The Faculty Institute of Learning and Teaching Program
The Faculty Institute of Learning and Teaching (FILT) aims to create a learning community to cultivate a cultural shift towards innovative pedagogy and quality learning and teaching at AUC. This immersive track encourages faculty to become more reflective and innovative in their teaching via building knowledge and expertise, applying new approaches, assessing success, and reflecting in a supportive environment.
The FILT is an internationally accredited program via the Educational Developers Caucus (EDC), a body in Canada that accredits faculty development programs, part of the Society of Learning and Teaching in Higher Education.
Faculty will become active members of a supportive learning community of peers and be able to seek, benefit from, and reciprocate such support throughout their careers.
We hope that by the end of this program, the faculty will have achieved the following outcomes:
- Enhance their higher education teaching skills at AUC, including applying the liberal arts philosophy to their teaching
- Design learner-centered courses that include effective learning outcomes, aligned activities and formative and summative assessments that help students achieve those intended learning outcomes
- Choose and use appropriate methods of receiving formative feedback on their teaching from CLT, their students, and their peers
- Understand how various CLT resources can benefit them, decide how and when to use CLT resources and seek support and collaboration where appropriate
- Become habitually reflective practitioners, able to apply innovation, including digitally enhanced innovation, in their teaching and assess evidence of its effectiveness
- Prepare a strong teaching portfolio
- Enhance their digital literacies, and become better able to select the most appropriate technology that will support their pedagogical purpose
Full-time faculty at AUC; priority to faculty new to AUC and early career faculty.
Two hours every few weeks (see agenda), approximately 24 synchronous meeting hours over each academic year, plus Teaching Enhancement Institute or similar in early September and introductory sessions during faculty orientation week. Preparation time and follow-up will be around one to two hours per week, including reading and interaction via Slack, Google docs and collaborative annotation via Hypothesis.
This immersive track will encourage faculty to become more reflective and innovative in their teaching via building knowledge and expertise, applying new approaches, assessing success, and reflecting in a supportive environment:
- Building teaching expertise: via interactive, hands-on workshops and forum discussions
- Applying and assessing teaching: getting feedback on their teaching from students via mid-semester assessments and from CLT/peer observations of teaching or microteaching followed by confidential consultations
- Reflecting via teaching portfolio, group dialogue, reading groups and brief, written reflections throughout the semester
- one to two mid-semester assessment(s) of teaching - either a survey or Small Group Instructional Diagnosis (SGID) with follow-up consultation with CLT
- Reflective teaching portfolio draft, which can receive peer or CLT feedback
- One or more micro-teaching session(s) or CLT classroom observation(s)
- Participation in peer observation, if scheduling permits
- For a certificate of attendance, faculty participants should attend at least 70% of all sessions.
- For a certificate of completion, faculty participants should attend at least 70% of all sessions and submit a short reflective teaching portfolio.
Invitation to contribute to CLT New Chalktalk.