Faculty Teaching Practices and Perceptions: Comparative Analysis Based on Time Spent Lecturing

Abstract

The University of British Columbia-Vancouver (UBC-V) implemented a campus-wide survey of faculty teaching practices and perceptions. All 11 Faculties participated, resulting in a total of 1177 responses for an overall response rate of 24%. We compared response patterns of faculty who reported spending less than 25%, between 26-50%, between 51-75%, and more than 75% of classroom time lecturing. Using this breakdown, we analysed survey responses related to in and out-of-class practices and expectations for students, use of teaching assistant time, participation in professional development opportunities, and perceptions of whether the institution valued teaching. Participants across quadrants reported employing a wide range of teaching methods irrespective of years of experience and class size. Our findings outline the range of teaching practices employed by faculty at a large research-intensive Canadian institution and may provide baseline information for institutions of similar scale and focus.