Core Program Support

UBC is publicly and privately realigning itself to become a learning community, where “our mission is not instruction but rather that of producing learning with every student by whatever means works best.” (Barr/Tagg, 1995). This is exemplified in Trek 2000 visioning documents, discussions at a recent Deans’ retreat, Senate committees and very importantly, in several Faculty approaches to curricular change.

Our services are in greater demand than ever before, and the growing numbers of people who use and appreciate our services support this statement. The transition to an active learning mode in the classroom requires training and development of faculty and graduate students that our Centre and its services provide. We promote interactivity and interdisciplinarity - two of the three key points raised in the Trek 2000 documents. Examples are included in the discussions of discrete programs later in this proposal. We also support research-based teaching within the context of a learning-centred approach, where involving students in research ideas and realities can help them to be more active, applied and self-directed learners.

We have a proven record in training the professoriate of today – and of tomorrow. The programs funded annually by TLEF provide a range of workshops, seminars, outreach programs, peer coaching, materials and related sources of support for faculty members, post-docs and graduate students. The Certificate for teaching in Higher Education which is newly available to faculty could be expanded to develop future teachers in higher education (most new faculty, graduate students, post-doctoral appointees). Participant members are included in program descriptions later in this document.

Our unit acts as a training ground for graduate students whose careers will include helping others to learn teaching skills - almost 50 students have worked for wages with the Centre during the past year. Many award-winning teachers participate in, and facilitate, our programs. Our ability to focus upon and assist particular client groups is evidenced in the mentoring program, curricular outreach and TA training programs, to provide just three examples. In short, we have become integral to the educational development of UBC academics.

Gail Riddell, Director, Centre for Teaching and Academic Growth