To learn more about the programs we offer, click on the following names:
The purpose of the Introduction to Teaching and Learning (ITL) Program is to introduce new faculty to Teaching and Learning at RDC and to provide a supportive environment for discussion, self-reflection, and practice. The goal of ITL is to help new faculty prepare for teaching at RDC by giving them just in time support prior to the start of classes. ITL is normally offered in a blended format in August, October, and January.
To learn more about ITL, click here.
The Excellence in Teaching and Learning (ETaL) program focuses on teaching and learning topics, including: introduction to teaching; course design; learners and approaches to learning; the learning environment; assessment, evaluation, and self-reflection; diversity and inclusiveness; and creating a learner-centred classroom climate. The program ends with a Capstone Project. Modules are offered throughout the year but the prerequisites (Pre-Module and Module 1) are offered at the beginning of the Fall and Winter terms.
To learn more about ETaL, click here.
EOTL is designed to provide participants opportunity to practice and grow their repertoire of skills and to help reinforce the “Why” behind current best practices for online learning design and teaching. It is an opportunity to prepare yourself for new and exciting professional outlets, make connection to and with RDC individuals working within online education, and support you in the development of building an online course. It is ran fully online and requires weekly participation in Blackboard Collaborate sessions.
To learn more about EOTL, click here.
Small Group Instructional Feedback sessions are a valuable way for faculty to gather feedback on their teaching during the term to enact positive change. Faculty facilitate these sessions and provide feedback to their colleagues. As part of this system, which is governed by the Faculty Performance Committee (FPC), the CTL provides training on how to become an SGIF Facilitator; maintains information for all faculty on the SGIF process and the relationship between the SGIF Facilitator and the faculty member; and maintains the current list of trained SGIF Facilitators.
FPC Policy and Supplements: https://rdc.ab.ca/about/policies-publications/policies/human-resources
To learn more about SGIF, click here.
Peer Observations are a valuable tool for faculty to gain feedback on their teaching. In this system, faculty invite trained Peer Observers into their classrooms to observe their teaching. The Peer Observer then writes a report on the Peer Observation and meets with the faculty member to discuss it. As part of this system, which is governed by the Faculty Performance Committee (FPC), the CTL provides training on how to become a Peer Observer; maintains information for all faculty on the Peer Observer process, forms and report templates, and the relationship between the Peer Observer and the faculty member; and maintains the current list of trained Peer Observers.
To learn more about Faculty Performance, Peer Observations, and SGIFs, see the FPC Policy and Supplements: https://rdc.ab.ca/about/policies-publications/policies/human-resources
To view Peer Observation information and training materials from the CTL, click here.
In order for us all to develop our teaching practices, we have introduced Open Classes at RDC. In this program, RDC faculty volunteer to open their classes to their colleagues as a learning opportunity. Open classes are not a form of evaluation or feedback. They are entirely observational and the faculty member observing the class is doing so to gain insight into the breadth of teaching techniques at RDC. The philosophy behind the Open Classes concept is that we are all a community of learners and we can learn from each other.
To learn more about Open Classes at RDC, click here.