Durham College Faculty Skills and Abilities
Your new role as a faculty member at Durham College involves a variety of responsibilities and activities. To guide your orientation to these, and your continued development in this valuable role, we have developed the Durham College Faculty Teaching Skills and Abilities list. This list is intended to provide a guide for faculty, and a framework for developing a competency-based model of faculty professional development. These skills represent an evolving professional development initiative for faculty, and you will find that much of your new faculty development program is structured to assist you in achieving competency in all of these aspects of your role. We encourage you to use the list as a tool in your continued development throughout your teaching career.
Below are many resources that will help you to achieve or improve upon your skills and abilities. This web site is "a work in progress." If you have suggestions for other resources that we could add to this site, please contact Janice MacMillan, Manager, Faculty Development. For additional information, please contact the Centre for Academic and Faculty Enrichment (C.A.F.E.).
- Designs curriculum:
Teaching and Learning with Outcomes Framework - The BIG Picture:
- An Introduction to Lesson Plans
- Blueprint for Learning Experience
- Checklist for Lesson Planning
- Questions to Guide the Review of Learning Activities
- Sample Lesson Plans 1, 2, 3 and 4Durham College Course Outlines:
- Course Outline Checklist
- Course Outline Guidebook
- Sample Course Portfolio - Respects and accommodates the different learning styles of the learners:
- Engages and motivates learners in active and collaborative learning:
- Incorporates effective assessment strategies:
- Uses technology in teaching and learning:
- Engages in reflective practice and ongoing faculty development opportunities:
- Digital Natives, Digital Immigrants - Part I
- Digital Natives, Digital Immigrants - Part IIKolb’s Learning Style Inventory:
- Unlocking Learning Styles - Keying into Your Students' Strengths
- Bloom's Taxonomy
- 120 Ways of Learning Using Gardner’s Multiple Intelligences
- Universal Design for Learning
- Lecturing Handbook
- Experimental Teaching Methods
- Individualized Teaching Methods
- Interactive Teaching Methods
- Teacher-centered Teaching Methods
Use of Visual Aids:
- Overheads
- Whiteboards/Blackboards
- PowerPoint Presentations
- Educating the Net Generation cbook, 2005
- Teaching the ESL (English as a Second Language) Learner
- Tip Sheet - The Accessible Classroom - Because it is the Right Thing to Do
- The How-To of Increasing Student Attendance
- Co-operative Learning
- GroupWork: A Necessary Evil?Active Teaching/Learning Techniques:
- Meet Your Match
- Bookends
- Cocktail Party
- Diagnostics
- Traveling File
- Numbered Heads Together
- Prairie Fire
- Think-Pair-Share
- Learning Jigsaw- Contact (UOIT's Teaching and Learning e-Newsletter)
Principles of Evaluation:
- Evaluation of Learning Principles
- Glossary of Evaluation TermsFormative Feedback:
Summative Evaluation:
Multiple-choice Evaluations:
- Testing Higher Up the Thinking Scale
- Guidelines for Writing Effective Multiple-choice Items
- Using Multiple-choice Testing to Assess Higher Cognitive Functions
- Item Shells - Writing Multiple-choice Testing Made Easier
- Further Reading on Multiple-choice Testing
- A Context-dependent Item Set
- Multiple-choice Testing: Is it a Necessary Evil?Student Presentation Assessments:
- Use of Rubrics
- Portfolio Assessment
- Grading Student Presentations
- Preventing Academic Misconduct
- Academic Integrity Module (learning object)
- Academic Alert Form
- Plagiarism
- Turnitin.com - Plagiarism Detection Service:- Tip Sheet - Assessment and Evaluation
Electronic Grades Submission:
- A Guide for Durham College Faculty
- Electronic Grades Submission Demonstration Video- WebCT Vista Learning Modules
- Learning Objects
- MyCampus Overview for Staff and Faculty- Tip Sheet - Tips for the Effective Use of Clickers
- Adult Education Credentials
- Teaching Squares
- Society for Teaching and Learning in Higher Education
- Scholarly Teaching - Classroom Assessment Techniques
- Scholarly Teaching - The Value of Writing a Course Portfolio
- Scholarship of Teaching and Learning
- Selected Bibliography of Teaching Resources
- Teaching Portfolios
- My Reflections (Form Template)
Services for Faculty and Students:
- Academic Advising (Student Liaisons)
- Bookstores
- Campus Health Centre:
- Campus Photo Identification
- Centre for Students with Disabilities
- Diversity Office
- Financial Aid + Awards
- Career Services
- Human Resources:
- Centre for Academic and Faculty Enrichment (C.A.F.E.):
- Durham College New Faculty Handbook
- Durham College Mentoring Manual
- Fact Sheet
- Catalyst (Centre for Academic and Faculty Enrichment (C.A.F.E.) Newsletter)
- Print Resources on Teaching/Learning to Borrow from the Centre for Academic and Faculty Enrichment (C.A.F.E.)
- Risk Management Office
- Student Academic Learning Services (SALS):
- Academic Writing Services
- Peer Tutoring
- Student Services
- Student Rights and Responsibilities
- Test Centre
- UOIT Teaching and Learning Web site
Supporting Documentation for Faculty:
- Faculty Review Process:
- Faculty Performance Review Policy
- Faculty Performance Review Procedure
- Faculty Performance Review Presentation
- Faculty Review Process Documents:- Pre-Classroom Observation Form
- Classroom Observation Evaluation Form
- Faculty Self-Reflection on the Classroom Observation Form
- Faculty Self-Reflection Form
- Faculty Performance Evaluation Summary
- Students' Perceptions of Learning Course Evaluation Form
- Continuous Learning - Course & Instructor Evaluation Form - Seven Principles for Good Practice in Undergraduate Education
- Ideas for Your First Class - Getting Off to a Good Start
- Classroom Management Techniques:
- Student Rights and Responsibilities Presentation
- Classroom Management Presentation
- Aggressive Behavior
