2 Teaching and Learning
| Section 2 Teaching and Learning Section 2.1 Program/Course Delivery |
| Q# 2.1 A Does student feedback indicate that the program/course delivery is effective and appropriate? |
Resources:
| Q# 2.1 B Do students report that expectations for each assessment (tests and assignments) are clearly explained and reflect course content? |
Resources:
| Q# 2.1 C Does the program have adequate facilities/resources and/or technology to support high quality accessible delivery of the program? |
How does KPI data compare to other GTA colleges offering the same or similar program as a benchmark? (Look for GTA MCU average – if not available compare to Ontario MCU average). What do other sources of student, faculty and industry feedback indicate?
Section 2.2 Pedagogical Innovation
Examples would include faculty who attend conferences, courses, symposia and/or workshops, sharing experiences with colleagues.
| Q# 2.2 A Have faculty engaged with and/or shared new or innovative approaches to any of the following? |
| Q# 2.2 B Does your program have an Experiential Learning (EL) opportunity for all students (as described in Centennial’s Experiential Learning Framework)? |
Based on the Guiding Principles for Experiential Learning (EL) at Centennial College, EL can be divided into the following three general categories:
- Systemic Training
- Work-Integrated Learning
- Other Experiential Learning Activity
Definitions for these categories and the examples provided below can be found in the Experiential Learning Framework.
**If you answer ‘NO-Action Item’ to this question, you will move directly to Q#2.2Bii
| Q# 2.2 Bi Select the EL opportunities available to students in your program. |
Select all that apply.
| Q# 2.2 Bii Does the Experiential Learning (EL) in the program align with the six (6) criteria listed below? |
Experiential Learning (EL) is “hands on learning” in a real or simulated workplace that helps prepare students for the transition to work. It also helps employers connect students and new graduates with the skills they need to hit the ground running. The Six Criteria for Experiential Learning defined by MCU include:
1) The student is in a workplace or simulated workplace.
2) The student is exposed to authentic demands that improve their job-ready skills, interpersonal skills, and transition to the workforce.
3) The experience is structured with purposeful and meaningful activities.
4) The student applies university or college program knowledge and/or essential employability skills.
5) The experience includes student self-assessment and evaluation of the student’s performance and learning outcomes by the employer and/or university/college.
6) The experience counts towards course credit or credential completion OR is formally recognized by the college or university as meeting the five criteria above.
| Q# 2.2 Biii Has the Student Satisfaction rate related to EL improved vs. the previous year? |
Please indicate N/A for this response. KPI Student Satisfaction Surveys were not conducted for the 2020-2021 academic cycle.
Refer to the KPI Student Satisfaction Survey for this question.
Q# 2.2 C Have any of the following Universal Design for Learning (UDL) practices been incorporated into teaching and learning strategies?
Universal Design for Learning (UDL) is a framework for inclusive curriculum design and teaching. UDL principles guide educators to build an inclusive classroom by recognizing that the learning process is unique to everyone and proactively removing barriers to learning.
Examples of activities could include:
- Tailored workshop
- 1:1 consultation with UDL Advisor
- Technology
Resources:
- UDL at Centennial
- Universal Design for Learning Faculty Guide
- Accessibility and UDL Lead
- Faculty Reflective Practice Guide
- TAP-in
| Section 2.3 Approaches to Indigenous Education |
Resources:
| Q# 2.3 A Has the program taken any steps to introduce the Indigenous Strategic Framework?
Q# 2.3 B Has the program been preparing to respond to the Calls to Action listed in the Indigenous Strategic Framework? Q# 2.3 C What are the future plans or actions of the program to introduce the Indigenous Strategic Framework and respond to the calls to action? |
Section 2.4 The Student Experience
| Q# 2.4 B Do students report that a positive attitude toward learning is being promoted? |
Please refer to Student Course Feedback Surveys as the data source for this question. KPI Student Satisfaction Surveys were not conducted for the 2020-2021 academic cycle.
| Q# 2.4 C Do students report that they are satisfied with the overall quality of the learning experience? |
Please indicate N/A for this response. KPI Student Satisfaction Surveys were not conducted for the 2020-2021 academic cycle.
| Q# 2.4 D Do students report that they receive prompt (e.g. 1-2 weeks) and constructive feedback for continuous improvement on their performance? |
Please refer to Student Course Feedback Surveys as the data source for this question. KPI Student Satisfaction Surveys were not conducted for the 2020-2021 academic cycle.
Section 2.5 Program Coordination
| Q# 2.5 A Does the program team meet regularly to collaborate on course or program quality issues and plans for continuous improvement? |
| Q# 2.5 Ai Does the team track or record these meetings/collaborations through agendas, notes and/or minutes? |
Program/Team meetings should be scheduled. Non-teaching periods should be utilized. Notes of meetings should be kept as records of discussions and decisions/recommendations and reviewed at subsequent meetings to ensure appropriate follow ups were taken.
| Q# 2.5 B If SCAC changes were brought forward over the last year, has the program team followed up on any recommendations from the School Curriculum Advisory Committee (SCAC) as described below? |
This question refers to any recommendations from the SCAC, since completion of the last Annual Program Review. If no recommendations were received in the past year, please check N/A and note “No changes submitted, or recommendations received this year.” to clarify.
| Q# 2.5 C Does the program team ensure consistent delivery of courses regardless of program delivery mode (face-to-face, online, hybrid, full-time, part-time, delivered by a third-party) or delivery site (e.g., off-campus)? |
Programs should ensure that student course and/or program learning experiences (e.g., achievement of learning outcomes and quality of assessments) are equal, regardless of the mode of delivery. Every program should have a mechanism (e.g., annual program/team meeting to review this item) that ensures consistent delivery of programs (e.g., a process for reviewing courses delivered outside of a campus classroom).
| Q# 2.5 D Does the program team ensure consistency of student assessment weights across sections? |
Faculty teams should collaboratively discuss and review course outlines annually, including student assessment weights across all sections. Standardized course outlines would support this process.