Survey participants were representative of international student enrolments regarding faculty, country of origin, gender, age, prior institution, and parent education.   The number of participating graduate students were overrepresented and the number of undergraduate students were underrepresented. 

Student Satisfaction

Most students reported being somewhat satisfied, satisfied, or very satisfied with their learning experiences.

Promising teaching practices that received from respondents somewhat satisfied or very satisfied responses were varied.  Teaching practices with the highest respondent satisfaction percentages fell into these areas: academic integrity, assessment, assignments, clarifying expectations, communicating outside of the classroom, lecture design and delivery, verbal communications, and visual communications.  

Promising teaching practices that received from respondents dissatisfied or very dissatisfied responses also varied.  Teaching practices with the highest respondent dissatisfaction percentages fell into these areas: academic integrity, assessment, assignments, clarifying expectations, communicating outside of the classroom, lecture design and delivery, verbal communications, and visual communications.  

Perceived Level of Learning

Respondents indicated their perceptions of the amount of learning they received which corresponded with each of the promising teaching practices.  The promising teaching practices that respondents identified as resulting in medium or high learning levels varied.  Teaching practices with the highest respondent perceptions of student learning fell into these areas: academic integrity, academic skills, assignments, clarifying expectations, class preparation, climate in classroom, communicating outside of the classroom, culturally-responsive teaching, diversity and inclusion, feedback, lecture design and delivery, note-taking, reviewing material, student-centred teaching, verbal communications, and visual communications.  

Promising teaching practices that received none or low levels of learning from respondents also varied.  Teaching practices with the highest respondent percentages fell into these areas: academic integrity, academic skills, assessing needs, assessment, assignments, clarifying expectations, class preparation, communicating outside of the classroom, culturally-responsive teaching, differentiated instruction, diversity and inclusion, feedback, group work, language proficiency, lecture design and delivery, note-taking, physical environment, student-centred teaching, and verbal communications.

Conclusion

All of the promising teaching practices identified as having high levels of student satisfaction also have medium/high perception levels of student learning.  All but one of the teaching practices with the highest respondent dissatisfaction percentages also were identified with the highest respondent percentages for none or low levels of learning.  This suggests that survey respondents were satisfied with teaching practices that produce high levels of student learning and dissatisfied with those that produce lower levels of student learning.