American University of Beirut Center for Teaching and Learning
The American University of Beirut Center for Teaching and Learning aims to support faculty members in promoting high-quality teaching and learning. With a focus on enhancing student learning excellence and fostering a culture of lifelong learning, the center provides resources, workshops, and seminars to help faculty members develop effective teaching strategies and course design.
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American University of Beirut American University of Beirut Center for Teaching and Learning Center for Teaching and Learning New Faculty Orientation New Faculty Orientation Fall Semester, Fall Semester, 2020 2020- -2021 2021
Center for Teaching and Learning Center for Teaching and Learning 2 LOCATION LOCATION Second Floor, Ada Dodge Hall http://website.aub.edu.lb/ctl/Pages/index.aspx STAFF STAFF Director: Dr. Saouma BouJaoude, boujaoud@aub.edu.lb, ext. 3090, 3094 Associate Director: Dr. Amal BouZeineddine, bouzein@aub.edu.lb, ext. 3065 Administrative Officer: Ms. Lamia Husseiny, lh05@aub.edu.lb, ext. 3045/6 Research Assistant: Ms. Jana El Kadi, ext. 4079 2/24/2025 NFO Workshop
CTL Mission CTL Mission 3 CTL Mission Statement CTL Mission Statement Promote and support high quality teaching and learning at the American University of Beirut in keeping with the mission of the University, particularly the university's commitment to excellence in teaching and the enablement of students to think independently and become life-long learners. 2/24/2025 NFO Workshop
Realization of the CTL Mission Realization of the CTL Mission 4 Supporting individual faculty members (upon their request). Acting as a resource center for teaching and learning resources. Promoting and sharing scholarship on teaching and learning in higher education Planning activities that enhance students learning excellence 2/24/2025 NFO Workshop
Sample Activities Sample Activities 5 Faculty Seminar on Learning and Teaching Excellence Program and course learning outcomes: development and assessment Inquiry-based Learning Team-based learning Faculty Learning Communities AUB Award for Excellence in Teaching Scholarship of Teaching Grants Annual International Conference on Effective Teaching and Learning in Higher Education http://website.aub.edu.lb/conferences/etlhe/Pages/index.aspx Seminar on course syllabus design Seminar on Developing a Teaching Portfolio 2/24/2025 NFO Workshop
Course Syllabus Design 6 1. What are student learning outcomes (SLO s)? 2. Why do we use SLO s when designing a course syllabus? 3. What are the components of a course syllabus? 2/24/2025 NFO Workshop
Course Syllabus Components 1. Course Basic Facts 7 2. Course Description (prerequisites if any) 3. Course Description in University Catalogue 4. General Instructional Objectives/Goals (Optional) 5. Student Learning Outcomes 6. Course Resources 7. Student Assessment 8. Course Policies 9. Course Outline 2/24/2025
What are student learning outcomes (SLOS)? Learning outcomes describe what a student should be able to do at the end of a period of learning. outcome statements should have an action verb which results in overt behavior that can be observed and measured. 2/24/2025 NFO Workshop 8
3. Student Learning Outcomes (SLOs) 3. Student Learning Outcomes (SLO s) Certain verbs are unclear and subject to different interpretations in terms of what action they are specifying. Such verbs call for covert behavior which cannot be observed or measured. These types of verbs should be avoided: Verbs: acquire, know, understand, appreciate, grasp, believe, recognize, identify, comprehend Student Learning Outcomes are: Student Learning Outcomes are: Measurable Measurable Observable (action verb) Observable (action verb) Student Student- -performance based performance based
Tips for Writing SLOs Check whether your students intended performanceis observable. 10 Check whether you can assess/measure your students observable performance. Align course learning outcomes with the mission and GIO s of your program. Indicate the type and level of knowledge, attitude and skills which are expected of students upon completion of the course. Make sure each statement has one action verb. Do not include more than one expectation in one statement because the required assessment methods may differ. Focus on the learning result (i.e. product or performance) that the student will exhibit and not the learning process or your instruction. Write learning outcomes which can be measured by more than one assessment method.
Exercise 1: Keep SLO or Modify? SLO s Improved 11 1.Understand the importance of engineering ethics in the engineering profession. 2. Demonstrate the ability to acquire, comprehend, apply and evaluate patient information sufficiently well to offer appropriate patient care. 3. Analyze the causes for the civil war in 2 Middle Eastern countries. 2/24/2025
New Blooms Taxonomy Traditional Bloom s Taxonomy
2/24/2025 NFO Workshop 13
Cognitive Domain (Thinking, Knowledge) 14 Definition: Judges the value of material for a given purpose Sample Verbs: -Assess -Argue -Conclude -Defend -Convince -Evaluate -Interpret -Justify -Support -Appraise -Estimate -Grade -Measure -Rate -Revise -Value -Recommend -Summarize Evaluation Synthesis Definition: Formulates new structures from existing knowledge and skills Sample Verbs: -Combine -Construct -Design -Develop -Formulate -Generate -Plan -Propose -Assemble -Compose -Create -Produce -Set-up -Integrate -Generalize Analysis Definition: Understands both the content and structure of the material Sample Verbs: -Analyze -Categorize -Compare -Contrast -Differentiate -Distinguish -Outline -Categorize -Critique -Debate -Classify -Infer Application Definition: Uses learning in new and concrete situations (higher level of understanding) Sample Verbs: -Apply -Carry out -Demonstrate -Illustrate -Solve -Use -Compute -Dramatize -Practice -Sketch -Operate Comprehension Definition: Grasps the meaning of material (lowest level of understanding) Sample Verbs: -Describe -Discuss -Explain -Paraphrase -Give example -Translate -Restate -Tell Definition: Remembers previously learned material Sample Verbs: -Define -Identify -Label -List -Name -Recall -State -Memorize -Repeat -Underline Knowledge 2/24/2025 NFO Workshop
New Blooms Taxonomy: Cognitive Domain 15 Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce, state Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Analyzing: can the student distinguish between the different parts? Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write. 2/24/2025 NFO Workshop
Writing SLOs: How Many in a Course? 16 Develop as many outcomes as needed in order to clearly indicate to the students what they will gain from the course. HOWEVER: When writing your course SLO s, you may want to consider the following: Each major topic in the course should have one to three learning outcomes. Each 45-hour or three-credit course should have between five and 12 learning outcomes. 2/24/2025 NFO Workshop
Examples of Student Learning Outcomes On successful completion of this course, students will be able to: explain the economic and legal basis for auditing (economics) apply a range of digital technologies to meet identified environmental challenges (computer science) analyze electrical engineering problems in industrial settings (electrical engineering) list effective communication skills to present a coherent argument to the public. (public speaking) Integrate theories of language development in lesson planning (education) Adapted from https://teaching.unsw.edu.au/examples-learning-outcomes
Exercise 3 : Do the SLOs align with the assessment tool? 18 Assessment Tool SLO Write an essay in which you analyze why teenagers should adopt a healthy diet. Upon Successful completion of the course, you should be able to list the components of any healthy diet. 2/24/2025 NFO Workshop
Alignment Contd 19 in an essay on the midterm, define the causes of obesity. By the end of the course, you should be able to evaluate the causes of obesity in a child s diet. 2/24/2025 NFO Workshop
Teaching Portfolios 20 What is the purpose of a teaching portfolio? What are the components of a teaching portfolio? What challenges do you face when compiling a teaching portfolio 2/24/2025 NFO Workshop
Teaching Portfolios 21 Please work in groups In your group, kindly discuss the following questions and later share them with all. In your opinion, what is "good" teaching? What evidence of effective teaching can faculty members collect? 2/24/2025 NFO Workshop
What is a Teaching Portfolio 22 A collection of information by a faculty member about his/her teaching profile 2/24/2025 NFO Workshop
Teaching Portfolio Elements 23 Teaching philosophy Teaching activities Teaching methods/strategies Teaching effectiveness Teaching evaluation & improvement Innovations in Teaching 2/24/2025 NFO Workshop
Question 24 What topics would you recommend for CTL which would contribute to teaching excellence? Please email your suggestions to: CTL@aub.edu.lb 2/24/2025 NFO Workshop
Compiling a Teaching Portfolio Compiling a Teaching Portfolio
Teaching Portfolios Teaching Portfolios 26 Purpose of the teaching portfolio workshop: Purpose of the teaching portfolio workshop: Introduce faculty members and evaluators to the merit and the know- how of preparing a teaching portfolio Help faculty members develop their own teaching portfolios Introduce faculty members and evaluators to common practices for evaluating teaching portfolios 2/24/2025 NFO Workshop
Welcome to AUB Welcome to AUB
