A Guide to Providing Evidence of Teaching

September 13, 2018

By: Natasha Kenny, Carol Berenson, Scott Radford, Nickie Nikolaou, Wendy Benoit, Robin Mueller, Robyn Paul, & Ellen Perrault Providing evidence of the scope and quality of teaching, and the impact of teaching on student learning is […]

Haskayne Teaching Triangle Tackles Tradition

November 22, 2017

By Brent Snider (Senior Instructor, Haskayne Teaching Fellow, Faculty [OSCM]), Darren Ambrose, (Instructor, Faculty [ACCT]) and Leighton Wilks (Instructor, Non-Credit Teaching, Haskayne Teaching Fellow, Faculty [OBHR]) Haskayne instructors Brent Snider (supply chain), Leighton Wilks (human […]

Writing a Teaching Philosophy Statement

September 28, 2015

Teaching philosophy statements clearly communicate what our fundamental beliefs are about teaching and learning; why we hold these beliefs; and, how we put them into practice. Teaching philosophy statements can be used for a variety […]

Reading, Learning, Teaching: A Book Club Experience

May 6, 2015

Cheryl Jeffs, Educational Development Consultant, Educational Development Unit, Taylor Institute for Teaching and Learning We just finished discussing the last chapters of Dee Fink’s book, Creating Significant Learning Experiences (2013), had a quick photo taken, […]

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The What? So What? And Now What? of Critical Reflection

July 30, 2014

By Natasha Kenny, Director of the Educational Development Unit, Taylor Institute for Teaching and Learning Critical reflection occurs when we analyze and challenge our presuppositions and evaluate the appropriateness of our knowledge, understanding and beliefs, in […]