Centre for Teaching and Learning

Centre for Teaching and Learning
Centre for Teaching and Learning

CTL Publications

Elements of a Teaching Dossier

A two-page handout outlining the basic elements required to reflect on your teaching and illustrate it’s effectiveness and impact on student learning, as well as your teaching scholarship.

Elements of a Teaching Dossier (PDF, 361KB)

Academic Integrity: In-Course Approaches and Resources

by Dr. Corinne Laverty, Centre for Teaching and Learning, April 2017

This 30-page booklet defines academic integrity and ways of developing a culture of integrity in your classroom and across campus.  A number of classroom activities are provided to illustrate examples of academic integrity to students and ways to get discussions started.  External resources are presented for educators as well as information on assignment design, supporting inquiry-learning, teaching ethical writing and Turnitin.

Academic Integrity: In Course Approaches and Resources (PDF, 1.40MB)

Developing Effective Learning Outcomes: A Practical Guide

by Dr. Klodiana Kolomitro, Centre for Teaching and Learning; and Dr. Katrina Gee, Biomedical and Molecular Sciences, May 2015

This 14-page guide describes the recent paradigm shift in higher education from focusing on the importance of information presented by the instructor, to what students have learned and can demonstrate at the end of their learning experience.  As such, learning outcomes are now key in the educational landscape.  This guide defines learning outcomes, discusses the benefits and potential challenges, illustrates how to write them, provides samples of frameworks of learning as well as ways to align outcomes with assessment and your teaching style.

Developing Effective Learning Outcomes: A Practical Guide (PDF,  1.17MB)

Active Learning Strategies Guide

by Dr. Sue Fostaty Young, Centre for Teaching and Learning, 2013-14

This 11-page guide includes strategies designed to support students’ active learning in a variety of contexts: lecture; tutorial/seminar; and team- or group-based learning.  All strategies can be adapted to multiple contexts, face-to-face or virtual, and are presented simply as catalysts to your own creativity.  The single most critical factor in selecting a strategy is ensuring that it directly supports the intended learning outcomes.

Active Learning Strategies Guide (PDF, 655KB)

Educational Research: A Practical Guide

by Dr. Corinne Laverty, Centre for Teaching and Learning, February 2016

In this comprehensive 30-page booklet, Laverty describes the purpose of educational research, and outlines the process involved from start to finish.  This includes: recognizing and formulating questions; researching the literature; designing the approach and selecting methods; completing an ethics review; gathering data and completing the analysis; evaluating and reflecting on the research; and communicating and sharing the results.

Educational Research: A Practical Guide (PDF, 1.64MB)

Curriculum Design Handbook

by Dr. Klodiana Kolomitro, Centre for Teaching and Learning, August 2017

The Queen’s University Centre for Teaching and Learning (CTL) has developed this handbook primarily aimed at departments and faculty that require assistance in evaluating the possible answers to the question: “How is our curriculum enhancing the student learning experience?” Thus, the ultimate goal of this handbook is to support faculty in curriculum redesign in order to maximize student learning. With recent literature, theory and supporting resources, this handbook exists as a model that utilizes data to help you make informed curricular decisions.

Critical to our approach is the belief that curriculum is not static, but rather an ongoing conversation that is liable to change, thus continual redesign and renewal is crucial for curriculum evolution/development.

Curriculum Design Handbook (PDF, 3.82MB)

Historical Reports

Instructional Development Centre: The First Year - 1992

This report was prepared by Dr. Christopher Knapper who was the founding Director of the Centre for Teaching and Learning (previously called the Instructional Development Centre). The report highlights the Centre's initial goals, funding, staffing and space. It also reports on workshops and individual consultations provided, Queen's University teaching evaluations, teaching assistant training and support, use of the CTL resource library, collaborative initiatives, publicity and external relations. Finally, Knapper provides his ideas for future directions for the role and activities of the Centre at Queen's.

Instructional Development Centre: The First year (PDF,1041kB)

Instructional Development Centre: 1992 - 1998

This report was prepared for a review of our Centre which took place in January 1999. It gives an overview of the services, programs, and activities of the IDC during our first six years and describes some of the evidence for our effectiveness and impact on teaching and learning at Queen’s, and ends with some concluding comments from the external consultants who played an important role in the review.

Instructional Development Centre: 1992 - 1998 (PDF, 280kB)

Report of the Principal' Advisory Committee on Instructional Development

A report of the Principal's Advisory Committee on Instructional Development that was tasked to review the various approaches to instructional development, the types of centres in place at other universities, judge whether they were effective and whether teaching and learning at Queen's would benefit by the establishment of a centre at Queen's. This report was critical to the establishment of the Centre for Teaching and Learning (previously called the Instructional Development Centre) at Queen's in 1992.

Report of the Principal's Advisory Committee on Instructional Development (PDF, 3393kB)

View of the Centre for Teaching and Learning

2015-2016 has been a banner year for the Centre for Teaching and Learning. With a long history of The Evolution of Educational Development@Queen’s, we worked hard and long to re-define ourselves to build on existing supports and programs. We re-examined all the work we do and re-organized ourselves accordingly. We reflected on the work we have been doing and forged new directions and initiatives. A summary of the activities from the Centre from October 2014 - May 2015 with a focus on the updated mandate and priorities of the Centre.

View of the Centre for Teaching and Learning (PDF, 3.48MB)

Centre for Teaching and Learning: A Year in Review | June 2016 - May 2017

2016/17 was a year of growth, regeneration and celebration as we marked our 25th anniversary in January 2017.  We helped educators across campus migrate courses to our new learning management system, oversaw the creation or renovation of teaching and learning spaces, experienced significant increases in resource use and program engagement, and forged new partnerships and collaborations.  We also contributed to the celebration of Queen’s 175th anniversary with a campus-wide exhibit of Creative Expressions of Teaching and Learning.

Centre for Teaching and Learning: A Year in Review (PDF, 3.13MB)