Centre for Teaching and Learning

Centre for Teaching and Learning
Centre for Teaching and Learning
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The art of teaching and learning

A new multiple-location exhibit offered by the Centre for Teaching and Learning (CTL) celebrates the role of creativity in teaching and learning at Queen’s University.

In Creative Expressions, being held Oct. 3-28, numerous artifacts such as course assignments, teaching aids and photos are viewed through a creative lens and will be displayed in spaces across campus.

To see full article, please visit the Gazette Online.

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Classrooms upgraded across campus

Students and faculty members will have access to several revitalized teaching and learning spaces across campus beginning this fall.

The renovations are part of Queen’s multi-year commitment to improving teaching and learning environments on campus. The investment of $1 million per year for three years will go toward upgrading some of the 126 centrally booked classrooms at Queen’s.

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Forging a new educational path

This year’s successful applications for the Centre for Teaching and Learning’s grants programs have been announced, including the first Educational Leadership Initiative grant.

The three grant programs – Educational Research, Teaching and Learning Enhancement and Educational Leadership Initiative – provide support for the ongoing drive to improve and enhance teaching and learning at Queen’s University.

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Getting ready for the classroom

Getting ready for the classroom, an article published by the Queen's Gazette, showcases the unique plenary at this years Teaching Development Day!

“I’m pretty excited about this because we’ll actually get people physically involved,” Dr. Fostaty Young explains. “We like the idea of being able to rehearse inclusion in a supported, safe environment before having to do it when you’re a TA or a professor in a classroom on your own.”

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The Price of Plagiarism

Great article in the Chronicle of Higher Education, The Price of Plagiarism: Why bother teaching our students not to cheat when professors can get away with it? talks about the difference between policies and consequences for students who plagiarize versus faculty.

Consider what happens when professors plagiarize other professors. The recourse we have as authors is far different — more limited and more difficult to pursue — than when students plagiarize. All of which raises the question: Why are our students held to a higher standard than we are?

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