Resources & Research
Commitment to Accessibility
Trent University is committed to a learning and working environment which provides for the fullest development of the potential of its community members.
Under Section 16 of the AODA Integrated Accessibility Standards Regulation educational and training institutions, such as Trent, are obligated to provide educators with accessibility awareness training related to accessible instruction as well as accessible course and program delivery.
Under this legislation the term "educators" refers to any employee who is involved in designing, delivering or instructing courses. Within educational institutions teaching assistants are also included as educators. As always, Trent strives to go beyond compliances, therefore we are opening the training to everyone who works with students. The training can be a tool for everyone in the Trent community.
The intent of this legislative requirement is to increase awareness among educators about accessibility needs in program and course development as well as in course instruction. It is hoped that through increased awareness, educators will be able to build inclusive learning environments which will in turn lead to increases in student involvement and success, especially for students with disabilities.
For more information about inclusive teaching, please contact Robyne Hanley by email firstname.lastname@example.org or by phone at 705-748-1011, ext. 7240.
Council of Ontario Universities has developed the website Accessible Campus. The website hosts a full suite of accessibility tools.
Queen’s University hosts a website dedicated to accessible teaching practices.
National Center for Universal Design for Learning is a website devoted to educating about UDL.
Associations & Societies
The Canadian Society for the Study of Higher Education (CSSHE) - serves as a forum for exchange communication among those persons conducting or using research in postsecondary education. The CSSHE adopted as its purpose "the advancement of knowledge of postsecondary education through the dissemination through publication and learned meetings".
The Canadian Society for the Study of Education - is the largest organization of professors, students, researchers and practitioners in education in Canada. CSSE is the major national voice for those who create educational knowledge, prepare teachers and educational leaders, and apply research in the schools, classrooms and institutions of Canada.
International Consortium of Educational Development (ICED) - a network of national organizations concerned with promoting good practice and educational or academic development in higher education world-wide.
Society for Teaching and Learning in Higher Education (STLHE) a national association of over 500 academics and teaching and learning resource professionals who are interested in the improvement of teaching and learning in higher education.
Association for Learning Technology - purpose is to ensure that use of learning technology is effective and efficient, informed by research and practice, and grounded in an understanding of the underlying technologies, their capabilities and the situations into which they are placed. We do this by improving practice, promoting research, and influencing policy.'
Academic Exchange Quarterly - is an international, independent, peer-refereed journal dedicated to the presentation of ideas, research, methods, and pedagogocial theories leading to effective instruction and learning regardless of level or subject. AEQ welcomes research, commentary and other manuscripts that contribute to effective instruction and learning.
The Chronicle of Higher Education - gives a complete guide to the current week's articles, a run-down of current news, including a good list of Internet sources for academics.
Change Magazine - edited by the American Association for Higher Education, spotlights trends, provides new insights, and analyzes the implications of educational programs. Articles cover influential institutions and individuals, new teaching methods, curriculum, finances, governance, and public policy.
Journal of Excellence in College Education - provides a scholarly, written forum for discussion by faculty about all areas affecting teaching and learning, and gives faculty the opportunity to share proven, innovative pedagogies and thoughtful, inspirational insights about teaching.
Journal of Online Teaching and Learning -is a peer-reviewed, open-access, online publication that aims to promote scholarship in the use of the Internet and web-based multimedia resources in higher education. Its objectives are to:
- Enable faculty to develop effective, evidence-based practices in online learning and teaching by learning from a community of researchers and schola
- Enable academic programs to design and deploy academic technology to optimize online learning and teaching;
Build a community around the research and scholarly use of web-based multimedia resources for learning and teaching in higher education.
National Teaching and Learning Form- offers subscribers stimulating insight from colleagues eager to share new ways of helping students reach the highest levels of learning.
Trent Learning Outcomes Document (information on course level and program level learning outcomes - including GLDEs and UDLEs in the appendix)
Journal article from the Canadian Journal of Higher Education
Repositories of Resources
Small Group Learning:
Teaching Difficult Topics
An evaluation on teaching evaluations - Obviates what teaching evaluations measure and offers some recommendations. Stark & Freishtat (2014)
A detailed Canadian report on course evaluations (Gravestock, 2008)
Technology in the Classroom
Please send additional suggestions and links to email@example.com
Research on Teaching
A Qualitative Review of Literature on Peer Review of Teaching in Higher Education: An Application of the SWOT Framework
Reports on a current review of the literature on teaching in higher education contexts. The article returns to a comprehensive set of 13 characteristics of good teaching identified in Ramsden’s 1992 Learning to teach in higher education. By Susan Thomas & Qiu Ting Chie
12 sources of evidence to measure teaching effectiveness (Berk, 2005)
Teaching in Higher Education: Taylor Francis Journal