- N E W S L E T T E R -
September 2019
Teaching can be an isolating experience at times. As instructors we are 'never there yet'. There is always another way to describe a complex topic, a new assignment to engage students, a different approach not yet tried. This exploration when utilizing and consulting feedback or evidence is the basis of  scholarly teaching . In this newsletter we focus on scholarly teaching and resources to support your journey in the process of continuous improvement in teaching practice.  

Laura MacKay, Director CTE
Good Teaching, Scholarly Teaching, and the Scholarship of Teaching and Learning (SoTL) 
Good Teaching  


Educational practices that have been shown to enhance learning such as active learning strategies, interaction between faculty and students, and prompt feedback (See Chickering and Gamson, 1987) or high impact practices.  


Scholarly Teaching  

If you have ever adapted your teaching based on student or peer feedback, consulted the literature or applied disciplinary knowledge to inform your teaching, or worked with the CTE on teaching enhancement then you have engaged in  scholarly teaching . Scholarly teaching informs our practice, our interactions with students, and new ideas and innovations around teaching. 
SoTL  

SoTL is the systematic inquiry through diverse research methodologies into questions related to teaching practices and student learning that are shared publicly to advance the field of teaching and learning. 
Contact Mary Giovannetti to discuss your ideas around scholarly teaching and SoTL. 
  Teaching Innovation Fund Recipients
Congratulations to Carol Aitken and Ki Wight, our 2019 Teaching Innovation Fund recipients.  We will be updating you on Carol and Ki's projects throughout the year.
Carol Aitken

Curriculum Delivery using Augmented Reality
This project will explore ways to deliver standalone curricular modules using augmented reality technology. The process will be documented so that other faculty members at Capilano should be able to replicate it. Carol will be working with two students from the IDEA School of Design.
Ki Wight

Antiracism Digital Accelerator
This project will produce a digital resource and engagement hub for faculty on anti-racist, indigenizing, and culturally responsive pedagogy. This will be a community-based resource that follows in the footsteps of work already being on by many faculty on campus, and in connection with related initiatives at other institutions. 
What does Teaching at CapU mean to you?


We are interested in finding out from faculty what it means to teach and learn at Capilano. What makes it an exceptional learning experience? 
Open Education Sustainability Grant

We are excited to have been awarded an Open Education Sustainability Grant from BCcampus ( $32,000 ). This grant will help support open educational practices in our new degree programs, a non-disposable assignment sprint, and review of our open educational practices. 
CTE Activities at a Glance 2018-2019 
Exam Wrappers 
Exam wrappers are useful tools to encourage students to reflect on their exam results, analyze how they prepared for it, the questions they found challenging, patterns associated with their errors, and, if needed, modify their study plan.  Exam wrappers are short surveys that students complete when their exam is returned to them and provides valuable information for both the instructor and the students. 

Generally, exam wrappers pose questions that fall under the following headings:  

  • How did the student prepare?
  • What errors or mistake did the student make and why?
  • What approach would students take to study for future quizzes/exams?

The following websites provide examples and more detail on how to implement exam wrappers: 
Example

How did you prepare for the exam?

How many hours did you spend studying?

Did you feel prepared when you began the exam?

What questions did you find the most challenging? Why?

What would you do differently next time?

How can I help you for the next exam?
Folio Thinking: ePortfolios as High Impact Practices
Did you know that students who use eportfolios as a way of reflecting on their own learning are more likely to reach a deeper and sustained level of understanding?

High Impact Practices (HIPs) involving eportfolios engage students in Signature Work – integrating their learning with a project that has meaning to the student and society. If you are thinking about changing an assignment in your class, consider an authentic, experiential and problem-based inquiry delivered through an eportfolio. Adopting Folio Thinking, students curate the learning artifacts as evidence of completion, they reflect on their learning to show growth and finally they personalize the content to reveal their identity.  Contact the CTE to learn how you can incorporate ePortfolios in your courses.

Watson, C.E., et al, "Eportfolios, the Eleventh High-Impact Practice", International Journal of Eportfolio, vol.6., no.2., 2016 pp. 65-69.  
Teaching Portfolios
Want to create your own Teaching Portfolio? Join us for our four-session series on developing your Teaching Portfolio. This is an excellent way to document evidence of your teaching and to showcase your teaching and learning accomplishments.

All session will be held on Tuesdays in Fir 402A from 1:00 - 2:20 p.m. on the following dates:
October 8
October 22
November 5
November 19
Session 1: Introduction to Teaching Portfolios
Session 2: Curating Evidence of Effective Teaching
Session 3: How to Use Wordpress
Session 4: Showcasing and Sharing Your Teaching Portfolio
CTE Faculty Blogging Series
Look out for the first post in our Faculty Blogging Series next week! 

Thank you to those of you who have contributed or shown interest already. The call for submissions remains open. We are looking for 250-words blog post-style stories of something new, inspiring or different you're doing in your teaching. The purpose is to inspire and connect faculty.  

Contact us to participate and to learn more. 
FLC- Teaching with Engagement
Join an interdisciplinary group of faculty devoted to exploring teaching and learning with engagement. How do we foster interaction, engagement, and learning? What evidence-based strategies are effective? The Faculty Learning Community (FLC) meets every two weeks. We welcome both new and experienced faculty.
Starts on Oct. 3,2019 1:00-3:00 p.m. FR402A
Meets every two week: Oct.17 Oct.31 Nov.13 Nov.27 Dec.12
Fall Programs
Active Learning Online
Oct.21 - Nov.1 Two weeks online

10:00 - 11:20 am FR402A
Meetings: Oct.1, Oct.15, Oct.29

1:00 - 2:30 pm LB145
Meetings: Last Thursday of the month
Sep.26, Oct.31, Nov.28, Jan.30, Feb.27, Mar.26

1:00 - 3:00 pm FR402A
Meetings: Sep.27, Oct.11, Oct.25, Nov.8, Nov.22, Dec.6

December 16, 17 and 18, 2019 8:30 am - 4:30 pm MA101
If you have any questions, please contact cte@capilanou.ca
Faculty Learning Community: Teaching & Learning with Engagement
Starts on October 3, 2019 1:00 - 3:00 pm FR402A
Meetings: Oct.17, Oct.31, Nov.14, Nov.28, Dec.12
Upcoming Teaching & Learning Events
Royal Roads University, Victoria BC V9B 5Y2
October 2, 2019 – October 4, 2019
Sheraton Centre Toronto Hotel, Toronto ON
October 8 - 10, 2019
Magee Secondary School Maple St.,Vancouver BC
October 25, 2019
UBC Vancouver BC
October 25-26, 2019
Metropolitan Hotel Vancouver, 645 Howe St, Vancouver BC
November 7 - 8, 2019
$595.00 (Limited Early Birds Available) 
Riverfront Banquet Centre, Flint, Michigan
November 7 - 9, 2019
Call for Proposals is open until Sept 30.

CENTRE FOR TEACHING EXCELLENCE | CONNECT, INNOVATE, INSPIRE
The Centre for Teaching Excellence (CTE) fosters excellence, innovation, and collaboration in teaching and learning by supporting faculty and staff through programming, mentoring, professional development opportunities, and research on effective teaching.