Centre for Teaching and Learning

Centre for Teaching and Learning
Centre for Teaching and Learning

Instructional Strategies

Taking practice-based and literature-informed approaches, the CTL partners with Queen’s educators by providing expertise to enhance pedagogical practices, and provides educational leadership within the context of Canadian higher education.

Teaching for Active Learning

Teaching for Active Learning

Focus on Active Learning: Active Learning Strategies

Included here are 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.


Focus on Active Learning: Active Learning Strategies (PDF, 655KB)

Targeted strategies for active learning:

Open Classrooms

The Centre for Teaching and Learning has gotten an increasing number of requests, especially from new and junior faculty members, for opportunities to visit the classrooms of successful teachers. In response, we’ve invited recent teaching award winners to open their classrooms to their colleagues to visit as guests. These types of classroom visits are a great way to see some of the exciting instructional approaches being adopted across campus. If you’ve been curious to know how others have designed their classroom sessions and engage their students, make plans to take advantage of this opportunity. If you’d like to volunteer as a host, please contact the CTL at ctl@queensu.ca

Learn more about Open Classrooms.


Assessment is a central element in the overall quality of teaching and learning in higher education. Assessment of students' learning can take many forms including essays, portfolios, tests, performances, presentations, design proposals, and more.

The quality of assessment procedures can be enhanced at each of the three distinct stages of:

  • Establishing expectations for what students will learn and how they will demonstrate their learning
  • Selecting a type of assessment that matches the learning objectives
  • Providing effective feedback to provide to students

Learn more about Assessment.

Showcase on Teaching and Learning Conference

This day-long event is an opportunity to meet with colleagues from across the University and to find out all about the strategic and emerging teaching and learning initiatives and innovations that are taking place across campus and across disciplines. Participants have 15 minutes to present a successful instructional or assessment innovation, then respond to questions from the audience. It’s a great way to hear about what’s going on across campus and to perhaps form networks of instructors with similar interests.  (Held annually in May)

Learn more about the Showcase on Teaching and Learning Conference.

Documenting Your Teaching

Teaching Dossiers

A teaching dossier provides a rich description of a person's teaching views, approaches, experiences, and evaluations. The sections, as described in the Preparing a Teaching Dossier Handbook, include a biographical overview, teaching philosophy statement, teaching strategies, experiences, effectiveness (evaluations and feedback), professional development, scholarship, leadership, awards, sample syllabi and more. A teaching dossier is ever-evolving like a curriculum vitae or resume, however it is distinct as it focuses on current goals and relevant experiences and examples in teaching and learning within its typical 6-12 pages length.

Learn more about Teaching Dossiers.

Teaching Awards

Queens’ tradition of teaching excellence is recognized through a variety of teaching awards at the departmental, institutional, provincial, and national levels. To date, over 1000 faculty and teaching assistants have won 71 institutional, faculty, and departmental awards, provincially, 12 Queen’s faculty were awarded the Ontario Confederation of University Faculty Associations Award, and nationally, seven of our faculty members have been recipients of the 3M National Teaching Fellowship. Awards that are internal to the university vary in scope and include university wide, departmental, or student society awards.

Learn more about Teaching Awards.

Support for Scholarly Approaches to Teaching

Support for Educational Research

The Centre for Teaching and Learning is committed to encouraging and supporting educators in the systematic scholarly inquiry into student learning. We accomplish that by collaborating in and supporting educational research specific to the strategic goals set by the Teaching and Learning Action Plan as well as inquiries into emerging educational trends, technologies and pedagogies. We strive to develop a nexus for communication and collaboration, and to facilitate the growth of a scholarly community through educational research grants and individual and group consultations.         

The CTL’s academic staff members also model engagement in educational research by maintaining complementary research agendas focused on a variety of educational issues and opportunities.

Grants and Educational Research

Teaching and Learning Enhancement Grants

These grants are intended to encourage and support activities and projects designed to enhance student learning at Queen’s and to further the recommendations of the Teaching and Learning Action Plan. Projects might include designing or redesigning courses or programs, developing innovative and effective assessment or teaching strategies, integrating technology, or creating new active learning opportunities to increase student engagement in learning.

Learn more about Teaching and Learning Enhancement Grants.

Educational Research Grants

The purpose of the educational research grants is to encourage and support rigorous, systematic, evidence-based studies of teaching and learning and to facilitate the dissemination of the results of that work to benefit others. These grants are intended to support efforts in providing evidence that will inform teaching and learning within and across programs. All Queen’s educators (including graduate students) are eligible for these grants.

Learn more about Educational Research Grants.

The Teaching Professor

Magna's acclaimed newsletter dedicated to the art and science of teaching since 1987.

Thanks to Bracken Health Sciences and Education Libraries who purchased this valuable and expensive subscription, the Queen's community has access to this publication at: http://www.magnapubs.com.proxy.queensu.ca/group/  

The Teaching Professor is a lively, practical newsletter with a singular purpose: to provide ideas and insights to educators who are passionate about teaching.

For 25 years, The Teaching Professor has been edited by Maryellen Weimer, Ph.D., professor emerita of teaching and learning, winner of Penn State’s Milton S. Eisenhower award for distinguished teaching, and author of many books on teaching and learning. Under her auspices, each issue delivers thought-provoking and inspirational articles.

The Teaching Professor helps you:

  • Overcome obstacles to effective teaching
  • Stay on top of the latest pedagogical research
  • Hear what’s working for colleagues “in the trenches”
  • Hone your skills and stay on top of teaching innovations
  • Truly connect with your students

To read the Teaching Professor Newsletter, please go to Magna's website.