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Summary of the Results of the Survey on Teaching
by
Antoine Morin, Michel Nedzela and Tony Quon
for the
Senate Committee on Teaching
April 2001
Summary of the Results of the Survey on Teaching 1
Executive summary
This report presents a summary of the results of the 2001 Teaching Survey conducted by the
Senate Committee on Teaching. Electronic versions of the report, copies of the questionnaires, and
files containing raw data for further analyses are available on the Web site of the Center for
University Teaching at http://www.uottawa.ca/academic/cut/ in the Documentation and
Publications section.
The sample consists of 255 full time professors (from a population of 844) whose profile
(gender, age, rank, language, and faculty) is similar to that of the population.
Professors’ views on teaching (Section A) are strikingly similar among ranks, genders and
languages, but vary among faculties. Nevertheless, in most faculties, professors agree that effective
teaching is mostly about stimulating students to think critically and equipping them with independent
learning skills.
Teaching activities and methods (Section B) also vary among faculties. Overall, lectures are
still the most commonly used method of teaching, and transparencies and chalkboards are the media
most commonly used. Email has become an important tool. A large majority of professors (78%)
report devoting half or more of their time to teaching activities, except for professors in the Faculty
of Medicine who devote less time to teaching than to research. Range of student abilities and class
sizes are identified as the major hindrances to teaching. Personal interest in teaching and personal
initiative are clearly the major factors supporting teaching and changes in teaching methods.
A majority of professors (67%) use computers in courses, mainly for presentations (Section
C). Although large differences exist in current use of computers among faculties (more than 80% of
professors in Engineering and Administration use computers, but only 25% in Law), about two
thirds of professors in all faculties would like to use computers more and 72% expect that they will
have to. Unfortunately, only half of the professors feel that they have sufficient access to computers
and training to introduce more technology in their teaching.
The opinions of professors regarding the importance of teaching in their career (Section D)
have not changed since the previous Teaching Survey in 1989. The vast majority agrees that teaching
skills and quality of teaching should be evaluated at hiring and for tenure and promotion decisions,
but the majority reports that teaching is not given the same recognition as research in making
decisions. Most professors believe that it is because not enough information is available for a fair
appraisal of their teaching. Two thirds of professors judge that the efforts of the University to
support or promote teaching are fairly or very weak. A large majority (80%) agrees that it should be
possible to recognize equally teaching and research for tenure and promotion decisions, 50% agrees
that these decisions could be based mainly on research accomplishments, and a small majority
disagrees with the possibility of spending all of one's time teaching or doing research.
Summary of the Results of the Survey on Teaching 2
Foreword
Data collected in the 2001 Survey on Teaching are extensive and this summary of results
only describes the overall average responses and major differences among subgroups believed to be
of interest to a general audience. Those interested in finer details or analyses are welcome to analyze
the data themselves. For this purpose, raw data and supporting information have been made available
electronically on the Web site of the Center for University teaching
(http://www.uottawa.ca/academic/cut/), in the Documentation and Publications section. However,
to preserve anonymity, rank, age and gender information have been omitted in the posted data.
Contact Antoine Morin (amorin@uottawa.ca) if you require assistance with the data. Responses to
open-ended questions and comments received about the questionnaire are also available in their
entirety online.
We recognize that some of the graphs are hard to read when printed in black and white.
Color graphs that allow better discrimination among subgroups can be found in the electronic
versions available online.
Summary of the Results of the Survey on Teaching 3
The sample
This second survey on teaching at the University of Ottawa was conducted during the winter
semester of 2001, almost 12 years after the first one in Fall 1989. The questionnaire was sent through
internal mail in personally addressed envelopes to each of the 844 full time professors and language
teachers whose names were provided by Human Resources. Two weeks after the questionnaire was
sent, a letter was sent out reminding professors of the questionnaire. A week later, email reminders
were also sent to most academic units.
A total of 255 fully completed questionnaires were returned, for a response rate of 30%
(compared to 55% in 1989). The distribution of respondents by faculty in the sample of returned
questionnaires is roughly similar to that of the population, although Arts professors are slightly
underrepresented, and Medicine slightly over-represented in the sample compared to the population
(the same bias was observed in the 1989 sample). Sample composition by rank, gender, and language
was very similar to that of the population.
All in all, it appears that the professors who responded to the questionnaire share many of
the same characteristics found in the entire population of the University of Ottawa full time
professors.
Population Sample/Échantillon
Faculty / Faculté
Administration 9.1% 10.2%
Arts 24.2% 19.6%
Education / Éducation 5.6% 5.5%
Engineering / Génie 10.7% 8.5%
Health Sciences / Sciences de la Santé 8.4% 10.2%
Law/Droit 7.5% 6.4%
Medicine / Médecine 7.3% 12.3%
Science / Sciences 11.6% 9.4%
Social Science / Sciences Sociales 15.0% 17.8%
Rank / Rang
Full / Titulaire 40.8% 39.4%
Associate / Agrégé 34.1% 35.6%
Assistant / Adjoint 21.3% 23.5%
Lecturer / Chargé de cours 3.8% 1.7%
Gender / Genre
Men / Hommes 68.2% 66.7%
Women / Femmes 31.8% 33.3%
Language / Langue
English 59.4% 55.3%
Français 40.5% 44.7%
Size / Effectif 844 255
Summary of the Results of the Survey on Teaching 4
Section A- Views on teaching
1-24. How much do you agree with each of the following statements concerning what effective teaching is?
Strongly Somewhat Somewhat Strongly
disagree disagree agree agree
Stimulating students to think in a critical way
Producing independent learners
Equipping students with independent skills for problem solving
Helping students to understand important ideas
Providing a climate for students to learn
Displaying enthusiasm for the subject matter
Encouraging students to ask questions
Motivating students to learn
Promoting discussion about the subject matter
Transmitting important knowledge to students
Providing up to date and interesting resource material for students
Promoting conceptual changes in students
Setting challenging problems and assignments, and helping students to cope with them
Recognizing student needs and providing help
Communicating ideas between lecturer and students
Letting students know about the basic knowledge of their specialty
Challenging students' ideas, so that they may develop themselves
Supporting and caring for students
Selecting, structuring, and interpreting knowledge for students
Providing situations where students can learn from each other
Passing on lecturer's experiences to students
Giving interesting presentations, using instructional technology
1 2 3 4
Circles represent the arithmetic mean score and lines span 2 standard errors on each side of the mean, providing a visual representation of an approximate 95%
confidence interval for the mean score.
In general, professors agree that all statements somewhat or strongly reflect what effective
teaching is. However, they most strongly agree that effective teaching is about stimulating students to
think in a critical way, producing independent learners, and equipping students with independent
skills for problem solving. Although professors somewhat agree that effective teaching is about
providing situations where students can learn from each other, passing on their experiences to
students, and giving interesting presentations using instructional technology, such statements receive
less support.
Responses are strikingly similar among ranks, genders, and language. However, differences
exist among faculties. Responses from professors from the faculties of Medicine, Science, and
Education illustrate these differences and span the extremes. In general, professors from the Faculty
of Medicine tend to agree with most statements more strongly than professors from other faculties.
On the other hand, professors from the Faculty of Science tend to agree less strongly than average.
Interestingly, averages for professors from the faculty of Education tend to be either at the low end
or at the high end of the range of responses.
Summary of the Results of the Survey on Teaching 5
Strongly Somewhat Somewhat Strongly
disagree disagree agree agree
Stimulating students to think in a critical way
Education
Producing independent learners
Equipping students with independent skills for problem solving
Medicine Helping students to understand important ideas
Providing a climate for students to learn
Science Displaying enthusiasm for the subject matter
Encouraging students to ask questions
Motivating students to learn
Promoting discussion about the subject matter
Transmitting important knowledge to students
Providing up to date and interesting resource material for students
Promoting conceptual changes in students
Setting challenging problems and assignments, and helping students to cope with them
Recognizing student needs and providing help
Communicating ideas between lecturer and students
Letting students know about the basic knowledge of their specialty
Challenging students' ideas, so that they may develop themselves
Supporting and caring for students
Selecting, structuring, and interpreting knowledge for students
Providing situations where students can learn from each other
Passing on lecturer's experiences to students
Giving interesting presentations, using instructional technology
1 2 3 4
Circles represent the arithmetic mean score and lines span 1 standard error on each side of the mean.
The majority of professors (77%) feel confident or very confident in the effectiveness of
their teaching (question 23), although only 61% rate themselves as successful or very successful in
their teaching (question 24). These ratings do not vary among rank, age, faculty, or language,
although women are slightly less confident than men about their level of success in teaching
(p=0.02).
Summary of the Results of the Survey on Teaching 6
Section B - Teaching activities and methods
25-51. Consider your overall teaching experience. How frequently you do each of the following?
Éducation Jamais Rarement De temps en temps Souvent Très souvent
Droit J’inclus plus d’une épreuve ou travail dans la note des étudiant s
J’encourage les étudiants à poser des questions pendant les cour s
Science Je suis de près le plan de cours
Je vérifie les documents obligatoires avant de les utiliser en c lasse
Je mets à jour les lectures à faire et les activités de classe p our refléter les progrès
Je donne aux étudiants des commentaires sur les épreuves, travau x écrits, etc.
Dans le plan de cours, je précise les objectifs du cours
Je donne l’occasion aux étudiants d’exprimer leur point de vue p ersonnel
J’établis des critères de notation et en fait part aux étudiants avant de les utiliser
J’adopte un modèle structuré pour les cours magistraux
Je conçois le cours en fonction des besoins et capacités des étu diants
Je modifie le cours selon les commentaires des anciens étudiants
Mes présentations suivent de près les lectures à faire
J’ai recours à des activités favorisant l’interaction et la coll aboration
J’exige un travail de recherche dans mon cours
J’ai recours aux discussions de classe
J’incorpore des activités de recherche dans mes cours
J’analyse de façon critique les ébauches de travaux
Je consulte des collègues qui enseignent un cours semblable
J’exige le recours à un guide de rédaction ou un modèle de rappo rt
Je fais faire des recherches en ligne
Je note les travaux sans connaître l’identité des étudiants
Je demande l’opinion des étudiants concernant la méthode de nota tion
J’exige une bibliographie ou des rapports de laboratoire
J’utilise des épreuves à correction objective
Je confie à des étudiants des parties du cours
J’attribue les notes selon une courbe
1 2 3 4 5
Circles represent the arithmetic mean score and lines span 1 standard error on each side of the mean. Activities are listed in decreasing frequency when averaged
across all faculties.
Teaching methods and activities vary greatly among faculties, and this is illustrated by the
responses of professors in Science, Education and Law (combining Droit civil and Common Law)
that span the extremes. Since the professors’ profiles (gender, language, rank) vary among faculties, it
is therefore difficult to ascertain whether these subgroups differ. Nevertheless, women report using
all but one (grade anonymously student work) of these 23 activities more frequently than men.
Compared to English speaking, French speaking professors use more frequently a structured lecture
format (p<0.0001) and more frequently critically review student essay rough drafts (p<0.0001).
Conversely, English speaking professors more frequently use objective tests as primary means of
assessing performance (p<0.0001), perhaps because of larger average class size.
Overall, 63% of respondents report never distributing grades on a curve.
Summary of the Results of the Survey on Teaching 7
52-59. How often do you use each of the following methods of teaching?
Never Seldom Occasionally Often Very often
Lecture method
Seminar method
Problem-based learning
Project-based learning
Case method
Experiential method
Collaborative/cooperative learning
Peer teaching
1 2 3 4 5
Circles represent the arithmetic mean score and lines span 2 standard errors on each side of the mean, providing a visual representation of an approximate 95%
confidence interval for the mean score.
Never Seldom Occasionally Often Very often
Lecture method
Seminar method
Problem-based learning
Project-based learning Administration
Arts
Case method Education
Engineering
Experiential method Health Science
Law
Collaborative/cooperative learning
Medicine
Science
Peer teaching
Social Science
1 2 3 4 5
Circles represent the arithmetic mean score and lines span 1 standard error on each side of the mean. Methods are listed in decreasing frequency when averaged
across all faculties.
Overall, the lecture format is still the most commonly used method of teaching, although
there is large variation among faculties.
Summary of the Results of the Survey on Teaching 8
60-71. How often do you use each of the following in your teaching?
Never Seldom Occasionally Often Very often
Transparencies and overhead projector
Chalk (or white ) board
Email
Presentation software (e.g. PowerPoint)
Video
Slides
Web -based software (e.g. WebCT )
Simulation/ demonstration software
Business /scientific software
(e.g. Spreadsheets , math tools , databases )
Electronic bulletin board
Flip chart
Interactive televised teaching
1 2 3 4 5
Circles represent the arithmetic mean score and lines span 2 standard errors on each side of the mean, providing a visual representation of an approximate 95%
confidence interval for the mean score.
Never Seldom Occasionally Often Very often
Transparencies and overhead projector
Chalk (or white) board
Email
Presentation software (e.g. PowerPoint)
Video
Slides Administration
Arts
Web-based software (e.g. WebCT)
Education
Simulation/demonstration software software Engineering
Business/scientific software Health Science
(e.g. Spreadsheets, math tools, databases)
Law
Electronic bulletin board
Medicine
Flip chart Science
Interactive televised teaching Social Science
1 2 3 4 5
Circles represent the arithmetic mean score and lines span 1 standard error on each side of the mean. Teaching devices are listed in decreasing frequency when
averaged across all faculties.
Overall, low-tech devices remain the most frequently used in the classroom, although there
is considerable variation among faculties, and among individuals within faculties. In particular,
presentation software (e.g. PowerPoint) tends to be either used very often by those who have
adopted it, or seldom/never by those who have not.
Summary of the Results of the Survey on Teaching 9
73-75. How many hours per week, on average, do you presently devote to teaching activities (i.e. preparing,
organizing, or giving courses; updating course material; preparing educational material such as learning
modules, computer software packages; assessing/grading student learning; advising students; supervising
students during a practicum or some other work or research)?
Administration Arts Education
0.5
0.5
Relative frequency
0.5
0.4
0.4 0.4
0.3
0.3 0.3
0.2 0.2 0.2
0.1 0.1 0.1
0.0 0.0 0.0
<5 5-9 10-14 15-19 >20
Engineering Health Science Law
0.8
0.7
0.7
0.6 0.3
0.6
0.5 0.5
0.4 0.2 0.4
0.3 0.3
0.2 0.1 0.2
0.1 0.1
0.0 0.0 0.0
Medicine Science Social Science
0.5
0.6 0.5
0.4 0.5
0.4
0.3 0.4
0.3
0.3
0.2
0.2
0.2
0.1 0.1
0.1
0.0 0.0 0.0
Time spent on teaching vary considerably within and among faculties. In all faculties but
Medicine, professors devote a minimum of 5-9 h per week to teaching, whereas in Medicine
approximately 40% of professors devote less than 5h per week to teaching activities. Overall, 36% of
respondents devote more than 20h per week to teaching, 47% between 10 and 20 h per week, and
17% less than 10h per week. No statistically significant differences were detected between genders
and languages, nor among ranks.
One third (33%) of professors report that the time they spend on their teaching has
increased compared to the past, whereas 21% report a decrease (question 74). Forty four percent of
professors devote more or much more time to teaching than to their research, whereas 22% report
devoting less or much less time to teaching than to research (question 75). The majority of
respondents (68%) expect that they will spend about the same amount of time on teaching in the
future, although 21% expect a teaching load increase and 13% a decrease (question 81).
Summary of the Results of the Survey on Teaching 10
77. What factors do you find hinder your teaching?
0 20 40 60 80 100
Too wide a range of student abilities
Number of students (too many)
Teaching load too heavy
Research commitments
Lack of up-to-date equipment
and facilities
Lack of library resources
Teaching outside area
of expertise
0 20 40 60 80 100
%
Circles represent the arithmetic mean score and lines span 2 standard errors on each side of the mean, providing a visual representation of an approximate 95%
confidence interval for the mean score.
78. What factors support your teaching?
%
0 20 40 60 80 100
Your interest in teaching
Reasonable teaching load
Availability of equipment and facilities
Workshops, seminars,
and other support programs
Encouragement of university
and faculty administration
Good library resources
0 20 40 60 80 100
%
Circles represent the arithmetic mean score and lines span 2 standard errors on each side of the mean, providing a visual representation of an approximate 95%
confidence interval for the mean score.
Summary of the Results of the Survey on Teaching 11
79. How do you expect your teaching to change over the next 5 years?
%
0 20 40 60 80 100
Computer assisted course delivery
Multimedia technology
Problem-based learning
More distance learning approaches
Experential learning
Collaborative learning
0 20 40 60 80 100
%
Circles represent the arithmetic mean score and lines span 2 standard errors on each side of the mean, providing a visual representation of an approximate 95%
confidence interval for the mean score.
80. What factors do you think will influence changing your teaching methods?
%
0 20 40 60 80 100
Your own initiative or decision
Student demand or feedback
Availability of technology
Increased student numbers
Availability of extra funding
Resource constraints or lack of funding
University or Faculty policy
Shortage of space
Pressure from colleagues
0 20 40 60 80 100
%
Circles represent the arithmetic mean score and lines span 2 standard errors on each side of the mean, providing a visual representation of an approximate 95%
confidence interval for the mean score.
Summary of the Results of the Survey on Teaching 12
Section C -- The Use of Technology in Teaching
82. Usage of computers in courses
Of those who responded to question 82 regarding the use of computers in teaching, 67% say
they use and 31% say they do not use computers. Furthermore, 69% say they would like to use
computers more than they do now. More importantly, of those who say they do not use computers,
54% say they would like to use them.
Computers used now Would use more
0 20 40 60 80 100 0 20 40 60 80 100
Engineering
Administration
Medicine
Science
Health Science
Education
Social Science
Arts
Law
0 20 40 60 80 100 0 20 40 60 80 100
% %
Circles represent the frequency of positive responses and lines span 1 standard error on each side of the mean.
Interestingly, the Arts and Law faculties, which are the least likely to use computers in their
courses now, are right in the pack when it comes to wanting to use computers more, and two of the
most prolific users of computers, the Science and Engineering faculties, lead the way in wanting to
use them more.
The use of computers does not appear to differ by age, and there is no difference between
genders.
83. Which of the following describe(s) the purpose(s) for which you use the computer in your course(s)?
(Circle more than one if appropriate)
Purpose / Utilisation % Standard Error / Erreur-type
Presentation Tool / Outil de présentation 72% 3%
Tool / Outil 54% 3%
Resource / Ressource 51% 3%
Teaching Machine / Machine à enseigner 21% 2%
Simulator / Simulateur 17% 2%
Clearly the most popular use is as a presentation device (e.g. use of PowerPoint), with uses as
a tool (word processing, spreadsheet, database) and as a resource (as entrance to network for
communications and access to databases) lagging far behind in second and third.
Summary of the Results of the Survey on Teaching 13
The least popular uses are as a teaching machine (some form of computer-aided instruction,
such as tutorials or drill and practice), and as a simulator (a model or game that allows students to
make decisions that affect the model and observe resulting changes).
The following table ranks the various learning activities (question 84) in increasing order of
those for which respondents “definitely would not use” computers; thus, they are in decreasing order
in terms of current plus potential use.
Learning Activity / Currently use / Might use / Want information / Would not use /
Activité Utilise présentement Utiliserai peut- Renseignements N'utiliserai pas
être souhaités
Lectures /
56% 24% 10% 11%
Cours magistraux
Assignments/
48% 22% 13% 17%
Travaux et devoirs
Demonstrations /
35% 34% 14% 17%
Démonstrations
Independent study projects /
37% 27% 15% 21%
Projets d'étude indépendante
Out of class group projects /
37% 24% 17% 22%
Projets de groupe hors classe
Essays, term papers, reports /
Dissertations, travaux de session, 43% 18% 15% 23%
rapports
Testing, examinations /
Contrôle des connaissances, 16% 35% 21% 29%
examens
Drill and practice labs /
20% 30% 14% 35%
Exercices de répétition, labos
Simulations, role playing /
16% 29% 19% 37%
Simulations, jeux de rôles
Lab experiments, analysis /
Expériences et analyses de 30% 13% 12% 44%
laboratoire
85. Please describe briefly your personal vision of the role and uses of computers in teaching and learning.
The responses mainly comprised descriptions of the specific uses of computers as
summarized above for question 83. The most commonly expressed view was that computers are an
essential tool to enhance and support teaching but do not replace the student/teacher relationship.
86. Please describe briefly what you think should be this institution’s overall vision of computers in teaching
and learning.
The prevailing response was that the university should provide sufficient computer resources
(equipment and support) and encourage its use wherever professors see a good fit.
87. What problems (if any) have you had in using computers as part of course instruction? What concerns do
you have about academic computer use?
Common problems include:
availability of computers (for professors and students) for teaching purposes and of wired
classrooms;
system reliability and lack of support;
students overly dependent on computers and losing ability to read or think;
Summary of the Results of the Survey on Teaching 14
lack of time for computer preparation and for development of on-line teaching materials; and
plagiarism.
88. Do you find you are adequately informed about and able to use the electronic resources provided by the
Library Network? Please comment.
Overall, about 2/3 of the respondents are adequately informed and 1/3 are not.
89. What impact have electronic communication tools (such as email, chat groups, bulletin boards, etc.) had
on your workload as a teacher?
Overall, the overwhelming opinion was that workloads have increased mainly in responding
to email messages (which demand immediate responses). On the positive side, professors feel that
the ease and accessibility of communication via email is a great help.
90. Do you feel that computers have been effective in helping to achieve the learning objectives of your
course(s)? Please explain.
Overall, professors are more likely to say they have been effective than not, with many
positive comments regarding better course organization, availability of class materials, and effective
use of good software allowing focus on ideas rather than computing or computational skills.
91. The Future Use of Computers
Of those responding to the question of the future use of computers, by far the most, 72%,
expect to use computers more, 23% expect “about the same”, and only 5% expect to use them less.
92. Please outline briefly how and why you anticipate using, more, less or about the same degree of computer
technology in your teaching in the next 5 years.
The focus of increased computer use appears to be the use of Web sites or WebCT for
course materials and distance education, and the development of online courses and quizzes. A
number of respondents say they will use PowerPoint and chat groups.
93-94. Access to Equipment and Training
Only 46% of respondents agree (somewhat or strongly) that professors have adequate access
to equipment (hardware and software) to introduce more technology into their teaching.
A slight majority of 52% agrees that they have adequate access to training in order to
introduce more technology into their teaching.
Summary of the Results of the Survey on Teaching 15
SECTION D - Importance of teaching in career
96-98. Teaching in hiring decisions
When professors are initially hired at the University of Ottawa their publication output and
research accomplishments are usually well documented in their curriculum vitae. Eighty-nine percent
of the respondents to the survey on teaching (eighty-six percent in the fall of 1989) agree (strongly or
somewhat) that teaching skills should be assessed in some way. But 57% of the respondents (51% in
1989) do not feel that, when they were hired, their file included sufficient information to allow for a
fair appraisal of the quality of their teaching. Of the various means suggested to assess the teaching
skills of a new professor, the preferred approaches are as follows:
62% agree that the candidates should be questioned about their teaching during an interview
(47% in 1989);
60% agree that the candidates should be invited to give one or more seminars (60% as well
in 1989);
58% agree that the candidates should be required to provide references relative to his/her
teaching (49% in 1989); and
53% agree that the candidates should be invited to teach an undergraduate class (35% in
1989).
There are differences among gender and faculty groupings but none are statistically
significant (at the 5% level of significance). Clearly, while there is considerable support for the
assessment of teaching skills at the time of being hired, there is no standard practice.
100-105. Teaching in tenure and promotion decisions
More than half of the professors (54% compared to 62% in 1989) feel that the persons and
committees making recommendations or decisions do not have sufficient information to make a fair
appraisal of the quality of a professor's teaching. In addition, 70% and 74% feel that their teaching
was not given the same recognition as their publication output and research accomplishments when
they applied for tenure and promotion respectively (57% and 63% in 1989). Most professors feel
(70% for tenure and 71% for promotion) that the true value of their teaching performance was not
considered because the persons and committees making tenure and promotion decisions and
recommendations were mostly interested in research (in 1989, 59% for tenure and 71% for
promotion). Indeed, 29% (for tenure) and 33% (for promotion) say it was “normal” that they would
be assessed mainly as a researcher (25% for tenure and 29% for promotion in 1989). Furthermore,
26% (for tenure) and 27% (for promotion) feel that the persons and committees making tenure and
promotion decisions and recommendations could not determine the true value of teaching
performance because they did not have at their disposal appropriate means of assessing teaching
(18% and 27% respectively in 1989).
There are some significant differences in faculty groupings as 27% of professors in the
Faculty of Administration (counting those who express an opinion) feel that the persons and
committees making recommendations or decisions did not have sufficient information to make a fair
appraisal of the quality of a professor's teaching compared to 69% in the Faculty of Engineering.
Medicine and Science professors show the greatest support for the view that it was “normal” that
they would be assessed mainly as researchers; half or more agree that this was as it should be when
considering tenure (50 and 60% respectively) or promotions (50 and 57% respectively). In 1989, half
of Engineering and Science professors agreed that it was “normal” that they would be assessed
mainly as a researcher.
Summary of the Results of the Survey on Teaching 16
106. Teaching dossiers
When asked whether they would support the preparation of a teaching dossier to better
present their teaching accomplishments at various points in their academic careers, 33% of
professors could not say because they required more information about the teaching dossier. Of
those who know what a teaching dossier is, 83% express support (equally divided between somewhat
agree and strongly agree). Four faculties express a level of support superior to 95%, support in the
Faculty of Arts is the weakest with 68% of respondents agreeing with the preparation of a teaching
dossier.
107-109. Teaching performance vs. publication output and research accomplishment
Over three quarters of the respondents agree that when promotion or tenure is being
considered, the teaching performance of professors should be given the same recognition as their
publication output and research accomplishments (80% for tenure and 77% for promotion). There is
very little change since the fall of 1989 (corresponding percentages were 79 and 77%). There are
differences in faculty groupings as, for both tenure and promotion, between 60 and 70% agree in
Arts, Science and Social Sciences whereas the percentage is between 87 and 100% for Education,
Engineering, Health Sciences, Law and Medicine.
The respondents are almost equally divided on their agreement with the statement “Few
professors achieve excellence in both research and teaching” (49% agree somewhat or strongly
compared to 61% in the fall of 1989). There is quite a range of responses among faculties with 28%
agreeing in Law compared to 78% in Health Sciences. But differences between gender and rank are
not significant.
110-112 (124). Importance attached to the quality of teaching
How much importance is placed by the University of Ottawa on the quality of teaching?
More than half (65%) of the professors say that the overall efforts of the University to support and
promote teaching are fairly (43%) or very weak (22%) (these last percentages were respectively 46
and 14% in 1989). Similarly, 88% of the professors agree strongly (48%) or somewhat (40%) that
there should be stronger encouragement for professors to improve their teaching (these last
percentages were respectively 54 and 37% in 1989). Some differences are found between faculty
groupings. Where only 45% of the professors in Administration say that the efforts of the University
to support and promote teaching are very or fairly weak, approximately 90% of the professors in Law
and Science share that opinion.
With regards to the importance attached to the quality of teaching by the central
administration, Deans or chairpersons, just over half of the respondents (52%) feel that there is not
enough importance (the percentages were 61% for the Central administration and 57% for Deans
and chairpersons in the fall of 1989). Here again, there are differences among faculty groupings.
Forty percent of the professors in Arts are of the opinion that the administration does not attach
enough importance to teaching, whereas between 66 and 100% of the professors in all other faculties
share that opinion (except Education at 55%).
Question 124 is actually asking what the University can do to provide better support for
your teaching over the next five years. One hundred and fifty two actually have suggestions to that
effect. The majority agrees that the most significant step would be the reduction of teaching load and
class size. Providing the individual professor with better equipment (specifically personal computer
to be used for teaching purposes) and rewarding good teachers are also frequently mentioned.
Summary of the Results of the Survey on Teaching 17
113-123. Teaching versus research: At the University of Ottawa, it should be possible for a professor to….
Strongly Somewhat Somewhat Strongly
disagree disagree agree agree
spend equal time on both teaching and research
to obtain tenure with equal weight given to teaching and research
be promoted with equal weight given to his/her teaching and research
be promoted mainly for her/his research accomplishments
to obtain tenure mainly for his/her research accomplishments
Administration
spend most of her/his time doing research Arts
spend most of her/his time teaching Education
Engineering
to obtain tenure mainly for the quality of his/her teaching
Health Science
be promoted mainly for the quality of his/her teaching Law
Medicine
spend all her/his time doing research
Science
spend all her/his time teaching Social Science
1 2 3 4
Overall, the opinions expressed by professors are very consistent with those expressed in
1989 (for more details, please refer to the Appendix):
A large majority (approximately 84%) agrees that it should be possible to recognize equally
teaching and research when it comes to tenure or promotion and 88% of the respondents
believe that it should be possible to spend equal time on both.
A small majority (between 52 and 59%) agrees that it should be possible to spend most of
one’s time on research or obtain tenure or promotion based mainly on research
accomplishments.
The same size small majority disagrees that it should be possible to obtain tenure or
promotion based mainly on the quality of teaching.
Opinions are evenly divided on whether it should be possible to spend most of one’s time
teaching. Fifty six percent of the respondents agree on the possibility of spending most of
one’s time doing research. A large majority (84%) disagrees with the possibility of spending
all of one’s time either teaching or doing research.
There are some differences of opinions between faculties. Among the most significant are
the following:
less than 30% of respondents from Arts (23%) and Social Sciences (27%) agree that it
should be possible to be promoted mainly for the quality of teaching while the
corresponding percentage is at least 50% for Education, Engineering (58%), Law (50%) and
Medicine (68%); and
36% of respondents in the Faculty of Education agree that it should be possible to be
promoted mainly for research accomplishments compared to 79% in Science and 68% in
Social Sciences (the same faculties are outliers on the question of tenure mainly for research
accomplishments with 27%, 74% and 63% respectively).
Summary of the Results of the Survey on Teaching 18
APPENDIX
Professors were asked to which degree they agree or disagree (somewhat or strongly) with
general statements related to teaching and research from the point of view of promotion, tenure and
time spent. The following table provides the percentages of respondents for each possible answer
and compares them to percentages in 1989.
Strongly disagree /
disagree / Plutôt en
Fortement d’accord
Somewhat agree /
Strongly agree /
Plutôt d’accord
Fortement en
désaccord /
désaccord/
Somewhat
At the University of Ottawa, it should be possible for a
professor to…/
À l'Université d'Ottawa, un professeur devrait pouvoir
be promoted mainly for the quality of his/her teaching / 2001 23 36 25 16
être promu principalement pour la qualité de son 1989 20 32 26 22
enseignement
to obtain tenure mainly for the quality of his/her teaching / 2001 22 35 26 17
obtenir la permanence principalement pour la qualité de son 1989 20 31 27 22
enseignement
be promoted mainly for her/his research accomplishments / 2001 11 30 40 19
être promu principalement pour ses réalisations de recherche 1989 10 32 35 23
to obtain tenure mainly for his/her research accomplishments / 2001 13 34 39 14
obtenir la permanence principalement pour ses réalisations de 1989 12 32 35 21
recherche
be promoted with equal weight given to his/her teaching and 2001 3 13 39 45
research / être promu sur la base d'une importance égale 1989 5 15 31 49
accordée à l'enseignement et à la recherche
to obtain tenure with equal weight given to his/her teaching 2001 3 13 37 47
and research / obtenir la permanence sur la base d'une 1989 5 14 33 48
importance égale accordée à l'enseignement et à la recherche
spend all her/his time teaching / 2001 54 29 7 10
se consacrer uniquement à l'enseignement 1989 42 32 14 12
spend all her/his time doing research / 2001 51 33 8 8
se consacrer uniquement à la recherche 1989 34 35 17 14
spend most of her/his time teaching / 2001 21 27 37 15
se consacrer surtout à l'enseignement 1989 16 27 33 24
spend most of her/his time doing research / 2001 18 26 42 14
se consacrer surtout à la recherche 1989 11 26 36 27
spend equal time on both / 2001 4 9 41 47
se consacrer autant à un aspect qu'à l'autre 1989 5 12 35 48
