IAAHE Data Sheet
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Student-Centered Teaching
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IAAHE Data Sheet
Student-Centered Teaching
Institutional Information
Name of Institution:
City:
State / Province / Prefecture:
Country:
Institutional Characteristics:
• Type of Institution:
Classification by Type of Institution
Public Higher Education Institutions (HEIs)
HEIs that that are funded mainly by state, provincial, prefectural, or national governments
Private Not-for-Profit Higher Education Institutions (HEIs)
HEIs that operate as private nonprofit educational organizations and rely more heavily on student tuition fees, alumni donations, and endowments to fund their academic programs
Private For-Profit Higher Education Institutions (HEIs)
HEIs that operate as private for-profit businesses and rely principally on student tuition fees in order to sustain operations
• Enrollment Size:
Classification by Enrollment Size
Small Institutions
Institutions with a full-time equivalent (FTE) enrollment of fewer than 3000 degree-seeking / diploma-seeking students
Medium-Size Institutions
Institutions with a full-time equivalent (FTE) enrollment of 3000-9999 degree-seeking / diploma-seeking students
Large Institutions
Institutions with a full-time equivalent (FTE) enrollment of 10,000 or more degree-seeking / diploma-seeking students
• Educational Orientation:
Classification by Educational Orientation
Teaching-Oriented Institutions
Institutions for which:
•
the number of teaching faculty* comprise more than 50% of the total number of faculty members – or –
•
their statements of mission, vision, goals, objectives, and / or identity emphasize teaching excellence, student-centeredness, student success, and / or undergraduate education
Research-Oriented Institutions
Institutions for which:
•
the number of research faculty* comprise 50% or more of the total number of faculty members – or –
•
their statements of mission, vision, goals, objectives, and / or identity emphasize research, scholarly publication, knowledge creation, thought leadership, and / or graduate education
Faculty Types *
•
Teaching Faculty: Faculty members for whom teaching is more heavily weighted than research, scholarly publication, and other professional expectations in (a) faculty evaluations, (b) tenure or promotion decisions, and / or (c) contractual work duties and responsibilities
•
Research Faculty: Faculty members for whom research and scholarly publication are more heavily weighted than teaching and other professional expectations in (a) faculty evaluations, (b) tenure or promotion decisions, and / or (c) contractual work duties and responsibilities
• Program Range:
Classification by Program Range
Limited Scope Institutions
Institutions that:
•
offer at least 50% of their degrees / diplomas in just one program disciplinary area (PDA)* – or –
•
offer degrees / diplomas in no more than 5 PDA* fields
Broad Scope Institutions
Institutions:
•
for which the degrees / diplomas offered in any one program disciplinary area* comprise less than 50% of the total number of degrees / diplomas offered – and –
•
that offer degrees / diplomas in more than 5 PDA* fields
Program Disciplinary Areas (PDA) *
• Agricultural / Animal / Plant / Veterinary Sciences and Related Fields
• Architecture and Related Programs
• Business / Commerce
• Communication / Journalism / and Related Programs
• Criminal Justice / Law Enforcement / Protective Services
• Education
• Environmental Sciences
• Family / Consumer / Human Sciences
• Health Professions and Related Programs
• Humanities
▸ Area / Cultural / Ethnic Studies
▸ Gender Studies
▸ History
▸ Languages / Literature / Linguistics
▸ Philosophy
▸ Theology / Religious Studies
• Law / Legal Studies
• Leisure / Recreational / Culinary / Entertainment Programs
• Library Science
• Military Sciences
• Multidisciplinary / Interdisciplinary Studies
• Public Administration / Social Services
• Social Sciences
• STEM Programs
▸ Sciences (Life and Physical Sciences)
▸ Technology
▸ Engineering
▸ Mathematics (including Statistics)
• Transportation / Logistics
• Visual / Performing Arts
• Vocational / Trade / Career / Technical Education Programs
* Program Disciplinary Areas (PDA) are based on The Classification of Instructional Programs / National Center for Education Statistics / U.S. Department of Education
• Degree / Diploma Level:
Undergraduate Programs
Graduate Programs
Classification by Degree / Diploma Level
Institutions with Exclusively Short-Cycle Programs at the Undergraduate Level
Institutions that offer undergraduate degrees / diplomas in programs exclusively at ISCED-Level 5 *
Institutions with Predominantly Short-Cycle Programs at the Undergraduate Level
Institutions that:
•
offer undergraduate degrees / diplomas in programs at both ISCED-Level 5 and ISCED-Level 6 * – and –
•
offer 51-99% of their undergraduate degrees / diplomas in programs at ISCED-Level 5 *
Institutions with Exclusively Baccalaureate Programs at the Undergraduate Level
Institutions that offer undergraduate degrees / diplomas in programs exclusively at ISCED-Level 6 *
Institutions with Predominantly Baccalaureate Programs at the Undergraduate Level
Institutions that:
•
offer undergraduate degrees / diplomas in programs at both ISCED-Level 5 and ISCED-Level 6 * – and –
•
offer 50-99% of their undergraduate degrees / diplomas in programs at ISCED-Level 6 *
Institutions with Exclusively Master’s Programs at the Graduate Level
Institutions that offer graduate degrees / diplomas in programs exclusively at ISCED-Level 7 *
Institutions with Predominantly Master’s Programs at the Graduate Level
Institutions that:
•
offer graduate degrees / diplomas in programs at both ISCED-Level 7 and ISCED-Level 8 * – and –
•
offer 51-99% of their graduate degrees / diplomas in programs at ISCED-Level 7 *
Institutions with Exclusively Doctoral Programs at the Graduate Level
Institutions that offer graduate degrees / diplomas in programs exclusively at ISCED-Level 8 *
Institutions with Predominantly Doctoral Programs at the Graduate Level
Institutions that:
•
offer graduate degrees / diplomas in programs at both ISCED-Level 7 and ISCED-Level 8 * – and –
•
offer 50-99% of their graduate degrees / diplomas in programs at ISCED-Level 8 *
ISCED Categories *
•
ISCED-Level 5: Short-Cycle Tertiary Education Programs (usually 1-year or 2-year undergraduate programs)
•
ISCED-Level 6: Bachelor’s or Equivalent Programs
•
ISCED-Level 7: Master’s or Equivalent Programs
•
ISCED-Level 8: Doctoral or Equivalent Programs
* The International Standard Classification of Education (ISCED) is a comprehensive framework developed by UNESCO for categorizing education programs and qualifications according to a uniform and internationally-accepted set of criteria. Its purpose is to facilitate cross-national comparisons of education systems and statistics.
Date of Submission:
// End of Institutional Information
Student-Centered Teaching
Do your faculty incorporate student-centered teaching (SCT) methods into their courses / modules (i.e., do they employ pedagogical methods that (a) shift the focus of instruction from the teacher to the student and (b) require students to be active participants in their own learning)?
Examples
•
Case Studies: in-depth, multifaceted investigations of a complex problem or issue in its real-life context for the purpose of (a) understanding a larger class of similar problems / issues or (b) establishing a thesis, theory, or principle; case studies require students to apply theories, concepts, or principles to a real problem or issue and help to develop and enhance student knowledge, skills, and competencies
•
Concept Mapping: a visual or graphic approach to identifying and illustrating the linkages or interconnections among various ideas or concepts related to a specific topic or problem; concept maps (a) can take the form of charts, graphic organizers, tables, flowcharts, Venn Diagrams, timelines, or other graphic illustrations and (b) help to develop student abilities to draw reasonable inferences from observations, to synthesize and integrate information and ideas, and to learn concepts and theories in a subject or disciplinary area
•
Digital Storytelling: a pedagogical method that uses technology tools, such as video and audio production, interactive software, and computer graphics, to create narrative stories in a subject or disciplinary area; the method helps to advance student learning, to build student skills and competencies, and to foster student engagement and creativity
•
Flipped Classroom: a learning model in which course / module content is delivered to students outside of the classroom with class time used by the instructor to facilitate learning, guide group work, reinforce concepts and ideas, or help students to gain practice in applying knowledge from previously-supplied content
•
Game-Based Learning: a pedagogical strategy that incorporates learning activities that are intrinsically game-like, uses existing games or specially-developed games as learning opportunities, or integrates active learning experiences within a game framework
•
Gamification of Learning: an approach to teaching in which game elements, components, or mechanics are integrated into existing learning activities or traditional instructional methods
•
Interactive Demonstration: a learning experience in which students (a) make predictions about the outcome of a classroom demonstration or experiment, (b) observe the demonstration or experiment, (c) describe the results of the demonstration or experiment, and (d) discuss and reflect on the observed outcome
•
Peer Instruction: a pedagogical technique in which (a) the instructor poses a question or problem, (b) students discuss the question or problem in a group setting, and (c) the instructor selects students to present the answer to the question or solution to the problem to the class as a whole
•
Problem-Based Teaching: a teaching methodology that involves students (a) working collaboratively to examine a complex and multifaceted problem identified by the instructor and (b) evaluating potential solutions to the problem, solving the problem, or reporting potential solutions and / or findings
•
Project-Based Teaching: a research-based learning experience in which students work on longer-term projects or tasks that involve investigation, research, and collaboration to create an original presentation or product that demonstrates what they have learned
•
Reverse Problem Solving: a pedagogical method that (a) reverses the traditional instruction-first approach and (b) gives students the opportunity to explore, evaluate, and solve problems before they are taught the underlying theory, concepts, ideas, and principles; the method is designed for the purposes of fostering student conceptual understanding, enhancing student ability to transfer learning to different or unfamiliar tasks and contexts, and preparing students for future learning
•
Role Playing: an instructional technique in which students (a) explore realistic situations by interacting with other people in a managed way, (b) take on specific roles in a defined context, and (c) act out their specified roles in a case-based scenario; the method is designed for the purpose of learning course content or fostering conceptual understanding
•
Tutorial Worksheets: an active learning experience in which students work through guided-discovery worksheets of carefully-designed questions that lead them through a sequence of steps to solve a problem, overcome a conceptual difficulty, or address a challenging issue; students work in small groups to complete the worksheets, while the instructor acts as a facilitator by asking targeted questions or directing discussion
// End of Examples
Please complete the data sheets below.
Primary Data Sheet
This quality indicator (Student-Centered Teaching Methods) also requires supplemental data. See ‘Supplemental Data Sheet’ below. Make sure that all required fields in both the Primary and Supplemental Data Sheets are completed appropriately before submitting your data sheet.
Metric 1
Student-centered teaching methods are pedagogical techniques that (a) shift the focus of instruction from the teacher to the student and (b) require students to be active participants in their own learning. For more information on the student-centered teaching methods listed below, see .
Range of student-centered teaching (SCT) methods employed // Tick checkbox if the listed method is employed by faculty.
• Case studies
• Concept mapping
• Digital storytelling
• Flipped classrooms
• Game-based learning
• Gamification of learning
• Interactive demonstrations
• Peer instruction
• Problem-based teaching
• Project-based learning
• Reverse problem solving
• Role playing
• Tutorial worksheets
• Other SCT methods
Institutions are not limited to the student-centered teaching methods listed above; other methods that are appropriate for students, disciplinary areas, and the types of courses / modules that faculty teach are also encouraged. If you tick the checkbox in the row above, please click the ‘Insert Row’ button in the adjacent cell to insert a row for each additional method that faculty use. Then list each method in a separate row.
Metric 2
Percentage of courses / modules in the curriculum that incorporate student-centered teaching methods:
// End of Primary Data Sheet
Supplemental Data Sheet
Extent of faculty usage of student-centered teaching (SCT) methods // For each of the SCT methods listed below, provide the percentage of faculty who employ that method in at least one of their courses / modules.
Percentage of Faculty
• Case studies
• Concept mapping
• Digital storytelling
• Flipped classrooms
• Game-based learning
• Gamification of learning
• Interactive demonstrations
• Peer instruction
• Problem-based teaching
• Project-based learning
• Reverse problem solving
• Role playing
• Tutorial worksheets
Supporting Evidence
Supporting evidence may take the form of various types of documents (PDF documents, presentations, spreadsheets, Word documents etc.); photographs or other images; audio, video, or other multimedia files; pages on the institution’s website or social media platforms; diagrams, illustrations, charts, graphs, infographics, or other graphic documents; or other types of digital evidence. For each piece of evidence, the institution must upload that evidence to the IAAHE website.
Supplemental data are required if any box is checked for Metric 1.
Student-centered teaching (SCT) methods used by faculty:
Type of Evidence
(Course Syllabi, etc.
Please separate each type by a comma.)
(Course Syllabi, etc.
Please separate each type by a comma.)
• Case studies
• Concept mapping
• Digital storytelling
• Flipped classrooms
• Game-based learning
• Gamification of learning
• Interactive demonstrations
• Peer instruction
• Problem-based teaching
• Project-based learning
• Reverse problem solving
• Role playing
• Tutorial worksheets
Upload Required Evidence
Upload the required evidence (course syllabi, assignments, or other types of handouts) for each of the student-centered teaching methods employed by faculty. You may select files either by (1) dragging-and-dropping them into the designated drop space or (2) using the ‘Select Files’ button.
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If there are special circumstances existing at your institution that we should consider in reviewing your uploaded evidence or you have other comments about your data sheet, please share them with us:
Your Comments
// End of Upload Evidence
// End of Supplemental Data Sheet
Review a summary of the data / evidence / information that you provided prior to submission:
Summary of Data / Evidence / Information Provided
Submit Data Sheet
Submit your data sheet in the following two steps: (1) print your data sheet and save to a PDF in an appropriate place and then (2) submit your sheet using the file uploader below. You may select your data sheet either by (1) dragging-and-dropping it into the designated drop space or (2) using the ‘Select Data Sheet’ button.
After you have received an indication that your data sheet has been successfully submitted, please re-validate your data sheet and use the ‘Send Notification’ button to notify us at the IAAHE.
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There are empty fields in the ‘Institutional Information’ section. Please review your sheet and provide the missing information.
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