New Faculty Orientation Program
Center for Teaching and Learning (CTL)
August 27, 2014
Center for Teaching and Learning
LOCATION
Second Floor, Ada Dodge Hall
http://www.aub.edu.lb/ctl/Pages/index.aspx
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
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CTL Mission
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.
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Realization of the CTL Mission
 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
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Sample Activities
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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://www.aub.edu.lb/conferences/etlhe/Pages/index.aspx
 Seminar on course syllabus design
 Seminar on Developing a Teaching Portfolio
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Course Syllabus Design
 What is the purpose of a course syllabus, contract /
information /course outline etc.?
 What are the components of a course syllabus?
 What challenges do you face when developing a course
syllabus?
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Syllabus Components
1.
2.
3.
4.
5.
6.
7.
Course Basic Facts
Course Description
Student (Specific) Learning Outcomes
Course Resources/Textbook/Readings
Student Assessment
Course Policies
Course Outline/ Schedule
Suggestion: You may want to include, a relevant saying or personal motto, Faculty
logo, a funny request, a picture etc. BE CREATIVE.
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What are student learning outcomes (SLO’S)?
•Learning outcomes
outcomes describe what a
student should be able to
do at the end of a period of
learning.
•outcome statement should
be an action verb which
results in overt behavior
that can be observed and
measured.
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Avoid unclear verbs
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:
Examples of vague verbs:
 know
 become aware of
 appreciate
 learn
 understand
 develop
 become familiar with
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Bloom’s Cognitive Taxonomy
Traditional Bloom’s Taxonomy
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New Bloom’s Taxonomy
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Cognitive Domain
(Thinking, Knowledge)
Evaluation
Synthesis
Definition:
Analysis
Definition:
Application
Understands both the
content and structure
of the material
Definition:
Comprehension
Knowledge
Definition:
Remembers previously
learned material
Sample Verbs:
-
Define
Identify
Label
List
Name
Recall
State
Memorize
Repeat
Underline
Definition:
Grasps the meaning of
material (lowest level
of understanding)
Sample Verbs:
-
Describe
Discuss
Explain
Paraphrase
Give example
Translate
Restate
Tell
Uses learning in new
and concrete situations
(higher level of
understanding)
Sample Verbs:
-
Sample Verbs:
-
Apply
Carry out
Demonstrate
Illustrate
Solve
Use
Compute
Dramatize
Practice
Sketch
Operate
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Analyze
Categorize
Compare
Contrast
Differentiate
Distinguish
Outline
Categorize
Critique
Debate
Classify
Infer
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
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
New Bloom’s Taxonomy: Cognitive Domain
Remembering: can the student recall or
remember the information?
define, duplicate, list, memorize, recall, repeat,
reproduce, state
Understanding: can the student explain ideas classify, describe, discuss, explain, identify, locate,
or concepts?
recognize, report, select, translate, paraphrase
Applying: can the student use the information choose, demonstrate, dramatize, employ, illustrate,
in a new way?
interpret, operate, schedule, sketch, solve, use, write.
Analyzing: can the student distinguish
between the different parts?
appraise, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment,
question, test.
Evaluating: can the student justify a stand or appraise, argue, defend, judge, select, support, value,
decision?
evaluate
Creating: can the student create new product assemble, construct, create, design, develop,
or point of view?
formulate, write.
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Writing SLO’s: Tips
 Check whether your students’ intended performance is observable.
 Check whether you can assess/measure your students’ observable performance.
 Indicate the 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.
 When writing your course SLO’s, you may want to consider that:
+ Each major topic in the course should have one to three learning
outcomes.
+ Each 45-hour or three-credit course should have between 5 and 12 learning outcomes.
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SLO’s Improved
1. Debate the implications of various
policies
2. Critically evaluate current nursing
research in relation to the material
covered in class.
3. Understand the importance of
engineering ethics in the engineering
profession.
4. Demonstrate the ability to acquire,
comprehend, apply and evaluate patient
information sufficiently well to offer
appropriate patient care.
5. Know complex literature and non-fiction
in a variety of writing modes: personal,
analytical, evaluative
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Alignment of SLO and Assessment Tool
SLO
Assessment Tool
Upon Successful completion
of the course, you should be
able to list the components
of any healthy diet.
Write an essay in which you
analyze why teenagers
should adopt a healthy diet.
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Alignment Cont’d
SLO
By the end of the semester,
students should be able to
analyze the 7 steps to make
ethical decisions
Assessment Tool
Define the 7-steps to make
“ethical decisions.” List them
in their correct progressive
order.
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Alignment Cont’d
 By the end of the semester,
you will be able to describe
changes in cognition,
personality, and motor skills
from birth to early
childhood.
 Observe 3 children of
different ages and analyze
their cognition, personality,
and motor skills.
 Multiple choice quizzes
 Observation report
 Final exam (multiple choice
and short answer).
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SLO’s Example
History
 Define a pluralistic society and its relationship to the USA democratic
principles
Business
 Evaluate various marketing strategies
Music Appreciation
 Describe the distinct style periods of Western music
General Psychology
 Analyze current research findings in the areas of physiological
psychology, perception, learning, abnormal, and social psychology
Plant and Soil Sciences
 Calculate the germination rates of various seeds
General Nutrition
 Design individualized eating plans utilizing diet planning principles
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and
the
Food
Guide Pyramid
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Teaching Portfolios
 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
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Teaching Portfolios
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?
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What is a Teaching Portfolio
A collection of information by a faculty
member about his/her teaching profile
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Teaching Portfolio Elements
 Teaching philosophy
 Teaching activities
 Teaching methods/strategies
 Teaching effectiveness
 Teaching evaluation & improvement
 Innovations in Teaching
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Question

What topics would you recommend for CTL which would
contribute to teaching excellence?
Please email your suggestions to: CTL@aub.edu.lb
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