Professional Development in University Teaching and Learning (PUTL)
The Professional Development in University Teaching and Learning (PUTL) modules are a series of online, self-paced modules for any graduate student or postdoctoral fellow interested in teaching and learning. The PUTL modules span topics across teaching and learning practices, leadership, and inclusive pedagogy. Each module engages you in an activity to help you reflect on, and articulate, your teaching experiences. You will also be introduced to new ideas and instructional strategies. Participating in PUTL can also be a great way to develop many parts of your teaching dossier and future course syllabus!
Earn an Acknowledgement of Complete Badge in OnQ for each module and work to complete 5 modules for the PUTL Letter of Completion!
An Acknowledgement of Completion will be awarded for each module upon fulfillment of the required deliverables.
A Letter of Completion in Professional Development in University Teaching and Learning will be awarded to successful candidates who complete five (5) of the seven (7) modules. This includes two mandatory and three optional modules.
- The mandatory modules are Module 1 (Foundations of Teaching and Learning) and Module 2 (Practical Experience).
- For the optional modules you can choose any three (3) of the other modules (numbers 3 through 7).
Modules can be completed in any order and there is no time limit (as long as you are an active graduate student or post-doctoral fellow at Queen’s).
To self-enrol in PUTL:
- From your OnQ homepage, locate the Browse Self-Registration Courses widget on the right hand side.
- Click the blue Browse Now button.
- Search the keyword “PUTL” in the search field and a list of all courses will show up.
- Select the PUTL: Professional Development in University Teaching and Learning course from the search results.
- Select the course to open the course details page, and select Enrol in Course.
If you have previously registered in PUTL, just Sign in to onQ!
Consultation with an EDA
Have questions about PUTL or the module deliverables? Make an appointment with an EDA (Educational Development Associate). The EDA can discuss with you which modules best suit your current teaching experience and professional development needs.
To make an appointment with an EDA, please email TA&GradCTL@queensu.ca.
Components
- Foundations in Teaching and Learning
- Practical Experience
- Educational Leadership
- Scholarship in Teaching and Learning
- Accessibility, Disability Justice, and Intersectionality in Education
- Indigenizing and Decolonizing Teaching and Learning
- Anti-Racist Learning Environments
Foundations in Teaching and Learning
This module recognizes your development in foundational issues and topics regarding teaching and learning. Applicants will need to demonstrate the ability to:
- Recognize foundational issues and topics of university teaching and learning.
- Articulate beliefs, attitudes, and philosophies towards university teaching and learning, as informed by foundational concepts of teaching and learning.
Submission Requirements:
Part 1: Document your participation in 6 workshops related to teaching and learning
Part 2: Reflection or Teaching Philosophy
Practical Experience
This module recognizes the practical teaching experiences you have gained. Applicants will need to demonstrate the ability to:
- Participate in a practical teaching experience for the development of skills as an educator.
- Seek and compile feedback from the practical teaching experience.
- Analyze feedback to evaluate the success of teaching practices.
Submission Requirements:
Part 1: Engage in a practical teaching experience
Part 2: Collect feedback on your teaching
Part 3: Compose a reflection or develop parts of a Teaching Dossier
Educational Leadership
This module recognizes leaders who contribute to the advancement of teaching and learning across campus through the work that they do (e.g. through a Head TA position, peer mentoring, or a member of a teaching and learning task force or committee, mentoring junior colleagues, taking the initiative to redesign teaching material such as a handbook, or taking the lead on an educational initiative).
Submission Requirements:
Part 1: Identify and document formal or informal educational leadership role related to university teaching and learning
Part 2: Critical analysis of the leadership experience
Scholarship in Teaching and Learning
This module introduces individuals to the scholarship of teaching and learning (SoTL), which is the research and investigation of questions and problems concerning university teaching and learning. Applicants will need to demonstrate the ability to:
- Define and explain the scholarship of teaching and learning in the context of one's own academic discipline.
- Formulate a SoTL question
Submission Requirements:
Part 1: Identify an area of interest, a barrier, or dilemma in university teaching and learning within your academic discipline
Part 2: Explore the area of interest, barrier, or dilemma through consulting recent academic literature
Part 3: Write a focused research question based on your SoTL review or a reflection on how your understanding has changed as a result of your literature review
Accessibility, Disability Justice, and Intersectionality in Education
The purpose of this module is to build your foundational understanding of disability and accessibility and to reflect upon how we can be intentional in our educational design to create more inclusive materials, course environments, and teaching practices. Applicants will need to demonstrate the ability to:
- Explore key concepts of disability, intersectionality and considerations educators need to make about Universal Design for Learning, when preparing and designing for accessible teaching and learning
- Use knowledge about accessible teaching and learning to create and describe learning experiences.
Submission Requirements:
To build flexibility into this module, you will be given the opportunity to reflect on and meet your specific needs as a learner by choosing between one of two streams.
Stream 1: Deliverables:
Part A: Write a reflection on practice based on the resources you engage with through reading, listening, watching, or participating.
Part B: Select a learning activity or assessment and adapt it using Universal Design for Learning as a framework. Write an explanation about how your adaptions make the learning activity or assessment more accessible and how they are informed by UDL and disability justice.
Stream 2: Deliverables:
Part A: Write a reflection on practice based on the resources you engage with through reading, listening, watching, or participating.
Part B: Using the principles of UDL, redesign a course syllabus looking, specifically, at how you can build flexibility into the foundations of the course (e.g. course policies, content, learning outcomes, etc). Write an explanation about how your redesigned syllabus makes the course more accessible and how it is informed by UDL and disability justice.
Indigenizing and Decolonizing Teaching and Learning
The purpose of this module is to challenge you to re-imagine post-secondary education in a way that departs from traditional colonial conventions and towards a model that embraces Indigenous ways of knowing and decolonizing practices. Applicants will need to demonstrate the ability to:
- Build your understanding of Indigenous and decolonizing pedagogies.
- Critically reflect on your teaching practice and how you can purposefully and meaningfully incorporate Indigenous and decolonizing pedagogies into your role as an educator.
Submission Requirements:
To build flexibility into this module, you will be given the opportunity to reflect on and meet your specific needs as a learner by choosing between one of two streams.
Stream 1: Deliverables:
Part A: Write a reflection on practice based on the resources you engage with through reading, listening, watching, or participating.
Part B: Compose a land acknowledgement
Part C: Adapt a course resource to show the integration of a land acknowledgement into course components
Stream 2: Deliverables:
Part A: Write a reflection on practice based on the resources you engage with through reading, listening, watching, or participating.
Part B: Using a graphic organizer and Brant and Morcom’s (2021) Pedagogy of Peace Indigenous Curriculum Model, describe how you can incorporate Indigenous pedagogies and ways of knowing and being into your classroom.
Anti-Racist Learning Environments
The purpose of this is to highlight the ways university education replicates patterns of systemic racism from our broader social contexts and how we can disrupt these patterns through our teaching practices. You will have the opportunity to explore anti-racist education and pedagogies through self-directed learning activities. Applicants will need to demonstrate the ability to:
- Recognize racist institutional structures in post-secondary education and understand how Black, Indigenous, and students and educators of colour are affected by these structures.
- Explore how you can commit to de-centering whiteness in your classroom by actively creating an anti-racist learning environment.
Submission Requirements:
To build flexibility into this module, you will be given the opportunity to reflect on and meet your specific needs as a learner by choosing between one of two streams.
Stream 1: Deliverables:
Part A: Write a reflection on practice based on the resources you engage with through reading, listening, watching, or participating.
Part B: Identify and describe three examples of anti-racist teaching practices under the categories of: instructional strategies, learning activities, and curricular content (one teaching practice per a category).
Stream 2: Deliverables:
Part A: Write a reflection on practice based on the resources you engage with through reading, listening, watching, or participating.
Part B: Write a diversity statement.
Submission deadline is the last Wednesday of each month.
For any additional information regarding PUTL certificates, please contact the EDAs at TA&GradCTL@queensu.ca.