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The CTL Experience for a New Faculty Member Dr Joy Mighty Professor and Director

The CTL Experience for a New Faculty Member Dr Joy Mighty Professor and Director. “Effective teaching is the transmission of new knowledge from an expert to a learner so that the learner masters content and skills.“ To what extent do you agree?.

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The CTL Experience for a New Faculty Member Dr Joy Mighty Professor and Director

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  1. The CTL Experience for a New Faculty MemberDr Joy MightyProfessor and Director c o l l a b o r a t i v e • r e s p o n s i v e • p r a g m a t i c

  2. “Effective teaching is the transmission of new knowledge from an expert to a learner so that the learner masters content and skills.“ To what extent do you agree?

  3. relationship between:-how faculty teach and how students approach learning-how students learn and the learning outcomes achieved

  4. Student Approaches to Learning Surface Rote learning Memorization Passive Minimal effort Deep Discover/search for meaning Make connections Read widely Maximum effort

  5. when faculty teach in traditional teacher-centred ways students tend to adopt surface learning strategies image credit rizumi picasaweb

  6. when faculty create learning environments that promote engagement image credit stock.xchng

  7. image credit rizumipicasaweb.com • Using: • active • experiential • collaborative • learning processes

  8. students tend to adopt deep learning strategies image credit rizumi picasaweb

  9. consequences of surface learning lack of engagement poor understanding high turnover student dissatisfaction little retention of material less sophistication/understanding of self as a learner image credit abc

  10. image credit matt h ias flickr

  11. consequences of deep learning greater understanding greater retention of material opportunity for skill development image credit abc

  12. plusstudent engagement image credit thegoldguys.blogspot.com application critical analysis problem solving more sophistication/ understanding of self as a learner

  13. you decide

  14. with a little help from your CTL friends The CTL is committed to supporting the professional development needs of university teachers across the spectrum of their careers, from their time as graduate student teaching assistants through to their senior years as faculty members. c o l l a b o r a t i v e • r e s p o n s i v e • p r a g m a t i c

  15. CTL Background $750,000 endowment from the AMS Growth National/international reputation Established in January 1992 photo credit ianbabbit

  16. THE CTL MISSION To enhance learning by: • Fostering and sustaining a culture of collaboration through community building. • Providing services and programs to support the educational development activities of individuals and academic units. • Encouraging policies and initiatives that value and recognize good practice. • Promoting the scholarship of teaching and learning c o l l a b o r a t i v e • r e s p o n s i v e • p r a g m a t i c

  17. Our Guiding Principles Good teaching promotes learning No one way is best Teaching is a scholarly activity Learning to teach is an ongoing process Teaching involves critical reflection and self-evaluation

  18. Programs and Services • Promotion of evidence-based practice in active learning engaging pedagogy (e.g. collaborations re: inquiry-based learning; blended learning; community service learning; team-based learning) • New Faculty Orientation • Workshops, seminars, conferences • Individual and departmental consultations • Promotion of SoTL and Scholarly Communities • Graduate Student programming (preparing future faculty) • Advisory/leadership role on various committees/task forces • Structured approach to teaching development (see sample) c o l l a b o r a t i v e • r e s p o n s i v e • p r a g m a t i c

  19. Sample of CTL Structured Approach to Teaching Development

  20. Incentives, recognition, and rewards • Directory of teaching awards; teaching awards reception – pins • Guidelines for developing new awards • Chancellor A. Charles Baillie Teaching Award • Queen’s University Chairs in Teaching and Learning • Teaching Enhancement Grants • Community Service Learning Engagement Grants image credit rizumipicasaweb.com

  21. Extract from Collective Agreement Article 29: Assessment and Evaluation of Teaching 29.1.6 Any member whose teaching performance is being reviewed has the right to submit any information he/she believes to be relevant to the review, including a Teaching Dossier per Article 29.2. c o l l a b o r a t i v e • r e s p o n s i v e • p r a g m a t i c

  22. Explains what to include • Shows how to review and revise a draft dossier. • Appendices include • list of possible items for a dossier • instructions on developing a statement of your teaching philosophy • guidelines for interpreting student evaluations of teaching A CTL Resource http://www.queensu.ca/ctl/resources/publications/preparing_dossier.html

  23. Other CTL Resources • Website • Weekly bulletin • Resource library • Other CTL publications (e.g. • Teaching More Students Series) image credit rizumipicasaweb.com

  24. Thank you and best wishes!613-533-6428ctl@queensu.cawww.queensu.ca/ctldirector.ctl@queensu.ca c o l l a b o r a t i v e • r e s p o n s i v e • p r a g m a t i c

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