Archive for November, 2009

Teaching Development Application

The Centre for the Advancement of Excellence in Teaching and Learning invites all faculty members to apply
for financial support of up to $5000 for projects to enhance teaching effectiveness. Projects can be on any
aspect of teaching, learning, and evaluation. Examples of past projects are:

  • Fair Assessment Practice in Higher Education: A Practical Guide (Faculty of Education)
  • Video and Image Package for a Canadian Economics Course (Economics Department)
  • Motion Analysis and Representation Techniques in New Media: Development of Teaching Strategies
    and Support Materials (New Media Department)
  • Standardized Patient Program (School of Health Sciences)
  • Web-Based Resources Designed to Introduce Students to the Scientific Method and Science Writing
    (Biological Sciences Department)
  • Understanding, Diagnosing, and Improving Team Climate in Student Teams (Faculty of Management).

CAETL will use the following criteria for judging the proposals:

  1. Evidence the project is innovative and applies a creative approach to the problem it addresses.
  2. Evidence of the potential for enduring benefits to the improvement of teaching, learning, and evaluation
    practices and/or the development of new practices or expertise.
  3. Evidence that the project involves sound research methodology leading to clear conclusions and

CAETL will not consider applications that do not meet these criteria.

To complete an application, use the application template . If you have questions please call 403.380.1856.

Applications must be received in the office of the Centre for the Advancement of Excellence in Teaching and Learning (L1126), with a copy to your Dean, by the third Friday in January, no later than 4:30pm. Late applications will not be accepted. The competition results will be announced by the end of March 2009. Successful applicants will share their project outcomes through a written report, and where appropriate at the annual CAETL Teaching Day.

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Become a Teaching Fellow

Criteria and Terms of Reference for Teaching Fellows

I. General Qualifications
Teaching Fellows will be academic staff members with tenured, tenure-track or continuing appointments who have demonstrated both commitment to excellence in their own teaching and willingness to champion the importance of teaching development in the university community.

II. Roles and Responsibilities of Teaching Fellows

Teaching Fellows will contribute directly to the achievement of the CAETL’s primary objectives to:

  • Foster a community of practice in which teaching and learning are enriched and celebrated.
  • Extend the University’s commitment to a scholarship of teaching.
  • Lead the integration of best teaching practices with new technology.
  • Establish a process of generative evaluation that will inform, guide, and justify the continuing activities of the Centre.

In reaching these objectives, Teaching Fellows are expected to be involved in some or all of the following
CAETL activities:

  • workshop planning and organization of CAETL seminar series
  • individual consultation with faculty members
  • mentorship of small groups of new professors
  • research into teaching and learning
  • classroom observation
  • presentations at provincial, national, and international conferences
  • other activities, as agreed upon in negotiation with the Chair, Manager, and/or Advisory Council

III Term of Appointments

Teaching Fellows will be appointed for a one-year term. Normally, two Fellows will be appointed to commence their terms in July 1 of each year, and two will be appointed to commence their terms in January 1 of each year. An appointment as Teaching Fellow carries a one course teaching relief or equivalent to be negotiated with the Dean of the Faculty/School and applied during the term of appointment.

IV Application Procedures

In acknowledgment of the fact that academic planning cycles vary among faculties, applications for teaching fellows may be made up to two years in advance of the proposed term of appointment. The call for applications, identifying Teaching Fellow expectations and available terms of appointment, will normally be made in November of each year (example attached). Candidates must apply by January 4th
through their respective Faculties/Schools, which will develop and follow nomination and initial review procedures as appropriate. Faculty members may apply for terms to commence on any of the following:

  • July 1st – June 30th (i.e., 6 months from application date)
  • January 1st – December 31 (i.e., 1 year from application date)
  • July 1st – June 30th of the (i.e., 18 months from application date)
  • January 1st – December 31st (i.e., 2 years from application date)

Nominations from all Faculties/Schools must be forwarded to the Chair of the CAETL Advisory Council no later than March 1; in the case of multiple candidates from a single faculty, the Faculty would rank the nominations and include any information related to timing of appointment that may be relevant. From this list of nominees, the Advisory Council will select up to four Teaching Fellows for each academic year. Final decisions will be communicated to the Deans and applicants no later than the end of March.

Candidates for a Teaching Fellowship must submit an application package including four components:

  1. A current curriculum vitae.
  2. A letter of application, not to exceed 3 pages, including:
    1. A statement of the candidate’s philosophy of teaching;
    2. A brief self-assessment of the candidate’s record in teaching and contributions to
      teaching development;
    3. A rationale for the candidate’s interest in serving as a Teaching Fellow, including
      anticipated contributions to the work of the Centre; and
    4. The dates of the proposed term of appointment.
  3. A representative sample of other evidence for teaching excellence, including student evaluations
    from at most 5 courses; and
  4. A letter of support from the Dean of the Faculty.

Candidates whose applications are forwarded to CAETL from their Faculty/School may also be asked to
meet with the CAETL Advisory Council for a brief presentation and discussion to further explore
possibilities for the position.

CAETL Advisory council decision categories:

Upon final review of applications the review committee may recommend an applicant be:

  1. Approved for the period requested;
  2. Approved with a recommendation for an alternative term;
  3. Asked to resubmit in a subsequent competition; or
  4. Denied a teaching fellowship position.

The Advisory council may fill all teaching fellowship positions available within the two-year application

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Six Big Skills

The year 2010 is coming at us like a train exponentially increasing in speed and size. Many educators and researchers have tried to define 21st century skills. Some of us have even discussed if ‘21st century skills’ is the correct way to define the skills we are talking about. One group of researchers Michael B. Eisenberg, Doug Johnson wrote an article back in 2002 describing the skills in question. Although the article is now about to be eight years old, the suggestions within the article are still very pertinent to the discussion today. It helps answer the question, what skills will students need to be successful in the 21st century?

The stand out portion of the article is a section defined as “Technology Skills for Information Problem Solving”, which is was originally written by Michael B. Eisenberg, Doug Johnson and Robert E. Berkowitz in a title called Information problem-solving : the Big Six Skills approach to library & information skills instruction The authors break down these skills into six large groups that they refer to as the Big 6 Skills.

The Big 6

  1. Task Definition
  2. Information Seeking Strategies
  3. Location and Access
  4. Use of Information
  5. Synthesis
  6. Evaluation

One thing to note about the Big 6 Skills, is that they are not technology oriented skills. Technology may be used to accomplish the development of the skills, but the skills themselves are not directly related to technology.

The authors further break down the Big 6 skills into specific objectives or tasks that students must understand or be able to complete. The list is quite extensive, and it would not be suggested that the entire list be incorporated into a course. However, this is a great resource to help instructors pick and choose skills they wish to incorporate into their course so that students are also developing skills that are needed in the 21st century workplace.

ERIC Identifier: ED465377
Publication Date: 2002-09-00
Author: Eisenberg, Michael B.  & Johnson, Doug
Source: ERIC Clearinghouse on Information and Technology Syracuse NY.

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