Innovative Teaching Program

1.1 Evidence of scholarly teaching.

A1, K1, K2, K5, V3

Demonstrates understanding of scholarly approaches to teaching practices within their discipline

Incorporates scholarly approaches into teaching practices within their discipline

Integrates scholarly approaches into teaching practices within their discipline

1.2 Instructional / Course Design

A1, A2, K2, K3, K4, K5,

Demonstrates understanding of sound instructional and/or course design models and approaches to teaching within their discipline

Incorporates appropriate instructional and/or course design models and approaches with in their teaching

Integrates innovative and effective instructional and course design models and approaches within teaching, course development that is supported with evidence

1.3 Assessment of Learning

A3, K3, K5

Demonstrates understanding of appropriate formative and summative assessment approaches and the role of assessment in effectively measuring and enhancing student learning

Incorporates a variety of appropriate formative and summative assessment approaches to effectively measure and enhance student learning

Integrates a wide range of effective and innovative assessment approaches that effectively measures and enhances student learning

1.4  Educational Technology

K4

Demonstrates understanding of a variety educational technologies and tech integration models to improve student learning

Incorporates a variety of appropriate educational technologies to enhance instruction and improve learning

Integrates a wide variety of appropriate educational technologies seamlessly to enhance instruction and improve learning

2.1 SoTL Research

A5, K5, K6, V3

Demonstrates basic theoretical knowledge of SOTL research paradigm, areas of research, literature,  and research methods.

Able to conduct basic classroom-based SOTL research that is relevant and appropriate to discipline; Able to successfully acquire ethics approval from IRB

Demonstrates a track record of rigorous SoTL research that is disseminated through professional development activities and publications.

2.2 Writing a SOTL research grant proposal.

A5, V4

N/A

Able to develop a SoTL research grant proposal when provided peer mentoring and guidance.

Capable of writing a successful SoTL research grant proposal and able to guide peers in the process. 

3.1 Reflective Practice

Demonstrates reflective practice with the intent to improve T & L

Demonstrates ability to improve T & L via reflective practice

Demonstrates that reflective practice is fully integrated into pedagogical practice and demonstrates effectiveness

3.2 Collaboration

A4, A5, V4

Understands the importance and value of collaborations with colleagues as a way to improve teaching and enhance learning

Participates in collaborative activities with colleagues that have resulted in reflecting and improving one’s teaching practice

Initiates and leads a variety of collaborative activities with colleagues both inside and outside one’s own department which have proven effective in improving teaching practice  

3.3 Leadership

K6,V2, V4

Understands the importance of initiating projects, interventions and activities that can support a positive and effective T & L environment within one’s department

Leads small and limited number of projects, interventions, and activities that support a positive and effective T & L environment within one’s department.

Leads a variety of robust projects, interventions, and activities that have shown to improve T & L within one’s department and beyond

3.4 Professional Development

A5,K1, K6, V3

Demonstrates awareness appropriate professional development opportunities designed to improve T & L within one’s discipline

Attends a variety appropriate professional development opportunities which has provided opportunities to improve T & L within one’s discipline

Regularly attends, and organizes or disseminates professional development activities which provide opportunities for improvement of T & L to the wider academic community 

4.1 Linguistic and academic appropriateness

A4, K2, V1, V2

Understands the importance of linguistic and academic competencies students bring into the learning environment

Demonstrates ability to assess students’ linguistic and academic competencies which informs the design and delivery of content in the pursuit of achieving course learning outcomes

Demonstrates ability to successfully assess students’ linguistic and academic competencies and effectively designs and delivers content in the pursuit of achieving course learning outcomes

4.2 Student rapport and expectations

A4, K3, V1

Understands the importance of building rapport and establishing effective course expectations to improve classroom management and an effective learning environment

Develops an effective and well-managed classroom due to building good rapport and developing and implementing effective course expectations

N/A

4.3 Cultural sensitivity

A4, K3, V1

Understands that culture need to be considered within the context of an effective T & L environment

Demonstrates good understanding of cultural context and avoids cultural pitfall that could negatively affect the T&L environment

Demonstrates an extensive knowledge of the cultural context and leverages cultural knowledge and sensitivity to enhance the T&L environment