Centre for Teaching and Learning Annual Report: June 2019 - August 2020
Well, it was quite a year. The CTL opened 2019-20 with our “Change One Thing” challenge – an initiative designed to illustrate to Queen’s instructors that making just a single change in a course could eventually lead to significant transformation…and we finished the year by building the Transforming Teaching Toolkit for those same instructors when they felt overwhelmed by feeling a need to change absolutely everything in the final weeks of the Winter Term.
Report on Teaching Assistant Training and Support at Queen's
Over the past three decades, TAs have not been sufficiently supported or prepared for their teaching responsibilities (Blouin & Moss, 2015; Hoessler et al., 2015; Kenny et al., 2014). This problem has been the central focus of this report which outlined the problem definition, historical context, TA programming practices at Queen’s University, and alignment with best practices at other Canadian teaching support centres.
Teaching Assistant Training and Support (PDF, 23.9 MB)
Centre for Teaching and Learning Annual Report: June 2018 - May 2019
It was a busy year for Queen’s CTL and a time that presented us with some opportunities to connect more strongly with the Queen's community.
Centre for Teaching and Learning Annual Report: June 2017 - May 2018
It was an eventful and busy year for Queen’s Centre for Teaching and Learning (CTL) and a time that presented us with some unexpected opportunities for reflection,
consultation and growth.
Creative Expressions of Teaching and Learning
A month-long exhibit in October 2016 of teaching and learning artifacts that through a creative lens may be seen as art
Much of what we do to enhance teaching and learning at Queen’s focuses on teaching practices, learning outcomes, course design, etc. While these are incredibly important, we can sometimes miss the creative element of teaching and learning in higher education. This month-long exhibit, aimed to display and celebrate the creativity of teaching and learning that contributes greatly to student learning.
For more information on Creative Expressions.
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.
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.
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.
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: 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.
Educational Research Grants
The Centre for Teaching and Learning offered grants for educational research projects that support undergraduate and graduate learning at Queen's. The purpose of these grants were to encourage and support rigorous, systematic, evidence-based studies of teaching and learning and to facilitate the dissemination of results of that work to benefit others.
Teaching and Learning Enhancement Grants
The Centre for Teaching and Learning offered the Teaching and Learning Enhancement Grants. These grants funded innovative research projects that focus on aspects of teaching in higher education. Projects could include, but are not limited to, course or program design, assessment techniques, teaching strategies, technology, or creating new active learning opportunities aimed at increasing student engagement.
Principal's Dream Courses
The purpose of this exciting course redesign program was to enhance already-existing undergraduate courses in a way that encourages undergraduate research and inquiry as key approaches to learning. Funds were awarded for the development of sustainable, semester-long courses that directly supported both the overall academic mission of Queen’s University and the strategic goals related to enhancement of the learning experience of its students.