NewApproachOutcomes

Based on all your feedback (THANKS!!!!) I have recrafted the original 7, 4 and 6 into 5.

They still map back onto all your advice. However, I have taken the idea from the Liaison meeting feedback that some things are more "all" and some for the "more engaged."

I'm thinking we could TRY to map it according to skilled and leaderly -- or excellence (since we're CTE) and educational leadership. Such a move would permit the dipping of toes and the diving right in, and shouldn't divide along junior and senior lines but rather along ways of engaging. We have to be sure we don't assume that people aren't already doing the foundational stuff and leadership stuff quite beautifully all on their own. But this gives a name to the thing we've struggled with (not everyone comes to everything, nor do we want them to I think). Different people will engage differently at different career stages or interest levels.

So let's try something quite different, like foundations and advanced? Wherein each item has a baseline thing and a high-octane version. Note the difference between individual-with-learners versus public-with-peers here. This maps nicely to the STLHE 3M teaching fellowships stuff, but also somewhat to the specifically Carnegie-style scholarship of teaching movement.

Note: I've substituted "people at Waterloo" for the long list of possible participants in the other iterations, for now. Perhaps given our international scope, we might say "people at Waterloo and from elsewhere" !!

Also, I find number 5 the most difficult to think through, and wonder if 2 covers it, but not really, so I think we challenge ourselves to try to find ways to assess it.



At the foundational level, people at Waterloo who participate in a variety of Centre for Teaching Excellence programs and events can expect to be able to:


 * 1) Reflect on and thereby improve teaching practice in the context of their disciplines and theories about teaching and learning
 * 2) Create course or unit learning experiences and appropriate assessments for a variety of learners
 * 3) Continue to develop their delivery skills in person and online in order to respond confidently to a dynamic and diverse environment
 * 4) Plan for relevant and appropriate teaching development opportunities
 * 5) Take into account the socio-cultural, linguistic, intellectual and political diversity of learners and teachers

Advanced engagement will help to ensure that people who teach at Waterloo and wish to focus more thoroughly on educational leadership can:
 * 1) Make public their reflective practice and innovations through dossiers and/or peer-reviewed scholarship on teaching and learning within or across disciplines
 * 2) Contribute to curricular and program evolution using principles of aligned activities, outcomes, and assessments
 * 3) Mentor and/ or provide feedback to peers on delivery of instruction
 * 4) Offer teaching development opportunities to others on campus and/or beyond
 * 5) Embody in one’s teaching and educational leadership practice a principled commitment to diversity in all facets of teaching and learning at Waterloo

|| 3. continue to develop their course delivery skills so they can respond confidently to a dynamic and diverse teaching and learning environment || see above || covered in foundations || || 5. identify, create, and engage in further development opportunities with colleagues; (learning Communities?) || 4. Plan for relevant and appropriate teaching development opportunities || 4. Offer teaching development opportunities to others on campus and/or beyond || || 5. Embody in one’s teaching and educational leadership practice a principled commitment to diversity in all facets of teaching and learning at Waterloo ||
 * Original 7 || Pared-down 4 || Liaison 6 || Trevor’s Foundations || Trevor’s Leaders ||
 * 1. locate and use scholarly, procedural, and technical resources appropriate to their teaching context || 3. identify and apply relevant findings from higher education research literature, and contribute to that literature when possible || 6. identify and apply relevant findings from higher education research literature, and contribute to that literature when possible || 1. Reflect on and thereby improve teaching practice in the context of their disciplines and theories about teaching and learning || 1. Make public their reflective practice and innovations through dossiers and/or peer-reviewed scholarship on teaching and learning within or across disciplines ||
 * 2. apply self-knowledge and knowledge of teaching practices in their own discipline / be able to articulate own teaching philosophy and how it impacts own practice || 1. put what they learn into practice and reflect on how new ways of teaching affect their practice and their students’ learning || 1. reflect on their own teaching and apply knowledge of effective teaching practices to their own discipline || 1. Reflect on and thereby improve teaching practice in the context of their disciplines and theories about teaching and learning || 1. Make public their reflective practice and innovations through dossiers and/or peer-reviewed scholarship on teaching and learning within or across disciplines ||
 * 3. develop effective instructional design skills || 2. design and facilitate learning activities and courses that include active learning principles appropriate to their teaching context || 2. develop effective instructional design skills || 2. Create course or unit learning experiences and appropriate assessments for a variety of learners || 2. Contribute to curricular and program evolution using principles of aligned activities, outcomes, and assessments ||
 * 4. develop skills for effective course delivery and facilitation for a variety of class sizes and course levels || 2. design and facilitate learning activities and courses that include active learning principles appropriate to their teaching context || 3. continue to develop their course delivery skills so they can respond confidently to a dynamic and diverse teaching and learning environment || 3. Continue to develop their delivery skills in person and online in order to respond confidently to a dynamic and diverse environment || 3. Mentor and/ or provide feedback to peers on delivery of instruction ||
 * 5. respond confidently to dynamic teaching and learning environments || 4. continue to develop their instructional design and delivery skills so they can respond confidently to a dynamic and diverse teaching and learning environment.
 * 6. identify, create, and engage in further development opportunities || 4. continue to develop their instructional design and delivery skills so they can respond confidently to a dynamic and diverse teaching and learning environment.
 * 7. value, support, and respond to diversity such as cultural norms, global awareness, social perspectives, learning difficulties, and lives outside the classroom || 4. continue to develop their instructional design and delivery skills so they can respond confidently to a dynamic and diverse teaching and learning environment || 4. value diversity, global awareness, social perspectives, and learning difficulties || 5. Take into account the socio-cultural, linguistic, intellectual and political diversity of learners and teachers