Teaching effectiveness at Waterloo

A key piece of the holistic model of teaching assessment is a framework of teaching effectiveness that is relevant for the University of Waterloo. We need this framework in order to establish a goal post for the kind of teaching we want to see.

  • What matters for instructors at Waterloo with respect to teaching?
  • What matters for students at Waterloo with respect to teaching?
  • What does the literature say matters with respect to effective teaching?
  • What does Waterloo need to strive for to be the leading institution for teaching effectiveness in Canada?

The answers to these questions were the building blocks for the following framework:

  Design Implementation Learning experience Professional development
Overview

Alignment at planning level

Design to action
Student perceptions of their learning experience
Activities supporting growth as instructor/ supervisor 
Areas of focus

Planning

Framework

Communication
 
Promotion of student engagement
 
Variety of teaching strategies / practices
 
Assessments / feedback
Rapport
 
Responsiveness
 
Engagement with learning
 
Diversity/inclusivity
Reflection
 
Continuous improvement
 
Collaboration, mentorship,  leadership
Examples of possible indicators
Learning objectives
 
Learning materials
 
Learning activities
 
Teaching philosophy
One-on-one / small group / large group interactions
 
Synchronous / asynchronous instructional activities
Classroom environment
 
Outside-of-class (i.e., interaction with instructor / supervisor)
Refinement of instructional materials / approaches
 
Workshops and conferences (participation / leadership)
 
Scholarship of Teaching and Learning
 
Mentorship (colleagues / students)