Documentation:CTLT Resources/Resource Room

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Print Resources

Hardcopy packages of resources on the following topics are available from the Centre for Teaching, Learning and Technology:

  • Cooperation in the Classroom
  • Facilitation
  • Course Design
  • Developing Teaching Dossiers/Portfolios
  • Evaluation of Learning
  • Increasing Student Participation
  • Presentations: Guidelines and Checklists
  • Problem-based Learning
  • Promoting Inclusively and Civility in the Classroom
  • Questioning
  • Teaching Large Classes
  • Assessing Technology

We also have copies of the documents listed below available at our 2nd Floor, Irving K. Barber Learning Centre location. All of these documents can be reproduced freely (see statement on each document).

The resources listed below are categorized alphabetically by topic.

Assessment and Evaluation:

  • Authentic Assessment in Vocational Education (Sandra Kerka, 1995)
  • The Case for Authentic Assessment (Grant Wiggins, 1990)
  • Electronic Portfolios: A New Idea in Assessment (Anna Maria D. Lankes, 1995)
  • Implementing Performance Assessment in the Classroom (Amy Brualdi, 1998)
  • More Multiple-choice Item Writing Do’s and Don'ts (Robert Frary, 1995)
  • Portfolio Assessment: Missing Link in Student Evaluation (Bettina Lankard Brown, 1997)
  • Scoring Rubrics: What, When and How? (Barbara M. Moskal, 2000)
  • Techniques for Authentic Assessment (Sandra Kerka, 1995)
  • Writing Multiple-Choice Test Items (Jerard Kehoe, 1995)

Copyright

  • Copyright Matters! Some key questions and answers for teachers. [Canadian information] (Wanda Noel and Gerald Breau, 2000)
  • Digital Access vs. E-Commerce? The Copyright Imbalance in Canada? (Mary Anne Epp, 2002)

Creating a Positive Learning Environment:

  • Considering Culture in the Selection of Teaching Approaches for Adults (Linda Ziegahn, 2001)
  • Inclusive Adult Learning Environments (Susan Imel, 1995)
  • Motivation in Instructional Design (Ruth V. Small, 1997)
  • Promoting Intercultural Understanding (Susan Imel, 1999)

Educational Technology

  • The Benefits of Information Technology (John Kosakowski, 1998)
  • Computer Skills for Information Problem-Solving: Learning and Teaching Technology in Context (Michael B. Eisenberg & Doug Johnson, 1996)
  • Evaluating Online Educational Materials for Use in Instruction (Robert M. Branch, Dohun Kim and Lynne Koenecke, 1999)
  • Evaluation of World Wide Web Sites: An Annotated Bibliography (Kathleen Shrock, 1998)
  • The field of educational technology: Update 2000 – a dozen frequently asked questions (Donald P. Ely, 2000)
  • Information Literacy Instruction in Higher Education: Trends and Issues (Abby Kasowitz-Scheer & Michael Pasqualoni, 2002)
  • Information Management (Sandra Kerka, 1997)
  • S.O.S. for Information Literacy: A Tool for Enhancing Information Skills Instruction (Ruth V. Small & Marilyn P. Arnone, 2001)
  • Teachers and Librarians: Closing the Digital Divide (Patricia Senn Breivik, 2001)
  • Tools for Automating Instructional Design (Abby Kasowitz, 1998)
  • Using the Web to Access Online Education Periodicals (Joseph Slowinski, 1999)

Evaluating Teaching

  • Student Ratings Offer Useful Input to Teacher Evaluations (Michael Scriven, 1995)
  • Teacher Portfolio Assessment (Peter Doolittle, 1994)

Helping Students with Study Skills

  • Improving the Quality of Student Notes (Bonnie Potts, 1993)

Learning

  • Adult Learning in and Through the Arts (Sandra Kerka, 2002)
  • Adult Learning in Groups (Susan Imel, 1997)
  • Adults with Learning Disabilities (Sandra Kerka, 1998)
  • Change: Connections to Adult Learning and Education (Susan Imel, 2000)
  • Creativity in Adulthood (Sandra Kerka, 1999)
  • Learning Styles and Vocational Education Practice (Bettina Lankard Brown, 1998)
  • Multiple Intelligences: Gardner’s Theory (Amy Brualdi, 1996, rev. 1999)
  • New Learning Strategies for Generation X (Bettina Lankard Brown, 1997)
  • New Perspectives on Mentoring (Sandra Kerka, 1998)
  • New Views of Adult Learning (Susan Imel, 1999)
  • Service Learning: More than Community Service (Bettina Lankard Brown, 1998)
  • Situated Learning in Adult Education (David Stein, 1998)
  • Transformative Learning in Adulthood (Susan Imel, 1998)
  • Transformative Learning and the Journey of Individuation (John M. Dirks, 2000)

Learning and Technology

  • Distance Learning (Susan Imel, 1998)
  • Icebreakers (Results through Training, 1998)
  • Internet Relay Chat (Carol Simpson, 1999)
  • Learning Styles and Electronic Information (Sandra Kerka, 1998)
  • Technology and Adult Learning: Current Perspectives (Susan Imel, 1998)
  • Virtual Learning: The Good, the Bad, and the Ugly (Sandra Kerka, 2000)

Learning and Organizations

  • Action Learning for Individual and Organizational Development (Janet Spence, 1998)
  • The Learning Organization (Sandra Kerka, 1995)

Teaching

  • Challenging conceptions of teaching: Some prompts for good practice (HERDSA, 1992)
  • Entrepreneurship Success Stories: Implications for Teaching and Learning (Bettina Lankard Brown, 1999)
  • Ethical Principles in University Teaching (STLHE 3M Fellows, 1996)
  • A New Framework for Teaching in the Cognitive Domain (Michael Molenda, 2002)
  • Teaching Adults: Is It Different? (Susan Imel, 1995)

Teaching/Learning Activities

  • Classroom Questions (Amy Brualdi, 1998)
  • Concept Mapping: A Graphical System for Understanding the Relationship Between Concepts (Eric Plotnick, 1997)
  • Consumer Education for the Information Age (Sandra Kerka, 1999)
  • Journal Writing and Adult Learning (Sandra Kerka, 1996)
  • Strategies for Teaching Critical Thinking (Bonnie Potts, 1994)
  • Teaching Critical Reflection (Susan Imel, 1998)

Valuing Teaching

  • Checklist on valuing teaching (HERDSA, 1996)

Web Resources

  • Adult, Career, and Vocational Education: An Internet Guide (Judith O. Wagner, 1998)

Other Resource of Interest

An annual publication bringing together a wealth of information about Canada’s universities and colleges in an accessible format for students, academic staff, journalists and the public.

Online Resources

You can also browse through the following online resources:

  • Items of Interest (RSS)
    The CTLT Resource Room Coordinator shares items of interest to the CTLT community from peer-reviewed journals, higher education blogs, as well as popular news sources. The shared items speak to CTLT’s mission statement, individual programs at CTLT, as well as areas of interest expressed by CTLT staff and associates, however they do not necessarily reflect the views of CTLT or UBC–consider them food for thought!

More online learning resources...

Supervision Scene Video

Members of the UBC community can receive a free copy of the 1999 video and guidebook. Non-UBC community members interested in receiving a copy will only need to pay for postage. Please contact Kyle Gailling at kyle.gailling@ubc.ca for more information.

A Centre for Teaching, Learning and Technology Production, The University of British Columbia Copyright © January 1999

What is Supervision Scenes?

  • a contemporary video resource and training tool for graduate students, supervisors, committees, student associations, focus groups and departments
  • a UBC faculty, student and staff production, sponsored by the Teaching and Learning Enhancement Fund
  • a series of fourteen dramatized scenarios depicting challenges in the supervisory relationship (Running time: 37 minutes)
  • a catalyst for discussion and change

At UBC’s Centre for Teaching, Learning and Technology, we frequently receive requests for teaching and learning materials related to the graduate student-graduate supervisor relationship. Yet there is limited research available in this complex area – and definitely a scarcity of up-to-date training tools. Designed to fill this gap by providing supervisors and students with an interactive training resource, Supervision Scenes can be used to promote effective communication within the supervisory relationship.

Supervision Scenes presents fourteen dramatizations, each highlighting several communicative challenges between students and supervisors. These ‘trigger films’ can be used by individuals, focus groups, committees and entire departments as a vehicle for creating discussion around supervision issues. A form of structured controversy, these dramatized scenarios can promote a lively discussion, with or without personal disclosure.

Be advised that viewing this video in itself will not resolve your supervisory issues. Instead, it can serve as a springboard to further discussion, reassessment of roles and responsibilities, and constructive change. An accompanying Facilitator’s Guidebook offers practical tips on how to use Supervision Scenes and lead a productive discussion. Synopses and questions for each video incident are provided, along with a full list of references.

The production of this video was made possible by the enthusiastic participation of Centre for Teaching, Learning and Technology supporters from across campus. UBC faculty and students served as producers, writers, technicians, editors, directors and actors, mostly on a volunteer basis. We gratefully acknowledge their contributions.

We hope that your experience with Supervision Scenes is productive, and that you will share this resource with your colleagues. Your feedback is most welcome; send your comments to Kyle Gailling.

Suggestion/Feedback

For your convenience, the Centre for Teaching, Learning and Technology Resource Room has the following forms available:

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