The Faculty Institute of Learning and Teaching (FILT) Program

Pathway 3: FILT - Immersion Track 

This track 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 Faculty ILT is an internationally accredited program via the Educational Developers Caucus (EDC), a body in Canada that accredits faculty development program, part of the Society of Learning and Teaching in Higher Education. 

Program Details and Outcomes

  1. Enhance higher education teaching skills at AUC, including applying the liberal arts philosophy to their teaching.

  2. Analyze students’ incoming knowledge, skills, and attitudes, and consider them while designing courses or course activities and assessments.

  3. Design learner-centered courses that include effective learning outcomes, and aligned activities, and formative and summative assessments that help students achieve those intended learning outcomes.

  4. Choose and use appropriate methods of receiving formative feedback on their teaching from CLT, their students, and their peers.

  5. Understand how various CLT resources can benefit them, and decide how and when to use CLT resources, and seek support and collaboration where appropriate. 

  6. Become habitually reflective practitioners and apply innovation, including digitally enhanced innovation, in their teaching and assess evidence of its effectiveness.

  7. Prepare a strong teaching portfolio. 

  8. Become active members of a supportive learning community of peers and be able to seek, benefit from, and reciprocate such support throughout their careers.

  9. Enhance their digital literacies, and become better able to select the most appropriate technology to support their pedagogical purpose.

Eligibility

Full-time faculty at AUC; priority to faculty new to AUC and early career faculty.

To sign up for the coming 2020-2021 year, fill this form (now closed) 

Time Requirement

Two hours (every few weeks-see agenda) -approximately 24 synchronous meeting hours over each academic year, planned to be via Zoom in fall unless the situation changes- plus full-day “Faculty Institute for Learning and Teaching: Preparing for Fall” in August or early September and introductory sessions during faculty orientation week. Preparation time, follow-up, or online interaction time will be around one-two hours per week, including online reading and interaction via Slack, Google docs, and collaborative annotation via Hypothes. is.

Format

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, online reading groups, and brief, written reflections throughout the semester

Other activities during the academic year: 

  • One-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.

Additional opportunities:

Invitation to contribute to CLT New Chalktalk

Important notes: 

  • For a certificate of attendance, faculty participants should attend at least 70 percent of all sessions.
  • For a certificate of completion, faculty participants should attend at least 70 percent of all sessions and submit a short reflective teaching portfolio.

 

Spring 2021 Schedule (to be determined)

A condensed schedule may run due to Spring break and Ramadan.

Fall 2020 Workshops (topics covered)

  • Preserving the Essence of Liberal Arts: Teaching remotely and promoting critical thinking online
  • Assessment for Learning: Alternative assessments for Online
  • Designing Courses that Engage and Inspire: online and in person, including CATs, Liberating Structures, collaboration tools, and an opportunity to share their own experiences
  •  The Reflective Teaching Portfolio and Wrap-up for the semester