic
::• V.P. Development and Alumni Engagement
::• V.P. External, Legal & and Community Relations
::• V.P. Finance, Resources & Operations
::• V.P. Research & International
::• V.P. Students

====President====

::The chief executive officer is responsible for the supervision and directs the academic work of the university. The president is also the chair of the Senate and Vice-Chancellor.

====Provost====

::The Provost and Vice-President Academic is responsible for the academic mandate of the University at its Vancouver campus, and provides leadership in planning, policy development and management of resources to achieve strategic goals. The portfolio encompasses the Faculties and Colleges, as well as academic support units such as the Library, Information Technology, Continuing Studies, and units with responsibility for supporting teaching,learning and research.

===Administration and Services===

{| style="align="center";" border="1"

!colspan="3"|'''UBC'''
|-

|'''Acadamic Units'''
12 Faculties (UBCV), 7 Faculties (UBCO) & 2 Colleges:

{|
|''Applied Science''
|''Applied Science''
|-
|''Arts''
|''Arts & Science''
|-
|''Dentistry''
|''Creative & Critical Studies''
|-

|''Education''
|''Health & Social Development''
|-
|''Forestry''
|''Education''
|-
|''Graduate Studies''
|''Graduate Studies''
|-
|''Land & Food Systems''
|''Management''
|-
|''Medicine''
|-
|''Pharmaceutical Sciences''
|''College of Health Disciplines''
|-
|''Sauder School of Business''
|''College for Interdisciplinary''
|-
|''Science''
|''Studies''
|}

|align="top"|'''Administrative Units'''

''eg'':

''Financial Services''

''Human Resources''

''Student Services''

|'''Ancillary Units'''

''eg'':

''Land & Building Services''

''Food Services''

''Housing''

''Bookstore''

|-

|'''Most Units have Departments. For example:'''
|
|
|-

|'''Faculty of Applied Science'''

* Office of the Dean
* School of Architecture & Landscape Architecture
* School of Nursing
* Dept of Chemical & Biological Engineering
* Dept of Civil Engineering
* Dept of Electrical & Computer Engineering
* Dept of Mechanical Engineering
* Dept of Mining Engineering
* Dept of Materials Engineering
* UBC Okanagan School of Engineering
* AMPEL (Advanced Materials Process Engineering Lab)
* ICICS (Institute for Computing, Information, and Cognitive Systems)
* CERC - Clean Energy Research Centre
* Pulp & Paper Centre
etc.

|'''Financial Services'''

''eg:''

''* Payroll''

''* Accounts Payable''

''* Research & Trust Accounting''

''* Revenue Accounting''

''* Reporting''

|'''Land & Building Services'''

''eg:''

''* Plant Operations''

''* Campus & Community Planning''

''* Facilities Management''

''* UBC Utilities''

|}

:::::::::::::::UBC Services and Structure

It can be helpful to be aware of the governance structure and the required
protocols applying to your work at the University. Generally, the Board
of Governors is responsible for business operations and the Senate for
the academic operations of the University. We will review a few common
scenarios to highlight the typical processes and protocols at UBC.

===Some Helpful Scenarios===

====Learning about your Teaching Context====

::It is important to recognize that your teaching takes place within an institutional and disciplinary context. As such, it is wise to familiarize yourself with the various levels of support available to you (within and across disciplines) in order to enhance scholarly approaches to teaching and learning, as well as to note the following important benchmarks for the quality of teaching and learning at UBC:
:::• Guide to Re-appointment, Promotion and Tenure Procedures at UBC (2009-10) - section 3.2, p13 Teaching;
:::• UBC’s Place & Promise Visioning Document (e.g.,priorities and goals for student learning);
:::• Your Discipline/Program Expectations with respect to the student learning experience and graduate attributes
:::• UBC Modules (6) for Student Evaluation of Teaching

====Student requests a disability accommodation====

::UBC is committed to providing access for students with disabilities while maintaining academic standards. Policy 73: Academic Accommodations for Students with Disabilities governs UBC’s decision-making in this regard. Because the provision of academic accommodations can be complex –given the range of possible instructional and exam formats– this goal is best accomplished through collaborations between you, the student, and a Diversity Advisor –Disability from Access & Diversity. You can contact Access & Diversity at www.students.ubc.ca/access/index.cfm

::Each partner in this collaboration brings an important perspective: the student has a unique, personal knowledge of their disability, the instructor has content knowledge and an understanding of the required learning outcomes,and the advisor has a broad knowledge of disabilities and their impact on academic performance.

::A student requesting an academic accommodation is required to present you with a letter from Access &Diversity that identifies the academic accommodations they are eligible for in an academic setting. Students need to present appropriate documentation to Access & Diversity in order to receive this letter, so it is not appropriate for you to request documentation of their disability.

::After receiving an accommodation request, you should make plans to discuss the range of recommended accommodations with the student within 10 days and then work with the student to implement these in your course.For example, you may allow the recording of lectures for students requiring an audio record of the content. During exams, you should facilitate exam accommodations in accordance with the student’s disability, for example, give the student additional time for exams.

===Student misses Test, Exam, Deadline due to Medical Reasons/Family Emergency===

::Students may request academic concession in circumstances that may adversely affect their attendance or performance in a course or program. Generally, such circumstances fall into one of two categories, conflicting responsibilities and unforeseen events.

::Students who, because of unforeseen events, are absent during the term and are unable to complete tests or other graded work, should normally discuss with their instructors how they can make up for missed work, according to written guidelines given to them at the start of the course (see UBC Grading Practices to help construct an appropriate policy for your syllabus). Instructors are not required to make allowance for any missed test or incomplete work that is not satisfactorily accounted for.

::Students who, because of an unforeseen event, experience a prolonged absence during a term or who miss a final or term-end examination must report to their dean or director to request academic concession as close as possible to the time that attendance is adversely affected.

::Students who feel that requests for consideration have not been dealt with fairly by their instructors may take their concerns to the office of their dean or director.

====Student has cheated====

::Academic honesty is a reality in many courses, whether it is plagiarism on essays and reports, or cheating on tests and exams. Expectations for student conduct with respect to academic honesty is stipulated in UBC Policy 85. Typically, when academic honesty or scholarly misconduct is suspected, you should ensure that all records are preserved. Then you can make a decision on how to proceed, whether to address minor problems within the course and the confines of the instructor-student relationship or where a serious violation has occurred, to initiate a more formal response to the conduct.

::To initiate a more formal response you should discuss the event with your department head or program-school chair and involve the Associate Dean of Student Services for your faculty.

::Once the more formal process is initiated, records and allegations are forwarded to the Vice-President Students and may result in the appointment of a committee that conducts an investigation, and then forwards their findings back to the Vice-President. The UBC Senate ultimately decides penalties. During the process, the student has many opportunities to respond to the allegations and appeal the decisions through the Senate Committee on Student Appeals on Student Discipline.

====You want to develop/offer a new course====

::New course ideas are typically first reviewed by the local curriculum committee, and then forwarded to the department head or school chair, the Dean, and ultimately to the UBC Senate for approval. All new course proposals must also be reviewed and approved by the Library. More information is available at '''www.students.ubc.ca/facultystaff/curriculum.cfm '''

::Many new courses are first offered through existing directed study courses, and are later submitted, reviewed,and approved for incorporation into the UBC calendar.

::You can get help with course design and course re-design from the Centre for Teaching, Learning and Technology (CTLT). CTLT offers a variety of free workshops and hosts a number of communities of practice – these are open to anyone in the UBC teaching community.

::Alternately, if a student approaches you with a suggestion for a new course, you may wish to direct him/her to Student Directed Seminars. Modeled after a program at UC Berkeley, Student Directed Seminars provide an opportunity for senior undergraduates to initiate a small, collaborative, group learning experience on a topic of their interest. Each seminar is sponsored by a faculty-member,who provides advice and guidance to the student coordinator.

Documentation:Guide to Teaching for New Faculty at UBC/Welcome to Teaching at UBC

2010-09-13T04:50:34Z

Cisdev1: /* Administration and Services */

The University of British Columbia, established in 1908, has a student
population of 50,000, on campuses in two cities, Vancouver and Kelowna.
UBC enrolls students in 7 faculties at the Okanagan campus (UBCO) and
in 12 faculties at the larger Vancouver campus (UBC-V). UBC has a large
population of international students; they come from over 143 countries
and comprise 12.6% of the total student population.

The UBC Library is the 2nd-largest research library in Canada. Its collection
includes 5.9 million volumes, 6.2 million microforms, more than 833,000
maps, audio, video and graphic materials and nearly 80,000 serial
subscriptions. The library has more than 520,000 e-books, the largest
biomedical collection in Western Canada, and the largest Asian-language
collection in Canada.

UBC aspires to be one of the world’s best universities, one that will prepare
students to become exceptional global citizens, promote the values of a
civil and sustainable society, and conduct outstanding research to serve
the people of British Columbia, Canada, and the world.

To achieve these goals, the University has committed to the following
mission:

:The University of British Columbia will provide its students, faculty,and staff with the best possible resources and conditions for learning and research, and create a working environment dedicated to excellence, equity,and mutual respect. It will cooperate with government, business, industry,and the professions, as well as with other educational institutions and the general community, to discover,disseminate, and apply new knowledge, prepare its students for fulfilling careers, and improve the quality of life through leading-edge research.

:The graduates of UBC will have developed strong analytical, problemsolving and critical thinking abilities; they will have excellent research and communication skills; they will be knowledgeable, flexible, and innovative. As responsible members of society, the graduates of UBC will value diversity, work with and for their communities, and be agents for positive change. They will acknowledge their obligations as global citizens, and strive to secure a sustainable and equitable future for all.

Those who teach at the University have the responsibility of helping to make this educational vision a reality.

As a new faculty member there are a number of support services to help
with your transition into the UBC community. Some departments and
schools support new faculty members with start-up funds, and mentoring
for both teaching and research. Central units like Human Resources, the
Faculty Association, Centre for Teaching, Learning and Technology* (CTLT)
offer a range of seminars, workshops, and support services for both new
and experienced faculty. It is important to find out how your local context
works: who to ask for help, what services and supports are available locally
and centrally, and what to do if you are having difficulties and just need to
talk to someone. Your department head or school director should be able
to direct you to the appropriate people and services.

===Governance===

UBC is a large research-focused institution with a well-developed central
governance model:

[[File:GovernanceModel.jpg|center]]

::::::::::::::::::''UBC Governance Model''

====Board of Governors====

::Responsible for the management, administration and control of the property, revenue, business and affairs of the
::University. The BoG approves new faculty appointments. In day-to-day business the Provost approves appointments,
::then the BoG reviews and accepts these appointments.

====Senate(s)====

::Responsible for academic topics and issues that affect the University community. The Senates (UBC-V and UBCO)
::set policy for awarding of degrees, establishing new programs, curriculum changes, admission requirements,
::academic scheduling, appeal and adjudication processes and the overall mission, educational goals and objectives,
::and educational policy for UBC. The Senates can also review a variety of other issues as specified by the Board of
::Governors.

====Office of President====

::• President
::• Provost & V.P. Academic
::• V.P. Development and Alumni Engagement
::• V.P. External, Legal & and Community Relations
::• V.P. Finance, Resources & Operations
::• V.P. Research & International
::• V.P. Students

====President====

::The chief executive officer is responsible for the supervision and directs the academic work of the university. The president is also the chair of the Senate and Vice-Chancellor.

====Provost====

::The Provost and Vice-President Academic is responsible for the academic mandate of the University at its Vancouver campus, and provides leadership in planning, policy development and management of resources to achieve strategic goals. The portfolio encompasses the Faculties and Colleges, as well as academic support units such as the Library, Information Technology, Continuing Studies, and units with responsibility for supporting teaching,learning and research.

===Administration and Services===

{| border="1"

!colspan="3"|'''UBC'''
|-

|'''Acadamic Units'''
12 Faculties (UBCV), 7 Faculties (UBCO) & 2 Colleges:

{|
|''Applied Science''
|''Applied Science''
|-
|''Arts''
|''Arts & Science''
|-
|''Dentistry''
|''Creative & Critical Studies''
|-

|''Education''
|''Health & Social Development''
|-
|''Forestry''
|''Education''
|-
|''Graduate Studies''
|''Graduate Studies''
|-
|''Land & Food Systems''
|''Management''
|-
|''Medicine''
|-
|''Pharmaceutical Sciences''
|''College of Health Disciplines''
|-
|''Sauder School of Business''
|''College for Interdisciplinary''
|-
|''Science''
|''Studies''
|}

|'''Administrative Units'''

''eg'':

''Financial Services''

''Human Resources''

''Student Services''

|'''Ancillary Units'''

''eg'':

''Land & Building Services''

''Food Services''

''Housing''

''Bookstore''

|-

|'''Most Units have Departments. For example:'''
|
|
|-

|'''Faculty of Applied Science'''

* Office of the Dean
* School of Architecture & Landscape Architecture
* School of Nursing
* Dept of Chemical & Biological Engineering
* Dept of Civil Engineering
* Dept of Electrical & Computer Engineering
* Dept of Mechanical Engineering
* Dept of Mining Engineering
* Dept of Materials Engineering
* UBC Okanagan School of Engineering
* AMPEL (Advanced Materials Process Engineering Lab)
* ICICS (Institute for Computing, Information, and Cognitive Systems)
* CERC - Clean Energy Research Centre
* Pulp & Paper Centre
etc.

|'''Financial Services'''

''eg:''

''* Payroll''

''* Accounts Payable''

''* Research & Trust Accounting''

''* Revenue Accounting''

''* Reporting''

|'''Land & Building Services'''

''eg:''

''* Plant Operations''

''* Campus & Community Planning''

''* Facilities Management''

''* UBC Utilities''

|}

:::::::::::::::UBC Services and Structure

It can be helpful to be aware of the governance structure and the required
protocols applying to your work at the University. Generally, the Board
of Governors is responsible for business operations and the Senate for
the academic operations of the University. We will review a few common
scenarios to highlight the typical processes and protocols at UBC.

===Some Helpful Scenarios===

====Learning about your Teaching Context====

::It is important to recognize that your teaching takes place within an institutional and disciplinary context. As such, it is wise to familiarize yourself with the various levels of support available to you (within and across disciplines) in order to enhance scholarly approaches to teaching and learning, as well as to note the following important benchmarks for the quality of teaching and learning at UBC:
:::• Guide to Re-appointment, Promotion and Tenure Procedures at UBC (2009-10) - section 3.2, p13 Teaching;
:::• UBC’s Place & Promise Visioning Document (e.g.,priorities and goals for student learning);
:::• Your Discipline/Program Expectations with respect to the student learning experience and graduate attributes
:::• UBC Modules (6) for Student Evaluation of Teaching

====Student requests a disability accommodation====

::UBC is committed to providing access for students with disabilities while maintaining academic standards. Policy 73: Academic Accommodations for Students with Disabilities governs UBC’s decision-making in this regard. Because the provision of academic accommodations can be complex –given the range of possible instructional and exam formats– this goal is best accomplished through collaborations between you, the student, and a Diversity Advisor –Disability from Access & Diversity. You can contact Access & Diversity at www.students.ubc.ca/access/index.cfm

::Each partner in this collaboration brings an important perspective: the student has a unique, personal knowledge of their disability, the instructor has content knowledge and an understanding of the required learning outcomes,and the advisor has a broad knowledge of disabilities and their impact on academic performance.

::A student requesting an academic accommodation is required to present you with a letter from Access &Diversity that identifies the academic accommodations they are eligible for in an academic setting. Students need to present appropriate documentation to Access & Diversity in order to receive this letter, so it is not appropriate for you to request documentation of their disability.

::After receiving an accommodation request, you should make plans to discuss the range of recommended accommodations with the student within 10 days and then work with the student to implement these in your course.For example, you may allow the recording of lectures for students requiring an audio record of the content. During exams, you should facilitate exam accommodations in accordance with the student’s disability, for example, give the student additional time for exams.

===Student misses Test, Exam, Deadline due to Medical Reasons/Family Emergency===

::Students may request academic concession in circumstances that may adversely affect their attendance or performance in a course or program. Generally, such circumstances fall into one of two categories, conflicting responsibilities and unforeseen events.

::Students who, because of unforeseen events, are absent during the term and are unable to complete tests or other graded work, should normally discuss with their instructors how they can make up for missed work, according to written guidelines given to them at the start of the course (see UBC Grading Practices to help construct an appropriate policy for your syllabus). Instructors are not required to make allowance for any missed test or incomplete work that is not satisfactorily accounted for.

::Students who, because of an unforeseen event, experience a prolonged absence during a term or who miss a final or term-end examination must report to their dean or director to request academic concession as close as possible to the time that attendance is adversely affected.

::Students who feel that requests for consideration have not been dealt with fairly by their instructors may take their concerns to the office of their dean or director.

====Student has cheated====

::Academic honesty is a reality in many courses, whether it is plagiarism on essays and reports, or cheating on tests and exams. Expectations for student conduct with respect to academic honesty is stipulated in UBC Policy 85. Typically, when academic honesty or scholarly misconduct is suspected, you should ensure that all records are preserved. Then you can make a decision on how to proceed, whether to address minor problems within the course and the confines of the instructor-student relationship or where a serious violation has occurred, to initiate a more formal response to the conduct.

::To initiate a more formal response you should discuss the event with your department head or program-school chair and involve the Associate Dean of Student Services for your faculty.

::Once the more formal process is initiated, records and allegations are forwarded to the Vice-President Students and may result in the appointment of a committee that conducts an investigation, and then forwards their findings back to the Vice-President. The UBC Senate ultimately decides penalties. During the process, the student has many opportunities to respond to the allegations and appeal the decisions through the Senate Committee on Student Appeals on Student Discipline.

====You want to develop/offer a new course====

::New course ideas are typically first reviewed by the local curriculum committee, and then forwarded to the department head or school chair, the Dean, and ultimately to the UBC Senate for approval. All new course proposals must also be reviewed and approved by the Library. More information is available at '''www.students.ubc.ca/facultystaff/curriculum.cfm '''

::Many new courses are first offered through existing directed study courses, and are later submitted, reviewed,and approved for incorporation into the UBC calendar.

::You can get help with course design and course re-design from the Centre for Teaching, Learning and Technology (CTLT). CTLT offers a variety of free workshops and hosts a number of communities of practice – these are open to anyone in the UBC teaching community.

::Alternately, if a student approaches you with a suggestion for a new course, you may wish to direct him/her to Student Directed Seminars. Modeled after a program at UC Berkeley, Student Directed Seminars provide an opportunity for senior undergraduates to initiate a small, collaborative, group learning experience on a topic of their interest. Each seminar is sponsored by a faculty-member,who provides advice and guidance to the student coordinator.

Documentation:Guide to Teaching for New Faculty at UBC/Welcome to Teaching at UBC

2010-09-13T04:47:05Z

Cisdev1: /* Administration and Services */

The University of British Columbia, established in 1908, has a student
population of 50,000, on campuses in two cities, Vancouver and Kelowna.
UBC enrolls students in 7 faculties at the Okanagan campus (UBCO) and
in 12 faculties at the larger Vancouver campus (UBC-V). UBC has a large
population of international students; they come from over 143 countries
and comprise 12.6% of the total student population.

The UBC Library is the 2nd-largest research library in Canada. Its collection
includes 5.9 million volumes, 6.2 million microforms, more than 833,000
maps, audio, video and graphic materials and nearly 80,000 serial
subscriptions. The library has more than 520,000 e-books, the largest
biomedical collection in Western Canada, and the largest Asian-language
collection in Canada.

UBC aspires to be one of the world’s best universities, one that will prepare
students to become exceptional global citizens, promote the values of a
civil and sustainable society, and conduct outstanding research to serve
the people of British Columbia, Canada, and the world.

To achieve these goals, the University has committed to the following
mission:

:The University of British Columbia will provide its students, faculty,and staff with the best possible resources and conditions for learning and research, and create a working environment dedicated to excellence, equity,and mutual respect. It will cooperate with government, business, industry,and the professions, as well as with other educational institutions and the general community, to discover,disseminate, and apply new knowledge, prepare its students for fulfilling careers, and improve the quality of life through leading-edge research.

:The graduates of UBC will have developed strong analytical, problemsolving and critical thinking abilities; they will have excellent research and communication skills; they will be knowledgeable, flexible, and innovative. As responsible members of society, the graduates of UBC will value diversity, work with and for their communities, and be agents for positive change. They will acknowledge their obligations as global citizens, and strive to secure a sustainable and equitable future for all.

Those who teach at the University have the responsibility of helping to make this educational vision a reality.

As a new faculty member there are a number of support services to help
with your transition into the UBC community. Some departments and
schools support new faculty members with start-up funds, and mentoring
for both teaching and research. Central units like Human Resources, the
Faculty Association, Centre for Teaching, Learning and Technology* (CTLT)
offer a range of seminars, workshops, and support services for both new
and experienced faculty. It is important to find out how your local context
works: who to ask for help, what services and supports are available locally
and centrally, and what to do if you are having difficulties and just need to
talk to someone. Your department head or school director should be able
to direct you to the appropriate people and services.

===Governance===

UBC is a large research-focused institution with a well-developed central
governance model:

[[File:GovernanceModel.jpg|center]]

::::::::::::::::::''UBC Governance Model''

====Board of Governors====

::Responsible for the management, administration and control of the property, revenue, business and affairs of the
::University. The BoG approves new faculty appointments. In day-to-day business the Provost approves appointments,
::then the BoG reviews and accepts these appointments.

====Senate(s)====

::Responsible for academic topics and issues that affect the University community. The Senates (UBC-V and UBCO)
::set policy for awarding of degrees, establishing new programs, curriculum changes, admission requirements,
::academic scheduling, appeal and adjudication processes and the overall mission, educational goals and objectives,
::and educational policy for UBC. The Senates can also review a variety of other issues as specified by the Board of
::Governors.

====Office of President====

::• President
::• Provost & V.P. Academic
::• V.P. Development and Alumni Engagement
::• V.P. External, Legal & and Community Relations
::• V.P. Finance, Resources & Operations
::• V.P. Research & International
::• V.P. Students

====President====

::The chief executive officer is responsible for the supervision and directs the academic work of the university. The president is also the chair of the Senate and Vice-Chancellor.

====Provost====

::The Provost and Vice-President Academic is responsible for the academic mandate of the University at its Vancouver campus, and provides leadership in planning, policy development and management of resources to achieve strategic goals. The portfolio encompasses the Faculties and Colleges, as well as academic support units such as the Library, Information Technology, Continuing Studies, and units with responsibility for supporting teaching,learning and research.

===Administration and Services===

{| border="1"

!colspan="3"|'''UBC'''
|-

|'''Acadamic Units'''
12 Faculties (UBCV), 7 Faculties (UBCO) & 2 Colleges:

{|
|''Applied Science''
|''Applied Science''
|-
|''Arts''
|''Arts & Science''
|-
|''Dentistry''
|''Creative & Critical Studies''
|-

|''Education''
|''Health & Social Development''
|-
|''Forestry''
|''Education''
|-
|''Graduate Studies''
|''Graduate Studies''
|-
|''Land & Food Systems''
|''Management''
|-
|''Medicine''
|-
|''Pharmaceutical Sciences''
|''College of Health Disciplines''
|-
|''Sauder School of Business''
|''College for Interdisciplinary''
|-
|''Science''
|''Studies''
|}

|'''Administrative Units'''

''eg'':
''Financial Services''

''Human Resources''

''Student Services''

|'''Ancillary Units'''

''eg'':
''Land & Building Services''

''Food Services''

''Housing''

''Bookstore''

|-

|'''Most Units have Departments. For example:'''
|
|
|-

|'''Faculty of Applied Science'''

* Office of the Dean
* School of Architecture & Landscape Architecture
* School of Nursing
* Dept of Chemical & Biological Engineering
* Dept of Civil Engineering
* Dept of Electrical & Computer Engineering
* Dept of Mechanical Engineering
* Dept of Mining Engineering
* Dept of Materials Engineering
* UBC Okanagan School of Engineering
* AMPEL (Advanced Materials Process Engineering Lab)
* ICICS (Institute for Computing, Information, and Cognitive Systems)
* CERC - Clean Energy Research Centre
* Pulp & Paper Centre
etc.

|'''Financial Services'''

''eg:''
''* Payroll''

''* Accounts Payable''

''* Research & Trust Accounting''

''* Revenue Accounting''

''* Reporting''

|'''Land & Building Services'''

''eg:''
''* Plant Operations''

''* Campus & Community Planning''

''* Facilities Management''

''* UBC Utilities''

|}

:::::::::::::::UBC Services and Structure

It can be helpful to be aware of the governance structure and the required
protocols applying to your work at the University. Generally, the Board
of Governors is responsible for business operations and the Senate for
the academic operations of the University. We will review a few common
scenarios to highlight the typical processes and protocols at UBC.

===Some Helpful Scenarios===

====Learning about your Teaching Context====

::It is important to recognize that your teaching takes place within an institutional and disciplinary context. As such, it is wise to familiarize yourself with the various levels of support available to you (within and across disciplines) in order to enhance scholarly approaches to teaching and learning, as well as to note the following important benchmarks for the quality of teaching and learning at UBC:
:::• Guide to Re-appointment, Promotion and Tenure Procedures at UBC (2009-10) - section 3.2, p13 Teaching;
:::• UBC’s Place & Promise Visioning Document (e.g.,priorities and goals for student learning);
:::• Your Discipline/Program Expectations with respect to the student learning experience and graduate attributes
:::• UBC Modules (6) for Student Evaluation of Teaching

====Student requests a disability accommodation====

::UBC is committed to providing access for students with disabilities while maintaining academic standards. Policy 73: Academic Accommodations for Students with Disabilities governs UBC’s decision-making in this regard. Because the provision of academic accommodations can be complex –given the range of possible instructional and exam formats– this goal is best accomplished through collaborations between you, the student, and a Diversity Advisor –Disability from Access & Diversity. You can contact Access & Diversity at www.students.ubc.ca/access/index.cfm

::Each partner in this collaboration brings an important perspective: the student has a unique, personal knowledge of their disability, the instructor has content knowledge and an understanding of the required learning outcomes,and the advisor has a broad knowledge of disabilities and their impact on academic performance.

::A student requesting an academic accommodation is required to present you with a letter from Access &Diversity that identifies the academic accommodations they are eligible for in an academic setting. Students need to present appropriate documentation to Access & Diversity in order to receive this letter, so it is not appropriate for you to request documentation of their disability.

::After receiving an accommodation request, you should make plans to discuss the range of recommended accommodations with the student within 10 days and then work with the student to implement these in your course.For example, you may allow the recording of lectures for students requiring an audio record of the content. During exams, you should facilitate exam accommodations in accordance with the student’s disability, for example, give the student additional time for exams.

===Student misses Test, Exam, Deadline due to Medical Reasons/Family Emergency===

::Students may request academic concession in circumstances that may adversely affect their attendance or performance in a course or program. Generally, such circumstances fall into one of two categories, conflicting responsibilities and unforeseen events.

::Students who, because of unforeseen events, are absent during the term and are unable to complete tests or other graded work, should normally discuss with their instructors how they can make up for missed work, according to written guidelines given to them at the start of the course (see UBC Grading Practices to help construct an appropriate policy for your syllabus). Instructors are not required to make allowance for any missed test or incomplete work that is not satisfactorily accounted for.

::Students who, because of an unforeseen event, experience a prolonged absence during a term or who miss a final or term-end examination must report to their dean or director to request academic concession as close as possible to the time that attendance is adversely affected.

::Students who feel that requests for consideration have not been dealt with fairly by their instructors may take their concerns to the office of their dean or director.

====Student has cheated====

::Academic honesty is a reality in many courses, whether it is plagiarism on essays and reports, or cheating on tests and exams. Expectations for student conduct with respect to academic honesty is stipulated in UBC Policy 85. Typically, when academic honesty or scholarly misconduct is suspected, you should ensure that all records are preserved. Then you can make a decision on how to proceed, whether to address minor problems within the course and the confines of the instructor-student relationship or where a serious violation has occurred, to initiate a more formal response to the conduct.

::To initiate a more formal response you should discuss the event with your department head or program-school chair and involve the Associate Dean of Student Services for your faculty.

::Once the more formal process is initiated, records and allegations are forwarded to the Vice-President Students and may result in the appointment of a committee that conducts an investigation, and then forwards their findings back to the Vice-President. The UBC Senate ultimately decides penalties. During the process, the student has many opportunities to respond to the allegations and appeal the decisions through the Senate Committee on Student Appeals on Student Discipline.

====You want to develop/offer a new course====

::New course ideas are typically first reviewed by the local curriculum committee, and then forwarded to the department head or school chair, the Dean, and ultimately to the UBC Senate for approval. All new course proposals must also be reviewed and approved by the Library. More information is available at '''www.students.ubc.ca/facultystaff/curriculum.cfm '''

::Many new courses are first offered through existing directed study courses, and are later submitted, reviewed,and approved for incorporation into the UBC calendar.

::You can get help with course design and course re-design from the Centre for Teaching, Learning and Technology (CTLT). CTLT offers a variety of free workshops and hosts a number of communities of practice – these are open to anyone in the UBC teaching community.

::Alternately, if a student approaches you with a suggestion for a new course, you may wish to direct him/her to Student Directed Seminars. Modeled after a program at UC Berkeley, Student Directed Seminars provide an opportunity for senior undergraduates to initiate a small, collaborative, group learning experience on a topic of their interest. Each seminar is sponsored by a faculty-member,who provides advice and guidance to the student coordinator.

Documentation:Guide to Teaching for New Faculty at UBC/Welcome to Teaching at UBC

2010-09-13T04:45:19Z

Cisdev1: /* Administration and Services */

The University of British Columbia, established in 1908, has a student
population of 50,000, on campuses in two cities, Vancouver and Kelowna.
UBC enrolls students in 7 faculties at the Okanagan campus (UBCO) and
in 12 faculties at the larger Vancouver campus (UBC-V). UBC has a large
population of international students; they come from over 143 countries
and comprise 12.6% of the total student population.

The UBC Library is the 2nd-largest research library in Canada. Its collection
includes 5.9 million volumes, 6.2 million microforms, more than 833,000
maps, audio, video and graphic materials and nearly 80,000 serial
subscriptions. The library has more than 520,000 e-books, the largest
biomedical collection in Western Canada, and the largest Asian-language
collection in Canada.

UBC aspires to be one of the world’s best universities, one that will prepare
students to become exceptional global citizens, promote the values of a
civil and sustainable society, and conduct outstanding research to serve
the people of British Columbia, Canada, and the world.

To achieve these goals, the University has committed to the following
mission:

:The University of British Columbia will provide its students, faculty,and staff with the best possible resources and conditions for learning and research, and create a working environment dedicated to excellence, equity,and mutual respect. It will cooperate with government, business, industry,and the professions, as well as with other educational institutions and the general community, to discover,disseminate, and apply new knowledge, prepare its students for fulfilling careers, and improve the quality of life through leading-edge research.

:The graduates of UBC will have developed strong analytical, problemsolving and critical thinking abilities; they will have excellent research and communication skills; they will be knowledgeable, flexible, and innovative. As responsible members of society, the graduates of UBC will value diversity, work with and for their communities, and be agents for positive change. They will acknowledge their obligations as global citizens, and strive to secure a sustainable and equitable future for all.

Those who teach at the University have the responsibility of helping to make this educational vision a reality.

As a new faculty member there are a number of support services to help
with your transition into the UBC community. Some departments and
schools support new faculty members with start-up funds, and mentoring
for both teaching and research. Central units like Human Resources, the
Faculty Association, Centre for Teaching, Learning and Technology* (CTLT)
offer a range of seminars, workshops, and support services for both new
and experienced faculty. It is important to find out how your local context
works: who to ask for help, what services and supports are available locally
and centrally, and what to do if you are having difficulties and just need to
talk to someone. Your department head or school director should be able
to direct you to the appropriate people and services.

===Governance===

UBC is a large research-focused institution with a well-developed central
governance model:

[[File:GovernanceModel.jpg|center]]

::::::::::::::::::''UBC Governance Model''

====Board of Governors====

::Responsible for the management, administration and control of the property, revenue, business and affairs of the
::University. The BoG approves new faculty appointments. In day-to-day business the Provost approves appointments,
::then the BoG reviews and accepts these appointments.

====Senate(s)====

::Responsible for academic topics and issues that affect the University community. The Senates (UBC-V and UBCO)
::set policy for awarding of degrees, establishing new programs, curriculum changes, admission requirements,
::academic scheduling, appeal and adjudication processes and the overall mission, educational goals and objectives,
::and educational policy for UBC. The Senates can also review a variety of other issues as specified by the Board of
::Governors.

====Office of President====

::• President
::• Provost & V.P. Academic
::• V.P. Development and Alumni Engagement
::• V.P. External, Legal & and Community Relations
::• V.P. Finance, Resources & Operations
::• V.P. Research & International
::• V.P. Students

====President====

::The chief executive officer is responsible for the supervision and directs the academic work of the university. The president is also the chair of the Senate and Vice-Chancellor.

====Provost====

::The Provost and Vice-President Academic is responsible for the academic mandate of the University at its Vancouver campus, and provides leadership in planning, policy development and management of resources to achieve strategic goals. The portfolio encompasses the Faculties and Colleges, as well as academic support units such as the Library, Information Technology, Continuing Studies, and units with responsibility for supporting teaching,learning and research.

===Administration and Services===

{| border="1"

!colspan="3"|'''UBC'''
|-

|'''Acadamic Units'''
12 Faculties (UBCV), 7 Faculties (UBCO) & 2 Colleges:

{|
|''Applied Science''
|''Applied Science''
|-
|''Arts''
|''Arts & Science''
|-
|''Dentistry''
|''Creative & Critical Studies''
|-

|''Education''
|''Health & Social Development''
|-
|''Forestry''
|''Education''
|-
|''Graduate Studies''
|''Graduate Studies''
|-
|''Land & Food Systems''
|''Management''
|-
|''Medicine''
|-
|''Pharmaceutical Sciences''
|''College of Health Disciplines''
|-
|''Sauder School of Business''
|''College for Interdisciplinary''
|-
|''Science''
|''Studies''
|-

|'''Administrative Units'''

''eg'':
''Financial Services''

''Human Resources''

''Student Services''

|'''Ancillary Units'''

''eg'':
''Land & Building Services''

''Food Services''

''Housing''

''Bookstore''

|-

|'''Most Units have Departments. For example:'''
|
|
|-

|'''Faculty of Applied Science'''

* Office of the Dean
* School of Architecture & Landscape Architecture
* School of Nursing
* Dept of Chemical & Biological Engineering
* Dept of Civil Engineering
* Dept of Electrical & Computer Engineering
* Dept of Mechanical Engineering
* Dept of Mining Engineering
* Dept of Materials Engineering
* UBC Okanagan School of Engineering
* AMPEL (Advanced Materials Process Engineering Lab)
* ICICS (Institute for Computing, Information, and Cognitive Systems)
* CERC - Clean Energy Research Centre
* Pulp & Paper Centre
etc.

|'''Financial Services'''

''eg:''
''* Payroll''
''* Accounts Payable''
''* Research & Trust Accounting''
''* Revenue Accounting''
''* Reporting''

|'''Land & Building Services'''

''eg:''
''* Plant Operations''
''* Campus & Community Planning''
''* Facilities Management''
''* UBC Utilities''
|}

:::::::::::::::UBC Services and Structure

It can be helpful to be aware of the governance structure and the required
protocols applying to your work at the University. Generally, the Board
of Governors is responsible for business operations and the Senate for
the academic operations of the University. We will review a few common
scenarios to highlight the typical processes and protocols at UBC.

===Some Helpful Scenarios===

====Learning about your Teaching Context====

::It is important to recognize that your teaching takes place within an institutional and disciplinary context. As such, it is wise to familiarize yourself with the various levels of support available to you (within and across disciplines) in order to enhance scholarly approaches to teaching and learning, as well as to note the following important benchmarks for the quality of teaching and learning at UBC:
:::• Guide to Re-appointment, Promotion and Tenure Procedures at UBC (2009-10) - section 3.2, p13 Teaching;
:::• UBC’s Place & Promise Visioning Document (e.g.,priorities and goals for student learning);
:::• Your Discipline/Program Expectations with respect to the student learning experience and graduate attributes
:::• UBC Modules (6) for Student Evaluation of Teaching

====Student requests a disability accommodation====

::UBC is committed to providing access for students with disabilities while maintaining academic standards. Policy 73: Academic Accommodations for Students with Disabilities governs UBC’s decision-making in this regard. Because the provision of academic accommodations can be complex –given the range of possible instructional and exam formats– this goal is best accomplished through collaborations between you, the student, and a Diversity Advisor –Disability from Access & Diversity. You can contact Access & Diversity at www.students.ubc.ca/access/index.cfm

::Each partner in this collaboration brings an important perspective: the student has a unique, personal knowledge of their disability, the instructor has content knowledge and an understanding of the required learning outcomes,and the advisor has a broad knowledge of disabilities and their impact on academic performance.

::A student requesting an academic accommodation is required to present you with a letter from Access &Diversity that identifies the academic accommodations they are eligible for in an academic setting. Students need to present appropriate documentation to Access & Diversity in order to receive this letter, so it is not appropriate for you to request documentation of their disability.

::After receiving an accommodation request, you should make plans to discuss the range of recommended accommodations with the student within 10 days and then work with the student to implement these in your course.For example, you may allow the recording of lectures for students requiring an audio record of the content. During exams, you should facilitate exam accommodations in accordance with the student’s disability, for example, give the student additional time for exams.

===Student misses Test, Exam, Deadline due to Medical Reasons/Family Emergency===

::Students may request academic concession in circumstances that may adversely affect their attendance or performance in a course or program. Generally, such circumstances fall into one of two categories, conflicting responsibilities and unforeseen events.

::Students who, because of unforeseen events, are absent during the term and are unable to complete tests or other graded work, should normally discuss with their instructors how they can make up for missed work, according to written guidelines given to them at the start of the course (see UBC Grading Practices to help construct an appropriate policy for your syllabus). Instructors are not required to make allowance for any missed test or incomplete work that is not satisfactorily accounted for.

::Students who, because of an unforeseen event, experience a prolonged absence during a term or who miss a final or term-end examination must report to their dean or director to request academic concession as close as possible to the time that attendance is adversely affected.

::Students who feel that requests for consideration have not been dealt with fairly by their instructors may take their concerns to the office of their dean or director.

====Student has cheated====

::Academic honesty is a reality in many courses, whether it is plagiarism on essays and reports, or cheating on tests and exams. Expectations for student conduct with respect to academic honesty is stipulated in UBC Policy 85. Typically, when academic honesty or scholarly misconduct is suspected, you should ensure that all records are preserved. Then you can make a decision on how to proceed, whether to address minor problems within the course and the confines of the instructor-student relationship or where a serious violation has occurred, to initiate a more formal response to the conduct.

::To initiate a more formal response you should discuss the event with your department head or program-school chair and involve the Associate Dean of Student Services for your faculty.

::Once the more formal process is initiated, records and allegations are forwarded to the Vice-President Students and may result in the appointment of a committee that conducts an investigation, and then forwards their findings back to the Vice-President. The UBC Senate ultimately decides penalties. During the process, the student has many opportunities to respond to the allegations and appeal the decisions through the Senate Committee on Student Appeals on Student Discipline.

====You want to develop/offer a new course====

::New course ideas are typically first reviewed by the local curriculum committee, and then forwarded to the department head or school chair, the Dean, and ultimately to the UBC Senate for approval. All new course proposals must also be reviewed and approved by the Library. More information is available at '''www.students.ubc.ca/facultystaff/curriculum.cfm '''

::Many new courses are first offered through existing directed study courses, and are later submitted, reviewed,and approved for incorporation into the UBC calendar.

::You can get help with course design and course re-design from the Centre for Teaching, Learning and Technology (CTLT). CTLT offers a variety of free workshops and hosts a number of communities of practice – these are open to anyone in the UBC teaching community.

::Alternately, if a student approaches you with a suggestion for a new course, you may wish to direct him/her to Student Directed Seminars. Modeled after a program at UC Berkeley, Student Directed Seminars provide an opportunity for senior undergraduates to initiate a small, collaborative, group learning experience on a topic of their interest. Each seminar is sponsored by a faculty-member,who provides advice and guidance to the student coordinator.

Documentation:Guide to Teaching for New Faculty at UBC/Welcome to Teaching at UBC

2010-09-13T04:34:32Z

Cisdev1: /* Administration and Services */

The University of British Columbia, established in 1908, has a student
population of 50,000, on campuses in two cities, Vancouver and Kelowna.
UBC enrolls students in 7 faculties at the Okanagan campus (UBCO) and
in 12 faculties at the larger Vancouver campus (UBC-V). UBC has a large
population of international students; they come from over 143 countries
and comprise 12.6% of the total student population.

The UBC Library is the 2nd-largest research library in Canada. Its collection
includes 5.9 million volumes, 6.2 million microforms, more than 833,000
maps, audio, video and graphic materials and nearly 80,000 serial
subscriptions. The library has more than 520,000 e-books, the largest
biomedical collection in Western Canada, and the largest Asian-language
collection in Canada.

UBC aspires to be one of the world’s best universities, one that will prepare
students to become exceptional global citizens, promote the values of a
civil and sustainable society, and conduct outstanding research to serve
the people of British Columbia, Canada, and the world.

To achieve these goals, the University has committed to the following
mission:

:The University of British Columbia will provide its students, faculty,and staff with the best possible resources and conditions for learning and research, and create a working environment dedicated to excellence, equity,and mutual respect. It will cooperate with government, business, industry,and the professions, as well as with other educational institutions and the general community, to discover,disseminate, and apply new knowledge, prepare its students for fulfilling careers, and improve the quality of life through leading-edge research.

:The graduates of UBC will have developed strong analytical, problemsolving and critical thinking abilities; they will have excellent research and communication skills; they will be knowledgeable, flexible, and innovative. As responsible members of society, the graduates of UBC will value diversity, work with and for their communities, and be agents for positive change. They will acknowledge their obligations as global citizens, and strive to secure a sustainable and equitable future for all.

Those who teach at the University have the responsibility of helping to make this educational vision a reality.

As a new faculty member there are a number of support services to help
with your transition into the UBC community. Some departments and
schools support new faculty members with start-up funds, and mentoring
for both teaching and research. Central units like Human Resources, the
Faculty Association, Centre for Teaching, Learning and Technology* (CTLT)
offer a range of seminars, workshops, and support services for both new
and experienced faculty. It is important to find out how your local context
works: who to ask for help, what services and supports are available locally
and centrally, and what to do if you are having difficulties and just need to
talk to someone. Your department head or school director should be able
to direct you to the appropriate people and services.

===Governance===

UBC is a large research-focused institution with a well-developed central
governance model:

[[File:GovernanceModel.jpg|center]]

::::::::::::::::::''UBC Governance Model''

====Board of Governors====

::Responsible for the management, administration and control of the property, revenue, business and affairs of the
::University. The BoG approves new faculty appointments. In day-to-day business the Provost approves appointments,
::then the BoG reviews and accepts these appointments.

====Senate(s)====

::Responsible for academic topics and issues that affect the University community. The Senates (UBC-V and UBCO)
::set policy for awarding of degrees, establishing new programs, curriculum changes, admission requirements,
::academic scheduling, appeal and adjudication processes and the overall mission, educational goals and objectives,
::and educational policy for UBC. The Senates can also review a variety of other issues as specified by the Board of
::Governors.

====Office of President====

::• President
::• Provost & V.P. Academic
::• V.P. Development and Alumni Engagement
::• V.P. External, Legal & and Community Relations
::• V.P. Finance, Resources & Operations
::• V.P. Research & International
::• V.P. Students

====President====

::The chief executive officer is responsible for the supervision and directs the academic work of the university. The president is also the chair of the Senate and Vice-Chancellor.

====Provost====

::The Provost and Vice-President Academic is responsible for the academic mandate of the University at its Vancouver campus, and provides leadership in planning, policy development and management of resources to achieve strategic goals. The portfolio encompasses the Faculties and Colleges, as well as academic support units such as the Library, Information Technology, Continuing Studies, and units with responsibility for supporting teaching,learning and research.

===Administration and Services===

{| border="1"

!colspan="3"|'''UBC'''
|-

|'''Acadamic Units'''
12 Faculties (UBCV), 7 Faculties (UBCO) & 2 Colleges:

''Applied Science'' ''Applied Science''

''Arts'' ''Arts & Science''
''Dentistry'' ''Creative & Critical Studies''
''Education'' ''Health & Social Development''
''Forestry'' ''Education''
''Graduate Studies'' ''Graduate Studies''
''Land & Food Systems'' ''Management''
''Medicine''
''Pharmaceutical Sciences'' ''College of Health Disciplines''
''Sauder School of Business'' ''College for Interdisciplinary''
''Science'' ''Studies''

|'''Administrative Units'''

''eg'':
''Financial Services''
''Human Resources''
''Student Services''

|'''Ancillary Units'''

''eg'':
''Land & Building Services''
''Food Services''
''Housing''
''Bookstore''
|-

|'''Most Units have Departments. For example:'''
|
|
|-

|'''Faculty of Applied Science'''

* Office of the Dean
* School of Architecture & Landscape Architecture
* School of Nursing
* Dept of Chemical & Biological Engineering
* Dept of Civil Engineering
* Dept of Electrical & Computer Engineering
* Dept of Mechanical Engineering
* Dept of Mining Engineering
* Dept of Materials Engineering
* UBC Okanagan School of Engineering
* AMPEL (Advanced Materials Process Engineering Lab)
* ICICS (Institute for Computing, Information, and Cognitive Systems)
* CERC - Clean Energy Research Centre
* Pulp & Paper Centre
etc.

|'''Financial Services'''

''eg:''
''* Payroll''
''* Accounts Payable''
''* Research & Trust Accounting''
''* Revenue Accounting''
''* Reporting''

|'''Land & Building Services'''

''eg:''
''* Plant Operations''
''* Campus & Community Planning''
''* Facilities Management''
''* UBC Utilities''
|}

:::::::::::::::UBC Services and Structure

It can be helpful to be aware of the governance structure and the required
protocols applying to your work at the University. Generally, the Board
of Governors is responsible for business operations and the Senate for
the academic operations of the University. We will review a few common
scenarios to highlight the typical processes and protocols at UBC.

===Some Helpful Scenarios===

====Learning about your Teaching Context====

::It is important to recognize that your teaching takes place within an institutional and disciplinary context. As such, it is wise to familiarize yourself with the various levels of support available to you (within and across disciplines) in order to enhance scholarly approaches to teaching and learning, as well as to note the following important benchmarks for the quality of teaching and learning at UBC:
:::• Guide to Re-appointment, Promotion and Tenure Procedures at UBC (2009-10) - section 3.2, p13 Teaching;
:::• UBC’s Place & Promise Visioning Document (e.g.,priorities and goals for student learning);
:::• Your Discipline/Program Expectations with respect to the student learning experience and graduate attributes
:::• UBC Modules (6) for Student Evaluation of Teaching

====Student requests a disability accommodation====

::UBC is committed to providing access for students with disabilities while maintaining academic standards. Policy 73: Academic Accommodations for Students with Disabilities governs UBC’s decision-making in this regard. Because the provision of academic accommodations can be complex –given the range of possible instructional and exam formats– this goal is best accomplished through collaborations between you, the student, and a Diversity Advisor –Disability from Access & Diversity. You can contact Access & Diversity at www.students.ubc.ca/access/index.cfm

::Each partner in this collaboration brings an important perspective: the student has a unique, personal knowledge of their disability, the instructor has content knowledge and an understanding of the required learning outcomes,and the advisor has a broad knowledge of disabilities and their impact on academic performance.

::A student requesting an academic accommodation is required to present you with a letter from Access &Diversity that identifies the academic accommodations they are eligible for in an academic setting. Students need to present appropriate documentation to Access & Diversity in order to receive this letter, so it is not appropriate for you to request documentation of their disability.

::After receiving an accommodation request, you should make plans to discuss the range of recommended accommodations with the student within 10 days and then work with the student to implement these in your course.For example, you may allow the recording of lectures for students requiring an audio record of the content. During exams, you should facilitate exam accommodations in accordance with the student’s disability, for example, give the student additional time for exams.

===Student misses Test, Exam, Deadline due to Medical Reasons/Family Emergency===

::Students may request academic concession in circumstances that may adversely affect their attendance or performance in a course or program. Generally, such circumstances fall into one of two categories, conflicting responsibilities and unforeseen events.

::Students who, because of unforeseen events, are absent during the term and are unable to complete tests or other graded work, should normally discuss with their instructors how they can make up for missed work, according to written guidelines given to them at the start of the course (see UBC Grading Practices to help construct an appropriate policy for your syllabus). Instructors are not required to make allowance for any missed test or incomplete work that is not satisfactorily accounted for.

::Students who, because of an unforeseen event, experience a prolonged absence during a term or who miss a final or term-end examination must report to their dean or director to request academic concession as close as possible to the time that attendance is adversely affected.

::Students who feel that requests for consideration have not been dealt with fairly by their instructors may take their concerns to the office of their dean or director.

====Student has cheated====

::Academic honesty is a reality in many courses, whether it is plagiarism on essays and reports, or cheating on tests and exams. Expectations for student conduct with respect to academic honesty is stipulated in UBC Policy 85. Typically, when academic honesty or scholarly misconduct is suspected, you should ensure that all records are preserved. Then you can make a decision on how to proceed, whether to address minor problems within the course and the confines of the instructor-student relationship or where a serious violation has occurred, to initiate a more formal response to the conduct.

::To initiate a more formal response you should discuss the event with your department head or program-school chair and involve the Associate Dean of Student Services for your faculty.

::Once the more formal process is initiated, records and allegations are forwarded to the Vice-President Students and may result in the appointment of a committee that conducts an investigation, and then forwards their findings back to the Vice-President. The UBC Senate ultimately decides penalties. During the process, the student has many opportunities to respond to the allegations and appeal the decisions through the Senate Committee on Student Appeals on Student Discipline.

====You want to develop/offer a new course====

::New course ideas are typically first reviewed by the local curriculum committee, and then forwarded to the department head or school chair, the Dean, and ultimately to the UBC Senate for approval. All new course proposals must also be reviewed and approved by the Library. More information is available at '''www.students.ubc.ca/facultystaff/curriculum.cfm '''

::Many new courses are first offered through existing directed study courses, and are later submitted, reviewed,and approved for incorporation into the UBC calendar.

::You can get help with course design and course re-design from the Centre for Teaching, Learning and Technology (CTLT). CTLT offers a variety of free workshops and hosts a number of communities of practice – these are open to anyone in the UBC teaching community.

::Alternately, if a student approaches you with a suggestion for a new course, you may wish to direct him/her to Student Directed Seminars. Modeled after a program at UC Berkeley, Student Directed Seminars provide an opportunity for senior undergraduates to initiate a small, collaborative, group learning experience on a topic of their interest. Each seminar is sponsored by a faculty-member,who provides advice and guidance to the student coordinator.

Documentation:Guide to Teaching for New Faculty at UBC/Welcome to Teaching at UBC

2010-09-13T04:33:45Z

Cisdev1: /* Administration and Services */

The University of British Columbia, established in 1908, has a student
population of 50,000, on campuses in two cities, Vancouver and Kelowna.
UBC enrolls students in 7 faculties at the Okanagan campus (UBCO) and
in 12 faculties at the larger Vancouver campus (UBC-V). UBC has a large
population of international students; they come from over 143 countries
and comprise 12.6% of the total student population.

The UBC Library is the 2nd-largest research library in Canada. Its collection
includes 5.9 million volumes, 6.2 million microforms, more than 833,000
maps, audio, video and graphic materials and nearly 80,000 serial
subscriptions. The library has more than 520,000 e-books, the largest
biomedical collection in Western Canada, and the largest Asian-language
collection in Canada.

UBC aspires to be one of the world’s best universities, one that will prepare
students to become exceptional global citizens, promote the values of a
civil and sustainable society, and conduct outstanding research to serve
the people of British Columbia, Canada, and the world.

To achieve these goals, the University has committed to the following
mission:

:The University of British Columbia will provide its students, faculty,and staff with the best possible resources and conditions for learning and research, and create a working environment dedicated to excellence, equity,and mutual respect. It will cooperate with government, business, industry,and the professions, as well as with other educational institutions and the general community, to discover,disseminate, and apply new knowledge, prepare its students for fulfilling careers, and improve the quality of life through leading-edge research.

:The graduates of UBC will have developed strong analytical, problemsolving and critical thinking abilities; they will have excellent research and communication skills; they will be knowledgeable, flexible, and innovative. As responsible members of society, the graduates of UBC will value diversity, work with and for their communities, and be agents for positive change. They will acknowledge their obligations as global citizens, and strive to secure a sustainable and equitable future for all.

Those who teach at the University have the responsibility of helping to make this educational vision a reality.

As a new faculty member there are a number of support services to help
with your transition into the UBC community. Some departments and
schools support new faculty members with start-up funds, and mentoring
for both teaching and research. Central units like Human Resources, the
Faculty Association, Centre for Teaching, Learning and Technology* (CTLT)
offer a range of seminars, workshops, and support services for both new
and experienced faculty. It is important to find out how your local context
works: who to ask for help, what services and supports are available locally
and centrally, and what to do if you are having difficulties and just need to
talk to someone. Your department head or school director should be able
to direct you to the appropriate people and services.

===Governance===

UBC is a large research-focused institution with a well-developed central
governance model:

[[File:GovernanceModel.jpg|center]]

::::::::::::::::::''UBC Governance Model''

====Board of Governors====

::Responsible for the management, administration and control of the property, revenue, business and affairs of the
::University. The BoG approves new faculty appointments. In day-to-day business the Provost approves appointments,
::then the BoG reviews and accepts these appointments.

====Senate(s)====

::Responsible for academic topics and issues that affect the University community. The Senates (UBC-V and UBCO)
::set policy for awarding of degrees, establishing new programs, curriculum changes, admission requirements,
::academic scheduling, appeal and adjudication processes and the overall mission, educational goals and objectives,
::and educational policy for UBC. The Senates can also review a variety of other issues as specified by the Board of
::Governors.

====Office of President====

::• President
::• Provost & V.P. Academic
::• V.P. Development and Alumni Engagement
::• V.P. External, Legal & and Community Relations
::• V.P. Finance, Resources & Operations
::• V.P. Research & International
::• V.P. Students

====President====

::The chief executive officer is responsible for the supervision and directs the academic work of the university. The president is also the chair of the Senate and Vice-Chancellor.

====Provost====

::The Provost and Vice-President Academic is responsible for the academic mandate of the University at its Vancouver campus, and provides leadership in planning, policy development and management of resources to achieve strategic goals. The portfolio encompasses the Faculties and Colleges, as well as academic support units such as the Library, Information Technology, Continuing Studies, and units with responsibility for supporting teaching,learning and research.

===Administration and Services===

{| border="1"

!colspan="3"|'''UBC'''
|-

|'''Acadamic Units'''
12 Faculties (UBCV), 7 Faculties (UBCO) & 2 Colleges:

''Applied Science'' ''Applied Science''

''Arts'' ''Arts & Science''
''Dentistry'' ''Creative & Critical Studies''
''Education'' ''Health & Social Development''
''Forestry'' ''Education''
''Graduate Studies'' ''Graduate Studies''
''Land & Food Systems'' ''Management''
''Medicine''
''Pharmaceutical Sciences'' ''College of Health Disciplines''
''Sauder School of Business'' ''College for Interdisciplinary''
''Science'' ''Studies''

|Administrative Units
''eg'':
''Financial Services''
''Human Resources''
''Student Services''

|Ancillary Units
''eg'':
''Land & Building Services''
''Food Services''
''Housing''
''Bookstore''
|-

|'''Most Units have Departments. For example:'''
|
|
|-

|'''Faculty of Applied Science'''

* Office of the Dean
* School of Architecture & Landscape Architecture
* School of Nursing
* Dept of Chemical & Biological Engineering
* Dept of Civil Engineering
* Dept of Electrical & Computer Engineering
* Dept of Mechanical Engineering
* Dept of Mining Engineering
* Dept of Materials Engineering
* UBC Okanagan School of Engineering
* AMPEL (Advanced Materials Process Engineering Lab)
* ICICS (Institute for Computing, Information, and Cognitive Systems)
* CERC - Clean Energy Research Centre
* Pulp & Paper Centre
etc.

|'''Financial Services'''

''eg:''
''* Payroll''
''* Accounts Payable''
''* Research & Trust Accounting''
''* Revenue Accounting''
''* Reporting''

|'''Land & Building Services'''

''eg:''
''* Plant Operations''
''* Campus & Community Planning''
''* Facilities Management''
''* UBC Utilities''
|}

:::::::::::::::UBC Services and Structure

It can be helpful to be aware of the governance structure and the required
protocols applying to your work at the University. Generally, the Board
of Governors is responsible for business operations and the Senate for
the academic operations of the University. We will review a few common
scenarios to highlight the typical processes and protocols at UBC.

===Some Helpful Scenarios===

====Learning about your Teaching Context====

::It is important to recognize that your teaching takes place within an institutional and disciplinary context. As such, it is wise to familiarize yourself with the various levels of support available to you (within and across disciplines) in order to enhance scholarly approaches to teaching and learning, as well as to note the following important benchmarks for the quality of teaching and learning at UBC:
:::• Guide to Re-appointment, Promotion and Tenure Procedures at UBC (2009-10) - section 3.2, p13 Teaching;
:::• UBC’s Place & Promise Visioning Document (e.g.,priorities and goals for student learning);
:::• Your Discipline/Program Expectations with respect to the student learning experience and graduate attributes
:::• UBC Modules (6) for Student Evaluation of Teaching

====Student requests a disability accommodation====

::UBC is committed to providing access for students with disabilities while maintaining academic standards. Policy 73: Academic Accommodations for Students with Disabilities governs UBC’s decision-making in this regard. Because the provision of academic accommodations can be complex –given the range of possible instructional and exam formats– this goal is best accomplished through collaborations between you, the student, and a Diversity Advisor –Disability from Access & Diversity. You can contact Access & Diversity at www.students.ubc.ca/access/index.cfm

::Each partner in this collaboration brings an important perspective: the student has a unique, personal knowledge of their disability, the instructor has content knowledge and an understanding of the required learning outcomes,and the advisor has a broad knowledge of disabilities and their impact on academic performance.

::A student requesting an academic accommodation is required to present you with a letter from Access &Diversity that identifies the academic accommodations they are eligible for in an academic setting. Students need to present appropriate documentation to Access & Diversity in order to receive this letter, so it is not appropriate for you to request documentation of their disability.

::After receiving an accommodation request, you should make plans to discuss the range of recommended accommodations with the student within 10 days and then work with the student to implement these in your course.For example, you may allow the recording of lectures for students requiring an audio record of the content. During exams, you should facilitate exam accommodations in accordance with the student’s disability, for example, give the student additional time for exams.

===Student misses Test, Exam, Deadline due to Medical Reasons/Family Emergency===

::Students may request academic concession in circumstances that may adversely affect their attendance or performance in a course or program. Generally, such circumstances fall into one of two categories, conflicting responsibilities and unforeseen events.

::Students who, because of unforeseen events, are absent during the term and are unable to complete tests or other graded work, should normally discuss with their instructors how they can make up for missed work, according to written guidelines given to them at the start of the course (see UBC Grading Practices to help construct an appropriate policy for your syllabus). Instructors are not required to make allowance for any missed test or incomplete work that is not satisfactorily accounted for.

::Students who, because of an unforeseen event, experience a prolonged absence during a term or who miss a final or term-end examination must report to their dean or director to request academic concession as close as possible to the time that attendance is adversely affected.

::Students who feel that requests for consideration have not been dealt with fairly by their instructors may take their concerns to the office of their dean or director.

====Student has cheated====

::Academic honesty is a reality in many courses, whether it is plagiarism on essays and reports, or cheating on tests and exams. Expectations for student conduct with respect to academic honesty is stipulated in UBC Policy 85. Typically, when academic honesty or scholarly misconduct is suspected, you should ensure that all records are preserved. Then you can make a decision on how to proceed, whether to address minor problems within the course and the confines of the instructor-student relationship or where a serious violation has occurred, to initiate a more formal response to the conduct.

::To initiate a more formal response you should discuss the event with your department head or program-school chair and involve the Associate Dean of Student Services for your faculty.

::Once the more formal process is initiated, records and allegations are forwarded to the Vice-President Students and may result in the appointment of a committee that conducts an investigation, and then forwards their findings back to the Vice-President. The UBC Senate ultimately decides penalties. During the process, the student has many opportunities to respond to the allegations and appeal the decisions through the Senate Committee on Student Appeals on Student Discipline.

====You want to develop/offer a new course====

::New course ideas are typically first reviewed by the local curriculum committee, and then forwarded to the department head or school chair, the Dean, and ultimately to the UBC Senate for approval. All new course proposals must also be reviewed and approved by the Library. More information is available at '''www.students.ubc.ca/facultystaff/curriculum.cfm '''

::Many new courses are first offered through existing directed study courses, and are later submitted, reviewed,and approved for incorporation into the UBC calendar.

::You can get help with course design and course re-design from the Centre for Teaching, Learning and Technology (CTLT). CTLT offers a variety of free workshops and hosts a number of communities of practice – these are open to anyone in the UBC teaching community.

::Alternately, if a student approaches you with a suggestion for a new course, you may wish to direct him/her to Student Directed Seminars. Modeled after a program at UC Berkeley, Student Directed Seminars provide an opportunity for senior undergraduates to initiate a small, collaborative, group learning experience on a topic of their interest. Each seminar is sponsored by a faculty-member,who provides advice and guidance to the student coordinator.

Documentation:Guide to Teaching for New Faculty at UBC/Welcome to Teaching at UBC

2010-09-13T04:28:18Z

Cisdev1: /* Administration and Services */

The University of British Columbia, established in 1908, has a student
population of 50,000, on campuses in two cities, Vancouver and Kelowna.
UBC enrolls students in 7 faculties at the Okanagan campus (UBCO) and
in 12 faculties at the larger Vancouver campus (UBC-V). UBC has a large
population of international students; they come from over 143 countries
and comprise 12.6% of the total student population.

The UBC Library is the 2nd-largest research library in Canada. Its collection
includes 5.9 million volumes, 6.2 million microforms, more than 833,000
maps, audio, video and graphic materials and nearly 80,000 serial
subscriptions. The library has more than 520,000 e-books, the largest
biomedical collection in Western Canada, and the largest Asian-language
collection in Canada.

UBC aspires to be one of the world’s best universities, one that will prepare
students to become exceptional global citizens, promote the values of a
civil and sustainable society, and conduct outstanding research to serve
the people of British Columbia, Canada, and the world.

To achieve these goals, the University has committed to the following
mission:

:The University of British Columbia will provide its students, faculty,and staff with the best possible resources and conditions for learning and research, and create a working environment dedicated to excellence, equity,and mutual respect. It will cooperate with government, business, industry,and the professions, as well as with other educational institutions and the general community, to discover,disseminate, and apply new knowledge, prepare its students for fulfilling careers, and improve the quality of life through leading-edge research.

:The graduates of UBC will have developed strong analytical, problemsolving and critical thinking abilities; they will have excellent research and communication skills; they will be knowledgeable, flexible, and innovative. As responsible members of society, the graduates of UBC will value diversity, work with and for their communities, and be agents for positive change. They will acknowledge their obligations as global citizens, and strive to secure a sustainable and equitable future for all.

Those who teach at the University have the responsibility of helping to make this educational vision a reality.

As a new faculty member there are a number of support services to help
with your transition into the UBC community. Some departments and
schools support new faculty members with start-up funds, and mentoring
for both teaching and research. Central units like Human Resources, the
Faculty Association, Centre for Teaching, Learning and Technology* (CTLT)
offer a range of seminars, workshops, and support services for both new
and experienced faculty. It is important to find out how your local context
works: who to ask for help, what services and supports are available locally
and centrally, and what to do if you are having difficulties and just need to
talk to someone. Your department head or school director should be able
to direct you to the appropriate people and services.

===Governance===

UBC is a large research-focused institution with a well-developed central
governance model:

[[File:GovernanceModel.jpg|center]]

::::::::::::::::::''UBC Governance Model''

====Board of Governors====

::Responsible for the management, administration and control of the property, revenue, business and affairs of the
::University. The BoG approves new faculty appointments. In day-to-day business the Provost approves appointments,
::then the BoG reviews and accepts these appointments.

====Senate(s)====

::Responsible for academic topics and issues that affect the University community. The Senates (UBC-V and UBCO)
::set policy for awarding of degrees, establishing new programs, curriculum changes, admission requirements,
::academic scheduling, appeal and adjudication processes and the overall mission, educational goals and objectives,
::and educational policy for UBC. The Senates can also review a variety of other issues as specified by the Board of
::Governors.

====Office of President====

::• President
::• Provost & V.P. Academic
::• V.P. Development and Alumni Engagement
::• V.P. External, Legal & and Community Relations
::• V.P. Finance, Resources & Operations
::• V.P. Research & International
::• V.P. Students

====President====

::The chief executive officer is responsible for the supervision and directs the academic work of the university. The president is also the chair of the Senate and Vice-Chancellor.

====Provost====

::The Provost and Vice-President Academic is responsible for the academic mandate of the University at its Vancouver campus, and provides leadership in planning, policy development and management of resources to achieve strategic goals. The portfolio encompasses the Faculties and Colleges, as well as academic support units such as the Library, Information Technology, Continuing Studies, and units with responsibility for supporting teaching,learning and research.

===Administration and Services===

{| border="1"

|align="center"|'''UBC'''
|-

|'''Acadamic Units'''
12 Faculties (UBCV), 7 Faculties (UBCO) & 2 Colleges:

''Applied Science'' ''Applied Science''

''Arts'' ''Arts & Science''
''Dentistry'' ''Creative & Critical Studies''
''Education'' ''Health & Social Development''
''Forestry'' ''Education''
''Graduate Studies'' ''Graduate Studies''
''Land & Food Systems'' ''Management''
''Medicine''
''Pharmaceutical Sciences'' ''College of Health Disciplines''
''Sauder School of Business'' ''College for Interdisciplinary''
''Science'' ''Studies''

|Administrative Units
''eg'':
''Financial Services''
''Human Resources''
''Student Services''

|Ancillary Units
''eg'':
''Land & Building Services''
''Food Services''
''Housing''
''Bookstore''
|-

|'''Most Units have Departments. For example:'''
|
|
|-

|'''Faculty of Applied Science'''

* Office of the Dean
* School of Architecture & Landscape Architecture
* School of Nursing
* Dept of Chemical & Biological Engineering
* Dept of Civil Engineering
* Dept of Electrical & Computer Engineering
* Dept of Mechanical Engineering
* Dept of Mining Engineering
* Dept of Materials Engineering
* UBC Okanagan School of Engineering
* AMPEL (Advanced Materials Process Engineering Lab)
* ICICS (Institute for Computing, Information, and Cognitive Systems)
* CERC - Clean Energy Research Centre
* Pulp & Paper Centre
etc.

|'''Financial Services'''

''eg:''
''* Payroll''
''* Accounts Payable''
''* Research & Trust Accounting''
''* Revenue Accounting''
''* Reporting''

|'''Land & Building Services'''

''eg:''
''* Plant Operations''
''* Campus & Community Planning''
''* Facilities Management''
''* UBC Utilities''
|}

:::::::::::::::UBC Services and Structure

It can be helpful to be aware of the governance structure and the required
protocols applying to your work at the University. Generally, the Board
of Governors is responsible for business operations and the Senate for
the academic operations of the University. We will review a few common
scenarios to highlight the typical processes and protocols at UBC.

===Some Helpful Scenarios===

====Learning about your Teaching Context====

::It is important to recognize that your teaching takes place within an institutional and disciplinary context. As such, it is wise to familiarize yourself with the various levels of support available to you (within and across disciplines) in order to enhance scholarly approaches to teaching and learning, as well as to note the following important benchmarks for the quality of teaching and learning at UBC:
:::• Guide to Re-appointment, Promotion and Tenure Procedures at UBC (2009-10) - section 3.2, p13 Teaching;
:::• UBC’s Place & Promise Visioning Document (e.g.,priorities and goals for student learning);
:::• Your Discipline/Program Expectations with respect to the student learning experience and graduate attributes
:::• UBC Modules (6) for Student Evaluation of Teaching

====Student requests a disability accommodation====

::UBC is committed to providing access for students with disabilities while maintaining academic standards. Policy 73: Academic Accommodations for Students with Disabilities governs UBC’s decision-making in this regard. Because the provision of academic accommodations can be complex –given the range of possible instructional and exam formats– this goal is best accomplished through collaborations between you, the student, and a Diversity Advisor –Disability from Access & Diversity. You can contact Access & Diversity at www.students.ubc.ca/access/index.cfm

::Each partner in this collaboration brings an important perspective: the student has a unique, personal knowledge of their disability, the instructor has content knowledge and an understanding of the required learning outcomes,and the advisor has a broad knowledge of disabilities and their impact on academic performance.

::A student requesting an academic accommodation is required to present you with a letter from Access &Diversity that identifies the academic accommodations they are eligible for in an academic setting. Students need to present appropriate documentation to Access & Diversity in order to receive this letter, so it is not appropriate for you to request documentation of their disability.

::After receiving an accommodation request, you should make plans to discuss the range of recommended accommodations with the student within 10 days and then work with the student to implement these in your course.For example, you may allow the recording of lectures for students requiring an audio record of the content. During exams, you should facilitate exam accommodations in accordance with the student’s disability, for example, give the student additional time for exams.

===Student misses Test, Exam, Deadline due to Medical Reasons/Family Emergency===

::Students may request academic concession in circumstances that may adversely affect their attendance or performance in a course or program. Generally, such circumstances fall into one of two categories, conflicting responsibilities and unforeseen events.

::Students who, because of unforeseen events, are absent during the term and are unable to complete tests or other graded work, should normally discuss with their instructors how they can make up for missed work, according to written guidelines given to them at the start of the course (see UBC Grading Practices to help construct an appropriate policy for your syllabus). Instructors are not required to make allowance for any missed test or incomplete work that is not satisfactorily accounted for.

::Students who, because of an unforeseen event, experience a prolonged absence during a term or who miss a final or term-end examination must report to their dean or director to request academic concession as close as possible to the time that attendance is adversely affected.

::Students who feel that requests for consideration have not been dealt with fairly by their instructors may take their concerns to the office of their dean or director.

====Student has cheated====

::Academic honesty is a reality in many courses, whether it is plagiarism on essays and reports, or cheating on tests and exams. Expectations for student conduct with respect to academic honesty is stipulated in UBC Policy 85. Typically, when academic honesty or scholarly misconduct is suspected, you should ensure that all records are preserved. Then you can make a decision on how to proceed, whether to address minor problems within the course and the confines of the instructor-student relationship or where a serious violation has occurred, to initiate a more formal response to the conduct.

::To initiate a more formal response you should discuss the event with your department head or program-school chair and involve the Associate Dean of Student Services for your faculty.

::Once the more formal process is initiated, records and allegations are forwarded to the Vice-President Students and may result in the appointment of a committee that conducts an investigation, and then forwards their findings back to the Vice-President. The UBC Senate ultimately decides penalties. During the process, the student has many opportunities to respond to the allegations and appeal the decisions through the Senate Committee on Student Appeals on Student Discipline.

====You want to develop/offer a new course====

::New course ideas are typically first reviewed by the local curriculum committee, and then forwarded to the department head or school chair, the Dean, and ultimately to the UBC Senate for approval. All new course proposals must also be reviewed and approved by the Library. More information is available at '''www.students.ubc.ca/facultystaff/curriculum.cfm '''

::Many new courses are first offered through existing directed study courses, and are later submitted, reviewed,and approved for incorporation into the UBC calendar.

::You can get help with course design and course re-design from the Centre for Teaching, Learning and Technology (CTLT). CTLT offers a variety of free workshops and hosts a number of communities of practice – these are open to anyone in the UBC teaching community.

::Alternately, if a student approaches you with a suggestion for a new course, you may wish to direct him/her to Student Directed Seminars. Modeled after a program at UC Berkeley, Student Directed Seminars provide an opportunity for senior undergraduates to initiate a small, collaborative, group learning experience on a topic of their interest. Each seminar is sponsored by a faculty-member,who provides advice and guidance to the student coordinator.

Documentation:Guide to Teaching for New Faculty at UBC/Welcome to Teaching at UBC

2010-09-13T04:20:40Z

Cisdev1: /* Administration and Services */

The University of British Columbia, established in 1908, has a student
population of 50,000, on campuses in two cities, Vancouver and Kelowna.
UBC enrolls students in 7 faculties at the Okanagan campus (UBCO) and
in 12 faculties at the larger Vancouver campus (UBC-V). UBC has a large
population of international students; they come from over 143 countries
and comprise 12.6% of the total student population.

The UBC Library is the 2nd-largest research library in Canada. Its collection
includes 5.9 million volumes, 6.2 million microforms, more than 833,000
maps, audio, video and graphic materials and nearly 80,000 serial
subscriptions. The library has more than 520,000 e-books, the largest
biomedical collection in Western Canada, and the largest Asian-language
collection in Canada.

UBC aspires to be one of the world’s best universities, one that will prepare
students to become exceptional global citizens, promote the values of a
civil and sustainable society, and conduct outstanding research to serve
the people of British Columbia, Canada, and the world.

To achieve these goals, the University has committed to the following
mission:

:The University of British Columbia will provide its students, faculty,and staff with the best possible resources and conditions for learning and research, and create a working environment dedicated to excellence, equity,and mutual respect. It will cooperate with government, business, industry,and the professions, as well as with other educational institutions and the general community, to discover,disseminate, and apply new knowledge, prepare its students for fulfilling careers, and improve the quality of life through leading-edge research.

:The graduates of UBC will have developed strong analytical, problemsolving and critical thinking abilities; they will have excellent research and communication skills; they will be knowledgeable, flexible, and innovative. As responsible members of society, the graduates of UBC will value diversity, work with and for their communities, and be agents for positive change. They will acknowledge their obligations as global citizens, and strive to secure a sustainable and equitable future for all.

Those who teach at the University have the responsibility of helping to make this educational vision a reality.

As a new faculty member there are a number of support services to help
with your transition into the UBC community. Some departments and
schools support new faculty members with start-up funds, and mentoring
for both teaching and research. Central units like Human Resources, the
Faculty Association, Centre for Teaching, Learning and Technology* (CTLT)
offer a range of seminars, workshops, and support services for both new
and experienced faculty. It is important to find out how your local context
works: who to ask for help, what services and supports are available locally
and centrally, and what to do if you are having difficulties and just need to
talk to someone. Your department head or school director should be able
to direct you to the appropriate people and services.

===Governance===

UBC is a large research-focused institution with a well-developed central
governance model:

[[File:GovernanceModel.jpg|center]]

::::::::::::::::::''UBC Governance Model''

====Board of Governors====

::Responsible for the management, administration and control of the property, revenue, business and affairs of the
::University. The BoG approves new faculty appointments. In day-to-day business the Provost approves appointments,
::then the BoG reviews and accepts these appointments.

====Senate(s)====

::Responsible for academic topics and issues that affect the University community. The Senates (UBC-V and UBCO)
::set policy for awarding of degrees, establishing new programs, curriculum changes, admission requirements,
::academic scheduling, appeal and adjudication processes and the overall mission, educational goals and objectives,
::and educational policy for UBC. The Senates can also review a variety of other issues as specified by the Board of
::Governors.

====Office of President====

::• President
::• Provost & V.P. Academic
::• V.P. Development and Alumni Engagement
::• V.P. External, Legal & and Community Relations
::• V.P. Finance, Resources & Operations
::• V.P. Research & International
::• V.P. Students

====President====

::The chief executive officer is responsible for the supervision and directs the academic work of the university. The president is also the chair of the Senate and Vice-Chancellor.

====Provost====

::The Provost and Vice-President Academic is responsible for the academic mandate of the University at its Vancouver campus, and provides leadership in planning, policy development and management of resources to achieve strategic goals. The portfolio encompasses the Faculties and Colleges, as well as academic support units such as the Library, Information Technology, Continuing Studies, and units with responsibility for supporting teaching,learning and research.

===Administration and Services===

{| border="1"

|align="center"|'''UBC'''
|-

|'''Acadamic Units'''
12 Faculties (UBCV), 7 Faculties (UBCO) & 2 Colleges:

''Applied Science'' ''Applied Science''
''Arts'' ''Arts & Science''
''Dentistry'' ''Creative & Critical Studies''
''Education'' ''Health & Social Development''
''Forestry'' ''Education''
''Graduate Studies'' ''Graduate Studies''
''Land & Food Systems'' ''Management''
''Medicine''
''Pharmaceutical Sciences'' ''College of Health Disciplines''
''Sauder School of Business'' ''College for Interdisciplinary''
''Science'' ''Studies''

|Administrative Units
eg:
Financial Services
Human Resources
Student Services Ancillary Units
eg:
Land & Building Services
Food Services
Housing
Bookstore
Most Units have Departments. For example:
Faculty of Applied Science
* Office of the Dean
* School of Architecture & Landscape Architecture
* School of Nursing
* Dept of Chemical & Biological Engineering
* Dept of Civil Engineering
* Dept of Electrical & Computer Engineering
* Dept of Mechanical Engineering
* Dept of Mining Engineering
* Dept of Materials Engineering
* UBC Okanagan School of Engineering
* AMPEL (Advanced Materials Process Engineering Lab)
* ICICS (Institute for Computing, Information, and Cognitive Systems)
* CERC - Clean Energy Research Centre
* Pulp & Paper Centre
etc. Financial Services
eg:
* Payroll
* Accounts Payable
* Research & Trust Accounting
* Revenue Accounting
* Reporting Land & Building Services
eg:
* Plant Operations
* Campus & Community Planning
* Facilities Management
* UBC Utilities

It can be helpful to be aware of the governance structure and the required
protocols applying to your work at the University. Generally, the Board
of Governors is responsible for business operations and the Senate for
the academic operations of the University. We will review a few common
scenarios to highlight the typical processes and protocols at UBC.

===Some Helpful Scenarios===

====Learning about your Teaching Context====

::It is important to recognize that your teaching takes place within an institutional and disciplinary context. As such, it is wise to familiarize yourself with the various levels of support available to you (within and across disciplines) in order to enhance scholarly approaches to teaching and learning, as well as to note the following important benchmarks for the quality of teaching and learning at UBC:
:::• Guide to Re-appointment, Promotion and Tenure Procedures at UBC (2009-10) - section 3.2, p13 Teaching;
:::• UBC’s Place & Promise Visioning Document (e.g.,priorities and goals for student learning);
:::• Your Discipline/Program Expectations with respect to the student learning experience and graduate attributes
:::• UBC Modules (6) for Student Evaluation of Teaching

====Student requests a disability accommodation====

::UBC is committed to providing access for students with disabilities while maintaining academic standards. Policy 73: Academic Accommodations for Students with Disabilities governs UBC’s decision-making in this regard. Because the provision of academic accommodations can be complex –given the range of possible instructional and exam formats– this goal is best accomplished through collaborations between you, the student, and a Diversity Advisor –Disability from Access & Diversity. You can contact Access & Diversity at www.students.ubc.ca/access/index.cfm

::Each partner in this collaboration brings an important perspective: the student has a unique, personal knowledge of their disability, the instructor has content knowledge and an understanding of the required learning outcomes,and the advisor has a broad knowledge of disabilities and their impact on academic performance.

::A student requesting an academic accommodation is required to present you with a letter from Access &Diversity that identifies the academic accommodations they are eligible for in an academic setting. Students need to present appropriate documentation to Access & Diversity in order to receive this letter, so it is not appropriate for you to request documentation of their disability.

::After receiving an accommodation request, you should make plans to discuss the range of recommended accommodations with the student within 10 days and then work with the student to implement these in your course.For example, you may allow the recording of lectures for students requiring an audio record of the content. During exams, you should facilitate exam accommodations in accordance with the student’s disability, for example, give the student additional time for exams.

===Student misses Test, Exam, Deadline due to Medical Reasons/Family Emergency===

::Students may request academic concession in circumstances that may adversely affect their attendance or performance in a course or program. Generally, such circumstances fall into one of two categories, conflicting responsibilities and unforeseen events.

::Students who, because of unforeseen events, are absent during the term and are unable to complete tests or other graded work, should normally discuss with their instructors how they can make up for missed work, according to written guidelines given to them at the start of the course (see UBC Grading Practices to help construct an appropriate policy for your syllabus). Instructors are not required to make allowance for any missed test or incomplete work that is not satisfactorily accounted for.

::Students who, because of an unforeseen event, experience a prolonged absence during a term or who miss a final or term-end examination must report to their dean or director to request academic concession as close as possible to the time that attendance is adversely affected.

::Students who feel that requests for consideration have not been dealt with fairly by their instructors may take their concerns to the office of their dean or director.

====Student has cheated====

::Academic honesty is a reality in many courses, whether it is plagiarism on essays and reports, or cheating on tests and exams. Expectations for student conduct with respect to academic honesty is stipulated in UBC Policy 85. Typically, when academic honesty or scholarly misconduct is suspected, you should ensure that all records are preserved. Then you can make a decision on how to proceed, whether to address minor problems within the course and the confines of the instructor-student relationship or where a serious violation has occurred, to initiate a more formal response to the conduct.

::To initiate a more formal response you should discuss the event with your department head or program-school chair and involve the Associate Dean of Student Services for your faculty.

::Once the more formal process is initiated, records and allegations are forwarded to the Vice-President Students and may result in the appointment of a committee that conducts an investigation, and then forwards their findings back to the Vice-President. The UBC Senate ultimately decides penalties. During the process, the student has many opportunities to respond to the allegations and appeal the decisions through the Senate Committee on Student Appeals on Student Discipline.

====You want to develop/offer a new course====

::New course ideas are typically first reviewed by the local curriculum committee, and then forwarded to the department head or school chair, the Dean, and ultimately to the UBC Senate for approval. All new course proposals must also be reviewed and approved by the Library. More information is available at '''www.students.ubc.ca/facultystaff/curriculum.cfm '''

::Many new courses are first offered through existing directed study courses, and are later submitted, reviewed,and approved for incorporation into the UBC calendar.

::You can get help with course design and course re-design from the Centre for Teaching, Learning and Technology (CTLT). CTLT offers a variety of free workshops and hosts a number of communities of practice – these are open to anyone in the UBC teaching community.

::Alternately, if a student approaches you with a suggestion for a new course, you may wish to direct him/her to Student Directed Seminars. Modeled after a program at UC Berkeley, Student Directed Seminars provide an opportunity for senior undergraduates to initiate a small, collaborative, group learning experience on a topic of their interest. Each seminar is sponsored by a faculty-member,who provides advice and guidance to the student coordinator.

Documentation:Guide to Teaching for New Faculty at UBC/Welcome to Teaching at UBC

2010-09-13T04:13:34Z

Cisdev1: /* Administration and Services */

The University of British Columbia, established in 1908, has a student
population of 50,000, on campuses in two cities, Vancouver and Kelowna.
UBC enrolls students in 7 faculties at the Okanagan campus (UBCO) and
in 12 faculties at the larger Vancouver campus (UBC-V). UBC has a large
population of international students; they come from over 143 countries
and comprise 12.6% of the total student population.

The UBC Library is the 2nd-largest research library in Canada. Its collection
includes 5.9 million volumes, 6.2 million microforms, more than 833,000
maps, audio, video and graphic materials and nearly 80,000 serial
subscriptions. The library has more than 520,000 e-books, the largest
biomedical collection in Western Canada, and the largest Asian-language
collection in Canada.

UBC aspires to be one of the world’s best universities, one that will prepare
students to become exceptional global citizens, promote the values of a
civil and sustainable society, and conduct outstanding research to serve
the people of British Columbia, Canada, and the world.

To achieve these goals, the University has committed to the following
mission:

:The University of British Columbia will provide its students, faculty,and staff with the best possible resources and conditions for learning and research, and create a working environment dedicated to excellence, equity,and mutual respect. It will cooperate with government, business, industry,and the professions, as well as with other educational institutions and the general community, to discover,disseminate, and apply new knowledge, prepare its students for fulfilling careers, and improve the quality of life through leading-edge research.

:The graduates of UBC will have developed strong analytical, problemsolving and critical thinking abilities; they will have excellent research and communication skills; they will be knowledgeable, flexible, and innovative. As responsible members of society, the graduates of UBC will value diversity, work with and for their communities, and be agents for positive change. They will acknowledge their obligations as global citizens, and strive to secure a sustainable and equitable future for all.

Those who teach at the University have the responsibility of helping to make this educational vision a reality.

As a new faculty member there are a number of support services to help
with your transition into the UBC community. Some departments and
schools support new faculty members with start-up funds, and mentoring
for both teaching and research. Central units like Human Resources, the
Faculty Association, Centre for Teaching, Learning and Technology* (CTLT)
offer a range of seminars, workshops, and support services for both new
and experienced faculty. It is important to find out how your local context
works: who to ask for help, what services and supports are available locally
and centrally, and what to do if you are having difficulties and just need to
talk to someone. Your department head or school director should be able
to direct you to the appropriate people and services.

===Governance===

UBC is a large research-focused institution with a well-developed central
governance model:

[[File:GovernanceModel.jpg|center]]

::::::::::::::::::''UBC Governance Model''

====Board of Governors====

::Responsible for the management, administration and control of the property, revenue, business and affairs of the
::University. The BoG approves new faculty appointments. In day-to-day business the Provost approves appointments,
::then the BoG reviews and accepts these appointments.

====Senate(s)====

::Responsible for academic topics and issues that affect the University community. The Senates (UBC-V and UBCO)
::set policy for awarding of degrees, establishing new programs, curriculum changes, admission requirements,
::academic scheduling, appeal and adjudication processes and the overall mission, educational goals and objectives,
::and educational policy for UBC. The Senates can also review a variety of other issues as specified by the Board of
::Governors.

====Office of President====

::• President
::• Provost & V.P. Academic
::• V.P. Development and Alumni Engagement
::• V.P. External, Legal & and Community Relations
::• V.P. Finance, Resources & Operations
::• V.P. Research & International
::• V.P. Students

====President====

::The chief executive officer is responsible for the supervision and directs the academic work of the university. The president is also the chair of the Senate and Vice-Chancellor.

====Provost====

::The Provost and Vice-President Academic is responsible for the academic mandate of the University at its Vancouver campus, and provides leadership in planning, policy development and management of resources to achieve strategic goals. The portfolio encompasses the Faculties and Colleges, as well as academic support units such as the Library, Information Technology, Continuing Studies, and units with responsibility for supporting teaching,learning and research.

===Administration and Services===

{[ border="1"

|align="center"|'''UBC'''
|-

|'''Acadamic Units'''
12 Faculties (UBCV), 7 Faculties (UBCO) & 2 Colleges:
Applied Science Applied Science
Arts Arts & Science
Dentistry Creative & Critical Studies
Education Health & Social Development
Forestry Education
Graduate Studies Graduate Studies
Land & Food Systems Management
Medicine
Pharmaceutical Sciences College of Health Disciplines
Sauder School of Business College for Interdisciplinary
Science Studies

|Administrative Units
eg:
Financial Services
Human Resources
Student Services Ancillary Units
eg:
Land & Building Services
Food Services
Housing
Bookstore
Most Units have Departments. For example:
Faculty of Applied Science
* Office of the Dean
* School of Architecture & Landscape Architecture
* School of Nursing
* Dept of Chemical & Biological Engineering
* Dept of Civil Engineering
* Dept of Electrical & Computer Engineering
* Dept of Mechanical Engineering
* Dept of Mining Engineering
* Dept of Materials Engineering
* UBC Okanagan School of Engineering
* AMPEL (Advanced Materials Process Engineering Lab)
* ICICS (Institute for Computing, Information, and Cognitive Systems)
* CERC - Clean Energy Research Centre
* Pulp & Paper Centre
etc. Financial Services
eg:
* Payroll
* Accounts Payable
* Research & Trust Accounting
* Revenue Accounting
* Reporting Land & Building Services
eg:
* Plant Operations
* Campus & Community Planning
* Facilities Management
* UBC Utilities

It can be helpful to be aware of the governance structure and the required
protocols applying to your work at the University. Generally, the Board
of Governors is responsible for business operations and the Senate for
the academic operations of the University. We will review a few common
scenarios to highlight the typical processes and protocols at UBC.

===Some Helpful Scenarios===

====Learning about your Teaching Context====

::It is important to recognize that your teaching takes place within an institutional and disciplinary context. As such, it is wise to familiarize yourself with the various levels of support available to you (within and across disciplines) in order to enhance scholarly approaches to teaching and learning, as well as to note the following important benchmarks for the quality of teaching and learning at UBC:
:::• Guide to Re-appointment, Promotion and Tenure Procedures at UBC (2009-10) - section 3.2, p13 Teaching;
:::• UBC’s Place & Promise Visioning Document (e.g.,priorities and goals for student learning);
:::• Your Discipline/Program Expectations with respect to the student learning experience and graduate attributes
:::• UBC Modules (6) for Student Evaluation of Teaching

====Student requests a disability accommodation====

::UBC is committed to providing access for students with disabilities while maintaining academic standards. Policy 73: Academic Accommodations for Students with Disabilities governs UBC’s decision-making in this regard. Because the provision of academic accommodations can be complex –given the range of possible instructional and exam formats– this goal is best accomplished through collaborations between you, the student, and a Diversity Advisor –Disability from Access & Diversity. You can contact Access & Diversity at www.students.ubc.ca/access/index.cfm

::Each partner in this collaboration brings an important perspective: the student has a unique, personal knowledge of their disability, the instructor has content knowledge and an understanding of the required learning outcomes,and the advisor has a broad knowledge of disabilities and their impact on academic performance.

::A student requesting an academic accommodation is required to present you with a letter from Access &Diversity that identifies the academic accommodations they are eligible for in an academic setting. Students need to present appropriate documentation to Access & Diversity in order to receive this letter, so it is not appropriate for you to request documentation of their disability.

::After receiving an accommodation request, you should make plans to discuss the range of recommended accommodations with the student within 10 days and then work with the student to implement these in your course.For example, you may allow the recording of lectures for students requiring an audio record of the content. During exams, you should facilitate exam accommodations in accordance with the student’s disability, for example, give the student additional time for exams.

===Student misses Test, Exam, Deadline due to Medical Reasons/Family Emergency===

::Students may request academic concession in circumstances that may adversely affect their attendance or performance in a course or program. Generally, such circumstances fall into one of two categories, conflicting responsibilities and unforeseen events.

::Students who, because of unforeseen events, are absent during the term and are unable to complete tests or other graded work, should normally discuss with their instructors how they can make up for missed work, according to written guidelines given to them at the start of the course (see UBC Grading Practices to help construct an appropriate policy for your syllabus). Instructors are not required to make allowance for any missed test or incomplete work that is not satisfactorily accounted for.

::Students who, because of an unforeseen event, experience a prolonged absence during a term or who miss a final or term-end examination must report to their dean or director to request academic concession as close as possible to the time that attendance is adversely affected.

::Students who feel that requests for consideration have not been dealt with fairly by their instructors may take their concerns to the office of their dean or director.

====Student has cheated====

::Academic honesty is a reality in many courses, whether it is plagiarism on essays and reports, or cheating on tests and exams. Expectations for student conduct with respect to academic honesty is stipulated in UBC Policy 85. Typically, when academic honesty or scholarly misconduct is suspected, you should ensure that all records are preserved. Then you can make a decision on how to proceed, whether to address minor problems within the course and the confines of the instructor-student relationship or where a serious violation has occurred, to initiate a more formal response to the conduct.

::To initiate a more formal response you should discuss the event with your department head or program-school chair and involve the Associate Dean of Student Services for your faculty.

::Once the more formal process is initiated, records and allegations are forwarded to the Vice-President Students and may result in the appointment of a committee that conducts an investigation, and then forwards their findings back to the Vice-President. The UBC Senate ultimately decides penalties. During the process, the student has many opportunities to respond to the allegations and appeal the decisions through the Senate Committee on Student Appeals on Student Discipline.

====You want to develop/offer a new course====

::New course ideas are typically first reviewed by the local curriculum committee, and then forwarded to the department head or school chair, the Dean, and ultimately to the UBC Senate for approval. All new course proposals must also be reviewed and approved by the Library. More information is available at '''www.students.ubc.ca/facultystaff/curriculum.cfm '''

::Many new courses are first offered through existing directed study courses, and are later submitted, reviewed,and approved for incorporation into the UBC calendar.

::You can get help with course design and course re-design from the Centre for Teaching, Learning and Technology (CTLT). CTLT offers a variety of free workshops and hosts a number of communities of practice – these are open to anyone in the UBC teaching community.

::Alternately, if a student approaches you with a suggestion for a new course, you may wish to direct him/her to Student Directed Seminars. Modeled after a program at UC Berkeley, Student Directed Seminars provide an opportunity for senior undergraduates to initiate a small, collaborative, group learning experience on a topic of their interest. Each seminar is sponsored by a faculty-member,who provides advice and guidance to the student coordinator.

Documentation:Guide to Teaching for New Faculty at UBC/Welcome to Teaching at UBC

2010-09-13T04:05:05Z

Cisdev1: /* Governance */

The University of British Columbia, established in 1908, has a student
population of 50,000, on campuses in two cities, Vancouver and Kelowna.
UBC enrolls students in 7 faculties at the Okanagan campus (UBCO) and
in 12 faculties at the larger Vancouver campus (UBC-V). UBC has a large
population of international students; they come from over 143 countries
and comprise 12.6% of the total student population.

The UBC Library is the 2nd-largest research library in Canada. Its collection
includes 5.9 million volumes, 6.2 million microforms, more than 833,000
maps, audio, video and graphic materials and nearly 80,000 serial
subscriptions. The library has more than 520,000 e-books, the largest
biomedical collection in Western Canada, and the largest Asian-language
collection in Canada.

UBC aspires to be one of the world’s best universities, one that will prepare
students to become exceptional global citizens, promote the values of a
civil and sustainable society, and conduct outstanding research to serve
the people of British Columbia, Canada, and the world.

To achieve these goals, the University has committed to the following
mission:

:The University of British Columbia will provide its students, faculty,and staff with the best possible resources and conditions for learning and research, and create a working environment dedicated to excellence, equity,and mutual respect. It will cooperate with government, business, industry,and the professions, as well as with other educational institutions and the general community, to discover,disseminate, and apply new knowledge, prepare its students for fulfilling careers, and improve the quality of life through leading-edge research.

:The graduates of UBC will have developed strong analytical, problemsolving and critical thinking abilities; they will have excellent research and communication skills; they will be knowledgeable, flexible, and innovative. As responsible members of society, the graduates of UBC will value diversity, work with and for their communities, and be agents for positive change. They will acknowledge their obligations as global citizens, and strive to secure a sustainable and equitable future for all.

Those who teach at the University have the responsibility of helping to make this educational vision a reality.

As a new faculty member there are a number of support services to help
with your transition into the UBC community. Some departments and
schools support new faculty members with start-up funds, and mentoring
for both teaching and research. Central units like Human Resources, the
Faculty Association, Centre for Teaching, Learning and Technology* (CTLT)
offer a range of seminars, workshops, and support services for both new
and experienced faculty. It is important to find out how your local context
works: who to ask for help, what services and supports are available locally
and centrally, and what to do if you are having difficulties and just need to
talk to someone. Your department head or school director should be able
to direct you to the appropriate people and services.

===Governance===

UBC is a large research-focused institution with a well-developed central
governance model:

[[File:GovernanceModel.jpg|center]]

::::::::::::::::::''UBC Governance Model''

====Board of Governors====

::Responsible for the management, administration and control of the property, revenue, business and affairs of the
::University. The BoG approves new faculty appointments. In day-to-day business the Provost approves appointments,
::then the BoG reviews and accepts these appointments.

====Senate(s)====

::Responsible for academic topics and issues that affect the University community. The Senates (UBC-V and UBCO)
::set policy for awarding of degrees, establishing new programs, curriculum changes, admission requirements,
::academic scheduling, appeal and adjudication processes and the overall mission, educational goals and objectives,
::and educational policy for UBC. The Senates can also review a variety of other issues as specified by the Board of
::Governors.

====Office of President====

::• President
::• Provost & V.P. Academic
::• V.P. Development and Alumni Engagement
::• V.P. External, Legal & and Community Relations
::• V.P. Finance, Resources & Operations
::• V.P. Research & International
::• V.P. Students

====President====

::The chief executive officer is responsible for the supervision and directs the academic work of the university. The president is also the chair of the Senate and Vice-Chancellor.

====Provost====

::The Provost and Vice-President Academic is responsible for the academic mandate of the University at its Vancouver campus, and provides leadership in planning, policy development and management of resources to achieve strategic goals. The portfolio encompasses the Faculties and Colleges, as well as academic support units such as the Library, Information Technology, Continuing Studies, and units with responsibility for supporting teaching,learning and research.

===Administration and Services===

[[File:UBCservicesandstructure.xls]]

It can be helpful to be aware of the governance structure and the required
protocols applying to your work at the University. Generally, the Board
of Governors is responsible for business operations and the Senate for
the academic operations of the University. We will review a few common
scenarios to highlight the typical processes and protocols at UBC.

===Some Helpful Scenarios===

====Learning about your Teaching Context====

::It is important to recognize that your teaching takes place within an institutional and disciplinary context. As such, it is wise to familiarize yourself with the various levels of support available to you (within and across disciplines) in order to enhance scholarly approaches to teaching and learning, as well as to note the following important benchmarks for the quality of teaching and learning at UBC:
:::• Guide to Re-appointment, Promotion and Tenure Procedures at UBC (2009-10) - section 3.2, p13 Teaching;
:::• UBC’s Place & Promise Visioning Document (e.g.,priorities and goals for student learning);
:::• Your Discipline/Program Expectations with respect to the student learning experience and graduate attributes
:::• UBC Modules (6) for Student Evaluation of Teaching

====Student requests a disability accommodation====

::UBC is committed to providing access for students with disabilities while maintaining academic standards. Policy 73: Academic Accommodations for Students with Disabilities governs UBC’s decision-making in this regard. Because the provision of academic accommodations can be complex –given the range of possible instructional and exam formats– this goal is best accomplished through collaborations between you, the student, and a Diversity Advisor –Disability from Access & Diversity. You can contact Access & Diversity at www.students.ubc.ca/access/index.cfm

::Each partner in this collaboration brings an important perspective: the student has a unique, personal knowledge of their disability, the instructor has content knowledge and an understanding of the required learning outcomes,and the advisor has a broad knowledge of disabilities and their impact on academic performance.

::A student requesting an academic accommodation is required to present you with a letter from Access &Diversity that identifies the academic accommodations they are eligible for in an academic setting. Students need to present appropriate documentation to Access & Diversity in order to receive this letter, so it is not appropriate for you to request documentation of their disability.

::After receiving an accommodation request, you should make plans to discuss the range of recommended accommodations with the student within 10 days and then work with the student to implement these in your course.For example, you may allow the recording of lectures for students requiring an audio record of the content. During exams, you should facilitate exam accommodations in accordance with the student’s disability, for example, give the student additional time for exams.

===Student misses Test, Exam, Deadline due to Medical Reasons/Family Emergency===

::Students may request academic concession in circumstances that may adversely affect their attendance or performance in a course or program. Generally, such circumstances fall into one of two categories, conflicting responsibilities and unforeseen events.

::Students who, because of unforeseen events, are absent during the term and are unable to complete tests or other graded work, should normally discuss with their instructors how they can make up for missed work, according to written guidelines given to them at the start of the course (see UBC Grading Practices to help construct an appropriate policy for your syllabus). Instructors are not required to make allowance for any missed test or incomplete work that is not satisfactorily accounted for.

::Students who, because of an unforeseen event, experience a prolonged absence during a term or who miss a final or term-end examination must report to their dean or director to request academic concession as close as possible to the time that attendance is adversely affected.

::Students who feel that requests for consideration have not been dealt with fairly by their instructors may take their concerns to the office of their dean or director.

====Student has cheated====

::Academic honesty is a reality in many courses, whether it is plagiarism on essays and reports, or cheating on tests and exams. Expectations for student conduct with respect to academic honesty is stipulated in UBC Policy 85. Typically, when academic honesty or scholarly misconduct is suspected, you should ensure that all records are preserved. Then you can make a decision on how to proceed, whether to address minor problems within the course and the confines of the instructor-student relationship or where a serious violation has occurred, to initiate a more formal response to the conduct.

::To initiate a more formal response you should discuss the event with your department head or program-school chair and involve the Associate Dean of Student Services for your faculty.

::Once the more formal process is initiated, records and allegations are forwarded to the Vice-President Students and may result in the appointment of a committee that conducts an investigation, and then forwards their findings back to the Vice-President. The UBC Senate ultimately decides penalties. During the process, the student has many opportunities to respond to the allegations and appeal the decisions through the Senate Committee on Student Appeals on Student Discipline.

====You want to develop/offer a new course====

::New course ideas are typically first reviewed by the local curriculum committee, and then forwarded to the department head or school chair, the Dean, and ultimately to the UBC Senate for approval. All new course proposals must also be reviewed and approved by the Library. More information is available at '''www.students.ubc.ca/facultystaff/curriculum.cfm '''

::Many new courses are first offered through existing directed study courses, and are later submitted, reviewed,and approved for incorporation into the UBC calendar.

::You can get help with course design and course re-design from the Centre for Teaching, Learning and Technology (CTLT). CTLT offers a variety of free workshops and hosts a number of communities of practice – these are open to anyone in the UBC teaching community.

::Alternately, if a student approaches you with a suggestion for a new course, you may wish to direct him/her to Student Directed Seminars. Modeled after a program at UC Berkeley, Student Directed Seminars provide an opportunity for senior undergraduates to initiate a small, collaborative, group learning experience on a topic of their interest. Each seminar is sponsored by a faculty-member,who provides advice and guidance to the student coordinator.

Documentation:Guide to Teaching for New Faculty at UBC/Welcome to Teaching at UBC

2010-09-13T04:04:16Z

Cisdev1: /* Governance */

The University of British Columbia, established in 1908, has a student
population of 50,000, on campuses in two cities, Vancouver and Kelowna.
UBC enrolls students in 7 faculties at the Okanagan campus (UBCO) and
in 12 faculties at the larger Vancouver campus (UBC-V). UBC has a large
population of international students; they come from over 143 countries
and comprise 12.6% of the total student population.

The UBC Library is the 2nd-largest research library in Canada. Its collection
includes 5.9 million volumes, 6.2 million microforms, more than 833,000
maps, audio, video and graphic materials and nearly 80,000 serial
subscriptions. The library has more than 520,000 e-books, the largest
biomedical collection in Western Canada, and the largest Asian-language
collection in Canada.

UBC aspires to be one of the world’s best universities, one that will prepare
students to become exceptional global citizens, promote the values of a
civil and sustainable society, and conduct outstanding research to serve
the people of British Columbia, Canada, and the world.

To achieve these goals, the University has committed to the following
mission:

:The University of British Columbia will provide its students, faculty,and staff with the best possible resources and conditions for learning and research, and create a working environment dedicated to excellence, equity,and mutual respect. It will cooperate with government, business, industry,and the professions, as well as with other educational institutions and the general community, to discover,disseminate, and apply new knowledge, prepare its students for fulfilling careers, and improve the quality of life through leading-edge research.

:The graduates of UBC will have developed strong analytical, problemsolving and critical thinking abilities; they will have excellent research and communication skills; they will be knowledgeable, flexible, and innovative. As responsible members of society, the graduates of UBC will value diversity, work with and for their communities, and be agents for positive change. They will acknowledge their obligations as global citizens, and strive to secure a sustainable and equitable future for all.

Those who teach at the University have the responsibility of helping to make this educational vision a reality.

As a new faculty member there are a number of support services to help
with your transition into the UBC community. Some departments and
schools support new faculty members with start-up funds, and mentoring
for both teaching and research. Central units like Human Resources, the
Faculty Association, Centre for Teaching, Learning and Technology* (CTLT)
offer a range of seminars, workshops, and support services for both new
and experienced faculty. It is important to find out how your local context
works: who to ask for help, what services and supports are available locally
and centrally, and what to do if you are having difficulties and just need to
talk to someone. Your department head or school director should be able
to direct you to the appropriate people and services.

===Governance===

UBC is a large research-focused institution with a well-developed central
governance model:

[[File:GovernanceModel.jpg|center]]

:::::::::''UBC Governance Model''

====Board of Governors====

::Responsible for the management, administration and control of the property, revenue, business and affairs of the
::University. The BoG approves new faculty appointments. In day-to-day business the Provost approves appointments,
::then the BoG reviews and accepts these appointments.

====Senate(s)====

::Responsible for academic topics and issues that affect the University community. The Senates (UBC-V and UBCO)
::set policy for awarding of degrees, establishing new programs, curriculum changes, admission requirements,
::academic scheduling, appeal and adjudication processes and the overall mission, educational goals and objectives,
::and educational policy for UBC. The Senates can also review a variety of other issues as specified by the Board of
::Governors.

====Office of President====

::• President
::• Provost & V.P. Academic
::• V.P. Development and Alumni Engagement
::• V.P. External, Legal & and Community Relations
::• V.P. Finance, Resources & Operations
::• V.P. Research & International
::• V.P. Students

====President====

::The chief executive officer is responsible for the supervision and directs the academic work of the university. The president is also the chair of the Senate and Vice-Chancellor.

====Provost====

::The Provost and Vice-President Academic is responsible for the academic mandate of the University at its Vancouver campus, and provides leadership in planning, policy development and management of resources to achieve strategic goals. The portfolio encompasses the Faculties and Colleges, as well as academic support units such as the Library, Information Technology, Continuing Studies, and units with responsibility for supporting teaching,learning and research.

===Administration and Services===

[[File:UBCservicesandstructure.xls]]

It can be helpful to be aware of the governance structure and the required
protocols applying to your work at the University. Generally, the Board
of Governors is responsible for business operations and the Senate for
the academic operations of the University. We will review a few common
scenarios to highlight the typical processes and protocols at UBC.

===Some Helpful Scenarios===

====Learning about your Teaching Context====

::It is important to recognize that your teaching takes place within an institutional and disciplinary context. As such, it is wise to familiarize yourself with the various levels of support available to you (within and across disciplines) in order to enhance scholarly approaches to teaching and learning, as well as to note the following important benchmarks for the quality of teaching and learning at UBC:
:::• Guide to Re-appointment, Promotion and Tenure Procedures at UBC (2009-10) - section 3.2, p13 Teaching;
:::• UBC’s Place & Promise Visioning Document (e.g.,priorities and goals for student learning);
:::• Your Discipline/Program Expectations with respect to the student learning experience and graduate attributes
:::• UBC Modules (6) for Student Evaluation of Teaching

====Student requests a disability accommodation====

::UBC is committed to providing access for students with disabilities while maintaining academic standards. Policy 73: Academic Accommodations for Students with Disabilities governs UBC’s decision-making in this regard. Because the provision of academic accommodations can be complex –given the range of possible instructional and exam formats– this goal is best accomplished through collaborations between you, the student, and a Diversity Advisor –Disability from Access & Diversity. You can contact Access & Diversity at www.students.ubc.ca/access/index.cfm

::Each partner in this collaboration brings an important perspective: the student has a unique, personal knowledge of their disability, the instructor has content knowledge and an understanding of the required learning outcomes,and the advisor has a broad knowledge of disabilities and their impact on academic performance.

::A student requesting an academic accommodation is required to present you with a letter from Access &Diversity that identifies the academic accommodations they are eligible for in an academic setting. Students need to present appropriate documentation to Access & Diversity in order to receive this letter, so it is not appropriate for you to request documentation of their disability.

::After receiving an accommodation request, you should make plans to discuss the range of recommended accommodations with the student within 10 days and then work with the student to implement these in your course.For example, you may allow the recording of lectures for students requiring an audio record of the content. During exams, you should facilitate exam accommodations in accordance with the student’s disability, for example, give the student additional time for exams.

===Student misses Test, Exam, Deadline due to Medical Reasons/Family Emergency===

::Students may request academic concession in circumstances that may adversely affect their attendance or performance in a course or program. Generally, such circumstances fall into one of two categories, conflicting responsibilities and unforeseen events.

::Students who, because of unforeseen events, are absent during the term and are unable to complete tests or other graded work, should normally discuss with their instructors how they can make up for missed work, according to written guidelines given to them at the start of the course (see UBC Grading Practices to help construct an appropriate policy for your syllabus). Instructors are not required to make allowance for any missed test or incomplete work that is not satisfactorily accounted for.

::Students who, because of an unforeseen event, experience a prolonged absence during a term or who miss a final or term-end examination must report to their dean or director to request academic concession as close as possible to the time that attendance is adversely affected.

::Students who feel that requests for consideration have not been dealt with fairly by their instructors may take their concerns to the office of their dean or director.

====Student has cheated====

::Academic honesty is a reality in many courses, whether it is plagiarism on essays and reports, or cheating on tests and exams. Expectations for student conduct with respect to academic honesty is stipulated in UBC Policy 85. Typically, when academic honesty or scholarly misconduct is suspected, you should ensure that all records are preserved. Then you can make a decision on how to proceed, whether to address minor problems within the course and the confines of the instructor-student relationship or where a serious violation has occurred, to initiate a more formal response to the conduct.

::To initiate a more formal response you should discuss the event with your department head or program-school chair and involve the Associate Dean of Student Services for your faculty.

::Once the more formal process is initiated, records and allegations are forwarded to the Vice-President Students and may result in the appointment of a committee that conducts an investigation, and then forwards their findings back to the Vice-President. The UBC Senate ultimately decides penalties. During the process, the student has many opportunities to respond to the allegations and appeal the decisions through the Senate Committee on Student Appeals on Student Discipline.

====You want to develop/offer a new course====

::New course ideas are typically first reviewed by the local curriculum committee, and then forwarded to the department head or school chair, the Dean, and ultimately to the UBC Senate for approval. All new course proposals must also be reviewed and approved by the Library. More information is available at '''www.students.ubc.ca/facultystaff/curriculum.cfm '''

::Many new courses are first offered through existing directed study courses, and are later submitted, reviewed,and approved for incorporation into the UBC calendar.

::You can get help with course design and course re-design from the Centre for Teaching, Learning and Technology (CTLT). CTLT offers a variety of free workshops and hosts a number of communities of practice – these are open to anyone in the UBC teaching community.

::Alternately, if a student approaches you with a suggestion for a new course, you may wish to direct him/her to Student Directed Seminars. Modeled after a program at UC Berkeley, Student Directed Seminars provide an opportunity for senior undergraduates to initiate a small, collaborative, group learning experience on a topic of their interest. Each seminar is sponsored by a faculty-member,who provides advice and guidance to the student coordinator.

Documentation:Guide to Teaching for New Faculty at UBC/Resource 11: Classroom Services

2010-09-13T03:09:18Z

Cisdev1:

Classroom Services oversees scheduling and maintenance for all UBC
classrooms. Your classroom for a given course is assigned by Classroom
Services. A scheduling secretary in your departmental office works with
Classroom Services to schedule all the courses.

You should visit your assigned classroom before the course starts and
familiarize yourself with the layout and technology. Most buildings and
classrooms have a dedicated classroom technician who can provide
orientation, training, and ongoing support. Ensure that you have the
Classroom Services trouble desk phone number handy, so you can call
them if you are having difficulties in the classroom (the phone number is
posted in each classroom).

Most of the larger classrooms have overhead projectors, LCD projectors,
a sound system, a DVD player, and sometimes document cameras. The
technology is normally controlled by a touchpad system that allows you
to:

:• Raise/lower projection screens
:• Turn LCD projectors on/off
:• Adjust sound system controls
:• Switch projector inputs – podium PC/laptop/DVD player/document camera

If you have any difficulties you can contact the ''AV Help Desk at 822-7956 or
av.helpdesk@ubc.ca''

''You can find out more about your assigned classroom at''
'''www.students.ubc.ca/facultystaff/buildings.cfm'''. ''Here you can find a
listing of classrooms and the equipment they have available.''

Documentation:Guide to Teaching for New Faculty at UBC/Resource 11: Classroom Services

2010-09-13T03:08:22Z

Cisdev1: Created page with ' Classroom Services oversees scheduling and maintenance for all UBC classrooms. Your classroom for a given course is assigned by Classroom Services. A scheduling secretary in you…'

Classroom Services oversees scheduling and maintenance for all UBC
classrooms. Your classroom for a given course is assigned by Classroom
Services. A scheduling secretary in your departmental office works with
Classroom Services to schedule all the courses.

You should visit your assigned classroom before the course starts and
familiarize yourself with the layout and technology. Most buildings and
classrooms have a dedicated classroom technician who can provide
orientation, training, and ongoing support. Ensure that you have the
Classroom Services trouble desk phone number handy, so you can call
them if you are having difficulties in the classroom (the phone number is
posted in each classroom).

Most of the larger classrooms have overhead projectors, LCD projectors,
a sound system, a DVD player, and sometimes document cameras. The
technology is normally controlled by a touchpad system that allows you
to:

:• Raise/lower projection screens
:• Turn LCD projectors on/off
:• Adjust sound system controls
:• Switch projector inputs – podium PC/laptop/DVD player/document camera

If you have any difficulties you can contact the AV Help Desk at 822-7956 or
av.helpdesk@ubc.ca

You can find out more about your assigned classroom at
'''www.students.ubc.ca/facultystaff/buildings.cfm'''. Here you can find a
listing of classrooms and the equipment they have available.

Documentation:Guide to Teaching for New Faculty at UBC/Resource 10: Instructional Technology at UBC

2010-09-13T03:05:47Z

Cisdev1: /* Classroom Response Systems (iClickers) */

A variety of instructional and information technologies are available at
UBC that may assist you in your teaching. The most important step in
selecting educational technology is clearly defining your instructional
goals. It is important to select technology that supports your instructional
goals and not the reverse. Selecting technologies then trying to figure out
how to use them in your course often leads to poor outcomes.

== Campus Wide Login ==

UBC has a centralized authentication system so that you only need one
ID to access multiple systems (Vista, Faculty Service Centre, HR, Finance,
Library, and others). You can set-up your own CWL at www.cwl.ubc.ca (you
need your employee number to complete the application).

== Faculty Service Centre ==

The Faculty Service Centre (FSC) lets instructors view current class lists,
upload marks at semester end and send emails to either individual
students or the whole class.

== Course Management System (Vista) ==

UBC has a central web-based course management system. We are
currently using Blackboard Vista (formerly WebCT Vista). A course
management system allows you to easily post course documents,
communicate with your students in a variety of ways, create online quizzes
and assignment dropboxes, and incorporate many other online tools
in your course. A faculty member can request a Vista course shell and
request that students be allowed access to the course shell. The students
are allowed access to the course by a Vista administrator establishing
a connection to the Student Information System. This ensures that the
student list in Vista is always up to date. The process for making Vista
service requests varies from Faculty to Faculty. Ask a colleague or your
department head about the process in your particular area. The Centre
for Teaching, Learning and Technology (CTLT) offers a wide range of Vista
training opportunities. To find out more about eLearning and training
opportunities visit
'''www.elearning.ubc.ca and www.ctlt.ubc.ca'''

== Classroom Response Systems (iClickers) ==

Clickers are wireless personal response systems that can be used in a
classroom to anonymously and rapidly collect an answer to a question
from every student; an answer for which they are individually accountable.
This allows rapid reliable feedback to both the instructor and the students,
even in large classrooms. Clickers are not a magic bullet – they are not
necessarily useful as an end in themselves. They become useful when the
instructor has a clear idea as to what they want to achieve with them, and
the questions are designed to improve student engagement, studentstudent
interaction (on-topic), and instructor-student interaction. (CWSEI
Website)

== Blogs and Wiki’s ==

Blogs and Wikis let you and your student easily build and maintain private
or community websites. Blogs and wikis have been applied in hundreds of
instances for a wide array of teaching and learning applications. Professors
use blogs to make big classes feel smaller by sharing resources and news,
and allow students a quick means of offering feedback or questions.
Course blogs give students a unique, personalized platform for finding
their own voice and sharing it. (blogs.ubc.ca website)

== Turn-It-In Anti-plagiarism software ==

TurnItIn is a web site that checks for the originality of material. Students
upload the text of their assignment to TurnItIn or can submit assignments
via Vista if instructors have added and configured the Turnitin Vista
PowerLink. The software scans the assignment and reports on originality
(on a scale from 1 to 5). Using a variety of algorithms, the program
compares the assignment to material on the web and in its database of
student reports. (It will detect copying even if a student replaces up to
50% of the words in a paragraph). Instances of copying are flagged in
a report. More extensive reports for assignments with low originality
scores can then be studied in more detail, including the sources of any
text that is matched in the student’s assignment. Faculty members decide,
with help from the report, whether this is or is not a case of plagiarism.
Privacy and security are high at this password-protected site. UBC has
subscribed to Turnitin’s service ('''http://www.turnitin.com''') since 2001. For
more information, see Turnitin at UBC''' http://www.vpacademic.ubc.ca/integrity/turnitin/'''

If your Faculty has an Instructional Support Unit, it should be your first
stop for finding out more about the technologies available at UBC and
how to incorporate them in your teaching.

The Centre for Teaching, Learning and Technology CTLT produces a Faculty
directory to campus technology each year. Please contact the Centre for
Teaching, Learning and Technology CTLT for your own copy.
A number of other technologies are available to support your teaching
at UBC, including anti-plagiarism software, clickers, blogs, wiki’s and
webcasting. For more information on these and others,
visit '''www.elearning.ubc.ca'''

Documentation:Guide to Teaching for New Faculty at UBC/Resource 10: Instructional Technology at UBC

2010-09-13T03:03:51Z

Cisdev1: Created page with ' A variety of instructional and information technologies are available at UBC that may assist you in your teaching. The most important step in selecting educational technology is…'