2001-2002 Teaching Effectiveness Program

Successful Tutorials: Models of Small Group Teaching Effectiveness

This session operates on the principle that active learning assists in deep learning. Therefore, we will be doing the things that are suggested as good practice in small group teaching. 

Documenting teaching: A series of informal workshops on the preparation of teaching dossiers/portfolios 

The Centre has a role to play in supporting individual faculty members' efforts to improve teaching. A teaching portfolio, whiled summative when needed, is an ongoing, formative exercise. It is guided inquiry and feedback. It is self-directed and reflective. It doesn't need to be done in isolation, and indeed ought not to be. A portfolio neither papers over inadequate classroom teaching nor suffers by being coached or supervised by a senior colleague or portfolio consultant. 

• Teaching philosophy and/or institutional context statement: If the dossier is an argument about your teaching, the Teaching Philosophy is the thesis statement. It is also something that will change as you reflect on what you do. If the conventions set out in our resources appear too informal or too personal for your immediate purposes, try writing a statement of teaching responsibilities that sets the stage for elaborations in the rest of the portfolio. (January 21 & 22, 2002; 1 hr)
• List of courses taught and selected syllabi: How to present these, what to highlight and why. (January 28 & 29, 2002; 1 hr)
• Summary of evaluations: Ask the Chair or D.I.Y? What to do in the absence of Departmental normal and means. How to avoid the reek of dishonesty by applying solid principles of persuasiveness. (February 4 & 5, 2002; 1 hr)
• Items you may not have thought about adding: Professional development, advising, committees related to teaching and learning, nominating others for awards, mentoring peers in grant writing or students in graduate school applications. (February 4 & 5, 2002; 1 hr)
• Possible appendices: Order, arrangement, how much is too much. (February 11, 2002; 1 hr)

Teaching and Learning Styles Assessment for Faculty 

Robert Silvestri, Learning Specialist, Special Needs Office 

February 12, 2002; 2 hours

In response to faculty suggestions on last term's online survey, the Special Needs Office is offering a workshop to assess faculty learning and teaching styles. Participants will write a sample battery of the assessment tools used to diagnose students with learning disabilities. The goal of these sessions is to assist participants in understanding their own teaching and learning styles better. 

March 19, 2002; 2 hours

A month later, Special Needs will return a full, individualized report on your learning and teaching styles. At this point, we will have a chance to discuss possible relationships between our learning styles and our teaching styles, as well as any issues that arise around inclusive teaching or "universal instructional design".

Brownbag Lunch Series

Short video vignettes and guests; information sharing of anecdotes and strategies; ideas for future workshops

• Teaching the Double Cohort 
  March 1 & 26, 2002; 1 hour
• Dealing with Difficult or Disruptive Students 
  March 5 & 8, 2002; 1 hr
• Academic Integrity and Plagiarism 
  March 12 & 22; 1 hr

Critical Skills Workshop for Faculty

March 5, 2002; 1.5 hrs

Using a pre-writing or research assignment to foster better research and writing (Science, Social Science, Humanities) ... Tips from Librarians and Academic Skills; real models to adapt for your purposes!