Teaching portfolios (or teaching dossiers) have become important in the application process, and essential in the promotion and tenure processes, at many universities.
In order to teach creativity, one must teach creatively; that is, it will take a great deal of creative effort to bring out the most creative thinking in your classes.
I generally assign frameworks on a weekly basis, to be completed with course reading outside of class. I collect them weekly, when assigned reading is due, which helps students stay accountable to the reading and on track with our course calendar.
Western Libraries, the School of Graduate and Postdoctoral Studies, and Information Technology Services. Second, we advocate for teaching excellence and scholarship at Western, nationally, and internationally. If you are involved in teaching at Western University, we look forward to working with you! Come see us in the Centre in The D.B.
Through the Engage program, we’re partnering with instructors to transform higher education by exploring, evaluating, and disseminating methods of good practice for teaching and learning with technology.
The MERLOT ELIXR Initiative offers a digital case story repository that hosts more than 70 discipline-specific multimedia stories. Digital stories for faculty development can provide real-life experiences of exemplary teaching strategies and the process of implementing them. These digital case stories can be used freely in faculty development programs and also accessed by individual instructors.
PSE educators say they lack time to focus on learning more about new teaching practices and don’t know where to find this critical information. Collaborative, one-stop online resources can be extremely valuable, allowing PSE teachers to move beyond simply reading the material to discussing it with colleagues and using it to develop curriculum.
With a range of nationally normed, research-driven, flexible assessment services, The IDEA Center helps faculty members solicit feedback and evaluate teaching as it relates to curricular goals and the measurement of learning. We help faculty, deans, administrators, and department chairs assess how their own and the institution’s objectives are realized.
The UBC Sustainability Education Intensive (SEI) was launched in 2009 by the Centre for Teaching and Academic Growth - TAG - in partnership with the Sustainability Office (SO) at UBC. The sustainability folks at TAG are committed to offer the SEI annually, to offer support to increasing numbers of post-secondary educators to integrate or enhance sustainability in their course, program or initiative
Dr. Rich Brown, Theatre Department, presented this workshop twice for WWU instructors. Due to the expressed interest and the need to "refresh" these skills periodically, excerpts of the workshop are now available in this five-part video module.
The Science Education Resource Center (SERC), an office of Carleton College, works to improve education through projects that support educators. The office has special expertise in effective pedagogies, geoscience education, community organization, workshop leadership, digital libraries, website development and program and website evaluation.
Malcolm Sparrow created The GRumbler to help with the frustratingly complex (and inherently mathematical) task of dividing classes of students into small groups for the purposes of group discussions, exercises, or project work--groups which are simultaneously balanced in terms of gender, nationality, experience, or job description (or in terms of any other factors or criteria that course administrators deem important, and around which they want to guarantee optimal mixing).
This white paper is an
examination of that mission, and an inquiry into what the Guelph undergraduate
learning experience is and could be. It is not a critique of program
content—that is the realm of departmental policy, or a program or curricular
review. It is instead a high-level attempt to re-imagine how the University
structures and manifests that learning experience. More than anything else it
is a vision-level statement of what we might need to do, as an institution, to
maintain the leadership position in undergraduate education and innovation that
we have enjoyed in the recent past.