UBC Wiki - User contributions [en]

Documentation:TDPforNewFaculty

2025-03-12T19:28:35Z

Emilyr: /* Applications */

=='''Teaching Development Program for New Faculty'''==
[[File:Outline-wb_incandescent-24px.png|left|35px]]

The Teaching Development Program for new faculty (the "TDP") supports instructors, at the UBC Vancouver and Okanagan campuses, in their professional growth.

The TDP is designed for new UBC instructors who teach credit courses. It is ideal for individuals who are excited to grow and connect with other educators at UBC in a supportive space. This flexible program, which can be completed in 1 or 2 semester(s), includes online and in-person elements. It provides multiple pathways to completion, in order to accommodate early career instructors. {{YouTube|id=cQlutDXpRLo|width=550|height=}}

==Eligibility==
[[File:Audience.png|left|35px]]
You are eligible for the TDP if you are early in your teaching career, such as a:

*Newly hired faculty member (within your first 2-3 years at UBC) and new to teaching.
*Faculty member who has recently switched to a different teaching role.
*Sessional faculty member, teaching at least one section between May 2024 and April 2025.
*Post-doctoral fellow, teaching at least one section between May 2024 and April 2025.

'''Contact us''' if you have questions about your TDP eligibility or other CTLT teaching programs. We can help you find the right fit in our range of programs for faculty, instructors, post-doctoral fellows, and graduate students and TAs. Contact: Isabeau Iqbal (she/her) at isabeau.iqbal@ubc.ca

==Program Outcomes==
[[File: Outline-touch.png |left|30px]] By the end of the TDP, you should be able to:
#Engage in a reflective teaching practice.
#Reflect on the history of the land you teach on and the implications for your teaching.
# Apply principles of equity, diversity, inclusion and accessibility to your own teaching.
#Experiment with learner-centered teaching approaches, activities, and assessments.
#Integrate technology responsibly and purposefully. 
#Explore existing UBC teaching communities, resources and supports.

==Program Requirements==
[[File: Programformat.png |left|30px]]

During the program, TDP participants will engage in three in-person events

*TDP Launch event (September 18, 2024)
*January Welcome Back (January 2025)
*Closing Ceremony (May 2025) <br />

Additionally, learners will participate in:

*The internationally recognized [https://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshop-isw/ Instructional Skills Workshop] (ISW)
*UBC's [https://wpl.ubc.ca/browse/orientation-and-onboarding/courses/wpl-oo-ilpla Land Acknowledgement Module]
*Pedagogical workshops in areas of their choosing
*Collaborative learning, including:
**Reflective discussions
**Artifact transformation activity; and
**Sharing approaches to teaching

The program can be finished within a single term, although you have the flexibility to extend up to 8 months to fulfill all requirements.

'''Learners enrolled in the TDP will receive:'''

*One-on-one support for the duration of the program
* Private online discussion space with other early career faculty members and pedagogical specialists from the CTLT
*Canvas space with resources available after the program is done
*Priority registration to the Instructional Skills Workshop

Instructors who successfully complete the program will be presented with a letter of completion.

==Program Format==

The TPD is offered to instructors from both UBCO and UBCV. Various instructional strategies are used in the program to increase flexibility as well as provide opportunities to reflect on available teaching spaces. These include in-person and online workshops, online learning modules, assignments, discussions, and reflections. The TDP Course is hosted on Canvas, UBC's online learning management platform.

We have endeavoured to design a flexible program to help learners to balance their work and personal commitments while still being able to engage fully in the program.

==Prerequisites==

None
==Fees==

None

== Applications ==
2024 TDP Application is now closed.

'''The 2025 TDP for New Faculty will open June 2025'''

==Questions? ==
If you have questions about the 2024-2025 Teaching Development Program for New Faculty, please contact [https://ctlt.ubc.ca/2022/11/03/isabeau-iqbal/ Dr. Isabeau Iqbal] (UBC-Vancouver) or [[Barbara.komlos@ubc.ca|Dr. Barbara Komlos]] (UBC-Okanagan)

Documentation:TDPforNewFaculty

2025-03-12T19:28:04Z

Emilyr: /* Applications */

=='''Teaching Development Program for New Faculty'''==
[[File:Outline-wb_incandescent-24px.png|left|35px]]

The Teaching Development Program for new faculty (the "TDP") supports instructors, at the UBC Vancouver and Okanagan campuses, in their professional growth.

The TDP is designed for new UBC instructors who teach credit courses. It is ideal for individuals who are excited to grow and connect with other educators at UBC in a supportive space. This flexible program, which can be completed in 1 or 2 semester(s), includes online and in-person elements. It provides multiple pathways to completion, in order to accommodate early career instructors. {{YouTube|id=cQlutDXpRLo|width=550|height=}}

==Eligibility==
[[File:Audience.png|left|35px]]
You are eligible for the TDP if you are early in your teaching career, such as a:

*Newly hired faculty member (within your first 2-3 years at UBC) and new to teaching.
*Faculty member who has recently switched to a different teaching role.
*Sessional faculty member, teaching at least one section between May 2024 and April 2025.
*Post-doctoral fellow, teaching at least one section between May 2024 and April 2025.

'''Contact us''' if you have questions about your TDP eligibility or other CTLT teaching programs. We can help you find the right fit in our range of programs for faculty, instructors, post-doctoral fellows, and graduate students and TAs. Contact: Isabeau Iqbal (she/her) at isabeau.iqbal@ubc.ca

==Program Outcomes==
[[File: Outline-touch.png |left|30px]] By the end of the TDP, you should be able to:
#Engage in a reflective teaching practice.
#Reflect on the history of the land you teach on and the implications for your teaching.
# Apply principles of equity, diversity, inclusion and accessibility to your own teaching.
#Experiment with learner-centered teaching approaches, activities, and assessments.
#Integrate technology responsibly and purposefully. 
#Explore existing UBC teaching communities, resources and supports.

==Program Requirements==
[[File: Programformat.png |left|30px]]

During the program, TDP participants will engage in three in-person events

*TDP Launch event (September 18, 2024)
*January Welcome Back (January 2025)
*Closing Ceremony (May 2025) <br />

Additionally, learners will participate in:

*The internationally recognized [https://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshop-isw/ Instructional Skills Workshop] (ISW)
*UBC's [https://wpl.ubc.ca/browse/orientation-and-onboarding/courses/wpl-oo-ilpla Land Acknowledgement Module]
*Pedagogical workshops in areas of their choosing
*Collaborative learning, including:
**Reflective discussions
**Artifact transformation activity; and
**Sharing approaches to teaching

The program can be finished within a single term, although you have the flexibility to extend up to 8 months to fulfill all requirements.

'''Learners enrolled in the TDP will receive:'''

*One-on-one support for the duration of the program
* Private online discussion space with other early career faculty members and pedagogical specialists from the CTLT
*Canvas space with resources available after the program is done
*Priority registration to the Instructional Skills Workshop

Instructors who successfully complete the program will be presented with a letter of completion.

==Program Format==

The TPD is offered to instructors from both UBCO and UBCV. Various instructional strategies are used in the program to increase flexibility as well as provide opportunities to reflect on available teaching spaces. These include in-person and online workshops, online learning modules, assignments, discussions, and reflections. The TDP Course is hosted on Canvas, UBC's online learning management platform.

We have endeavoured to design a flexible program to help learners to balance their work and personal commitments while still being able to engage fully in the program.

==Prerequisites==

None
==Fees==

None

== Applications ==
2024 TDP Application is now closed.
'''The 2025 TDP for New Faculty will open June 2025'''

==Questions? ==
If you have questions about the 2024-2025 Teaching Development Program for New Faculty, please contact [https://ctlt.ubc.ca/2022/11/03/isabeau-iqbal/ Dr. Isabeau Iqbal] (UBC-Vancouver) or [[Barbara.komlos@ubc.ca|Dr. Barbara Komlos]] (UBC-Okanagan)

Documentation:TDPforNewFaculty

2025-03-12T19:26:56Z

Emilyr: /* Applications */

=='''Teaching Development Program for New Faculty'''==
[[File:Outline-wb_incandescent-24px.png|left|35px]]

The Teaching Development Program for new faculty (the "TDP") supports instructors, at the UBC Vancouver and Okanagan campuses, in their professional growth.

The TDP is designed for new UBC instructors who teach credit courses. It is ideal for individuals who are excited to grow and connect with other educators at UBC in a supportive space. This flexible program, which can be completed in 1 or 2 semester(s), includes online and in-person elements. It provides multiple pathways to completion, in order to accommodate early career instructors. {{YouTube|id=cQlutDXpRLo|width=550|height=}}

==Eligibility==
[[File:Audience.png|left|35px]]
You are eligible for the TDP if you are early in your teaching career, such as a:

*Newly hired faculty member (within your first 2-3 years at UBC) and new to teaching.
*Faculty member who has recently switched to a different teaching role.
*Sessional faculty member, teaching at least one section between May 2024 and April 2025.
*Post-doctoral fellow, teaching at least one section between May 2024 and April 2025.

'''Contact us''' if you have questions about your TDP eligibility or other CTLT teaching programs. We can help you find the right fit in our range of programs for faculty, instructors, post-doctoral fellows, and graduate students and TAs. Contact: Isabeau Iqbal (she/her) at isabeau.iqbal@ubc.ca

==Program Outcomes==
[[File: Outline-touch.png |left|30px]] By the end of the TDP, you should be able to:
#Engage in a reflective teaching practice.
#Reflect on the history of the land you teach on and the implications for your teaching.
# Apply principles of equity, diversity, inclusion and accessibility to your own teaching.
#Experiment with learner-centered teaching approaches, activities, and assessments.
#Integrate technology responsibly and purposefully. 
#Explore existing UBC teaching communities, resources and supports.

==Program Requirements==
[[File: Programformat.png |left|30px]]

During the program, TDP participants will engage in three in-person events

*TDP Launch event (September 18, 2024)
*January Welcome Back (January 2025)
*Closing Ceremony (May 2025) <br />

Additionally, learners will participate in:

*The internationally recognized [https://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshop-isw/ Instructional Skills Workshop] (ISW)
*UBC's [https://wpl.ubc.ca/browse/orientation-and-onboarding/courses/wpl-oo-ilpla Land Acknowledgement Module]
*Pedagogical workshops in areas of their choosing
*Collaborative learning, including:
**Reflective discussions
**Artifact transformation activity; and
**Sharing approaches to teaching

The program can be finished within a single term, although you have the flexibility to extend up to 8 months to fulfill all requirements.

'''Learners enrolled in the TDP will receive:'''

*One-on-one support for the duration of the program
* Private online discussion space with other early career faculty members and pedagogical specialists from the CTLT
*Canvas space with resources available after the program is done
*Priority registration to the Instructional Skills Workshop

Instructors who successfully complete the program will be presented with a letter of completion.

==Program Format==

The TPD is offered to instructors from both UBCO and UBCV. Various instructional strategies are used in the program to increase flexibility as well as provide opportunities to reflect on available teaching spaces. These include in-person and online workshops, online learning modules, assignments, discussions, and reflections. The TDP Course is hosted on Canvas, UBC's online learning management platform.

We have endeavoured to design a flexible program to help learners to balance their work and personal commitments while still being able to engage fully in the program.

==Prerequisites==

None
==Fees==

None

== Applications ==
2024 TDP Application is now closed
The 2025 TDP for New Faculty will open June 2025

==Questions? ==
If you have questions about the 2024-2025 Teaching Development Program for New Faculty, please contact [https://ctlt.ubc.ca/2022/11/03/isabeau-iqbal/ Dr. Isabeau Iqbal] (UBC-Vancouver) or [[Barbara.komlos@ubc.ca|Dr. Barbara Komlos]] (UBC-Okanagan)

Documentation:TDPforNewFaculty

2024-06-24T15:56:44Z

Emilyr: /* Apply here for the 2024-2025 TDP */

== '''Teaching Development Program for New Faculty''' ==
[[File:Outline-wb_incandescent-24px.png|left|35px]]

The Teaching Development Program for new faculty (the "TDP") supports instructors, at the UBC Vancouver and Okanagan campuses, in their professional growth.

The TDP is designed for new UBC instructors who teach credit courses. It is ideal for individuals who are excited to grow and connect with other educators at UBC in a supportive space. This flexible program, which can be completed in 1 or 2 semester(s), includes online and in-person elements. It provides multiple pathways to completion, in order to accommodate early career instructors. {{YouTube|id=cQlutDXpRLo|width=550|height=}}

== Eligibility ==
[[File:Audience.png|left|35px]]
You are eligible for the TDP if you are early in your teaching career, such as a:

* Newly hired faculty member (within your first 2-3 years at UBC) and new to teaching.
* Faculty member who has recently switched to a different teaching role.
* Sessional faculty member, teaching at least one section between May 2024 and April 2025.
* Post-doctoral fellow, teaching at least one section between May 2024 and April 2025.

'''Contact us''' if you have questions about your TDP eligibility or other CTLT teaching programs. We can help you find the right fit in our range of programs for faculty, instructors, post-doctoral fellows, and graduate students and TAs. Contact: Isabeau Iqbal (she/her) at isabeau.iqbal@ubc.ca

==Program Outcomes ==
[[File: Outline-touch.png |left|30px]] By the end of the TDP, you should be able to:
#Engage in a reflective teaching practice.
#Reflect on the history of the land you teach on and the implications for your teaching.
# Apply principles of equity, diversity, inclusion and accessibility to your own teaching.
#Experiment with learner-centred teaching approaches, activities, and assessments.
#Integrate technology responsibly and purposefully. 
# Explore existing UBC teaching communities, resources and supports.

==Program Requirements==
[[File: Programformat.png |left|30px]]

During the program, TDP participants will engage in three in-person events

* TDP Launch event (September 18, 2024
* January Welcome Back (January 2025)
* Closing Ceremony (May 2025) <br />

Additionally, learners will participate in:

* The internationally recognized [https://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshop-isw/ Instructional Skills Workshop] (ISW)
* UBC's [https://wpl.ubc.ca/browse/orientation-and-onboarding/courses/wpl-oo-ilpla Land Acknowledgement Module]
* Pedagogical workshops in areas of their choosing
* Collaborative learning, including:
** Reflective discussions
** Artifact transformation activity; and
** Sharing approaches to teaching

The program can be finished within a single term, although you have the flexibility to extend up to 8 months to fulfill all requirements.

'''Learners enrolled in the TDP will receive:'''

*One-on-one support for the duration of the the program
*Private online discussion space with other early career faculty members and pedagogical specialists from the CTLT
*Canvas space with resources available after the program is done
*Priority registration to the Instructional Skills Workshop

Instructors who successfully complete the program will be presented with a letter of completion.

==Program Format==

The TPD is offered to instructors from both UBCO and UBCV. Various instructional strategies are used in the program to increase flexibility as well as provide opportunities to reflect on available teaching spaces. These include in-person and online workshops, online learning modules, assignments, discussions, and reflections. The TDP Course is hosted on Canvas, UBC's online learning management platform.

We have endeavoured to design a flexible program to help learners to balance their work and personal commitments while still being able to engage fully in the program.

==Prerequisites==

None
==Fees==

None

==Apply here for the 2024-2025 TDP==

Applications are open! Please [https://events.ctlt.ubc.ca/events/2024-teaching-development-program-for-new-faculty-application/ click here] and login with your CWL. Next, click on the green "Register Here" button to access the registration form.

We will be accepting registrations until '''August 30, 2024'''.
==Questions?==
If you have questions about the 2024-2025 Teaching Development Program for New Faculty, please contact [https://ctlt.ubc.ca/2022/11/03/isabeau-iqbal/ Dr. Isabeau Iqbal] (UBC-Vancouver) or [[Barbara.komlos@ubc.ca|Dr. Barbara Komlos]] (UBC-Okanagan).

==Upcoming Opportunities for New Faculty ==

*New Faculty Teaching Orientation (UBC-V) - in person event [https://events.ctlt.ubc.ca/events/2024-new-faculty-teaching-orientation/ on '''August 15th, 2024''' - https://events.ctlt.ubc.ca/events/2024-new-faculty-teaching-orientation/]
*Summer Institute (UBC-V) - https://institute.ctlt.ubc.ca/summer-institute/

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:55:03Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

{{Infobox person
=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
----
==== Faculty Spotlight ====
[[File:Outline-wb_incandescent-24px.png|left|45px]]

{{box|background=yellow|align=center|border size=10px|radius=10px|text align=center|'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''
I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.}}

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:54:37Z

Emilyr: /* Faculty Spotlight */

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:54:12Z

Emilyr: /* Faculty Spotlight */

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:53:45Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

{{Infobox person
=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
----
==== Faculty Spotlight ====
[[File:Outline-wb_incandescent-24px.png|left|45px]]

{{box|background=grey|align=center|border size=10px|radius=10px|text align=center|'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''
I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.}}

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:52:37Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

{{Infobox person
=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
----
==== Faculty Spotlight ====
[[File:Outline-wb_incandescent-24px.png|left|45px]]

{{box|spacing=10px|height=50px|'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''
I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.}}

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:52:25Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

{{Infobox person
=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
----
==== Faculty Spotlight ====
[[File:Outline-wb_incandescent-24px.png|left|45px]]

{{box|spacing=10px|height=50px|'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.}}

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:51:49Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

{{Infobox person
=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
----
==== Faculty Spotlight ====
[[File:Outline-wb_incandescent-24px.png|left|45px]]

{{box|spacing=5px|height=50px|'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.}}

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:51:10Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

{{Infobox person
=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
----
==== Faculty Spotlight ====
[[File:Outline-wb_incandescent-24px.png|left|45px]]

'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

{{box|spacing=5px|height=50px|DOG}}

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:49:38Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

{{Infobox person
=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
----
==== Faculty Spotlight ====
[[File:Outline-wb_incandescent-24px.png|left|45px]]

'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:48:37Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

{{Infobox person
=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
==== Faculty Spotlight ====
[[File:Outline-wb_incandescent-24px.png|left|45px]]

'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:48:00Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

{{Infobox person
=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
==== Faculty Spotlight ====
[[File:Outline-wb_incandescent-24px.png|left|45px]]

'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:46:59Z

Emilyr: /* GET STARTED */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

{{Infobox person
=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
==== Faculty Spotlight ====
[[File:Outline-wb_incandescent-24px.png|left|45px]]

'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.
{{Infobox person
| name =
'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

...
| website =
}}

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:46:15Z

Emilyr: /* WHY IT MATTERS */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

{{Infobox person
=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
==== Faculty Spotlight ====
[[File:Outline-wb_incandescent-24px.png|left|45px]]

'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.
{{Infobox person
| name = Casanova
| image = Casanova self portrait.jpg
| caption = A self-portrait of Casanova
...
| website =
}}

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:45:32Z

Emilyr: /* GET STARTED */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

{{Infobox person
=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
==== Faculty Spotlight ====
[[File:Outline-wb_incandescent-24px.png|left|45px]]

'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.
}}

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:44:59Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
==== Faculty Spotlight ====
[[File:Outline-wb_incandescent-24px.png|left|45px]]

'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

{{Infobox person
| name = Casanova
| image = Casanova self portrait.jpg
| caption = A self-portrait of Casanova
...
| website =
}}

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:42:22Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
==== Faculty Spotlight ====
[[File:Outline-wb_incandescent-24px.png|left|45px]]

'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:42:10Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
==== Faculty Spotlight ====
[[File:Outline-wb_incandescent-24px.png|left|35px]]

'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:41:58Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
==== Faculty Spotlight ====
[[File:Outline-wb_incandescent-24px.png|left|35px|thumb]]

'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:40:59Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
==== Faculty Spotlight ====
[[File:Outline-wb_incandescent-44px.png|left|35px]]

'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:40:29Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
==== Faculty Spotlight ====
[[[[File:Outline-wb_incandescent-44px.png|left|35px]]|thumb]]

'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:39:56Z

Emilyr: /* GET STARTED */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
==== Faculty Spotlight ====

'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:39:28Z

Emilyr: /* GET STARTED */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
==== Faculty Spotlight ====[[File:Outline-wb_incandescent-44px.png|left|35px]]

'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:38:41Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
==== Faculty Spotlight ====[[File:Outline-wb_incandescent-44px.png|left|35px]]
'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:38:11Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
==== Faculty Spotlight ====
[[File:Outline-wb_incandescent-44px.png|left|35px]]
'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:37:50Z

Emilyr: /* GET STARTED */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.
==== Faculty Spotlight ====
[[File:Outline-wb_incandescent-24px.png|left|35px]]
'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:37:06Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.

[[File:Outline-wb_incandescent-24px.png|left|35px]]==== Faculty Spotlight ====
'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:36:03Z

Emilyr: /* GET STARTED */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.

==== Faculty Spotlight ====
'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:35:06Z

Emilyr: /* GET STARTED */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.

[[File:Wikipedia-logo-v2-simple.svg|100px|Image: 100 pixels]]==== Faculty Spotlight ====
'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:34:36Z

Emilyr: /* GET STARTED */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.

[[File:Spotlightimage.jpg|image is of a spotlight|left|frameless: 1 pixels]]==== Faculty Spotlight ====
'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:34:21Z

Emilyr: /* GET STARTED */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.

[[File:Spotlightimage.jpg|image is of a spotlight|left|frameless: 25 pixels]]==== Faculty Spotlight ====
'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:34:07Z

Emilyr: /* GET STARTED */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.

[[File:Spotlightimage.jpg|image is of a spotlight|left|frameless: 100 pixels]]==== Faculty Spotlight ====
'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:32:51Z

Emilyr:

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.

[[File:Spotlightimage.jpg|image is of a spotlight|left|frameless]]==== Faculty Spotlight ====
'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:32:03Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.

[[File:Spotlightimage.jpg|thumb|image is of a spotlight]]==== Faculty Spotlight ====
'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

File:Spotlightimage.jpg

2024-05-15T19:31:47Z

Emilyr: Uploaded own work with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=image is of a spotlight}}
|date=2024-05-15
|source={{own}}
|author=[[User:Emilyr|Emilyr]]
|permission=
|other versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:30:33Z

Emilyr: /* Faculty Spotlight */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.

==== Faculty Spotlight ====
'''Name: John Paul (jp) Catungal, Instructor, Critical Race and Ethnic Studies, Institute for Gender, Race, Sexuality and sScial justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:28:41Z

Emilyr: /* GET STARTED */

==01. Get Started==
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need.

=== NAVIGATING THIS GUIDE ===
Each section in this guide is structured using these five elements:

1. What is it: Provides a brief overview of the topic.

2. Why it Matters: Highlights implications for your role as a faculty member and impact on the learner experience.

3. Get Started: Provides an entry point to the topic.

4.Go Further: Provides additional links to learning resources and websites.

5. Faculty Spotlight: Showcases UBC faculty actively engaged in a particular topic.

=== A WORD ON EDUCATIONAL LEADERSHIP ===
Educational leadership is a key component of the role of faculty in the Educational Leadership Stream, and is also relevant to faculty in the Professoriate Stream and to Lecturers. Educational leadership may be thought of as an impact of teaching and learning beyond one’s classroom. The Faculty Association Collective Agreement defines it as “activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom” (Article 4.04). Educational leadership activities include, but are not limited to, contributions to curriculum, activities that advance equity and inclusion in teaching and learning, formal teachingrelated leadership responsibilities within your Department/Program/Faculty and engagement in the Scholarship of Teaching and Learning.

The CTLT has a number of resources to support how you think about and track the evidence and impact of your educational leadership activities. For more information, visit ctlt.ubc.ca/edleadership or email us at ctlt.info@ubc.ca. If you are in the Educational Leadership Stream and joining UBC’s teaching and learning community, we encourage you to join the Educational Leadership Network, a community of Instructors, Senior Instructors and Professors of Teaching. For more information, please visit blogs.ubc.ca/edleadershipnetwork.

== 02. CLASSROOM CLIMATE AND OUR CAMPUS ==

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

=== GET STARTED ===
As an instructor, you can design, conceptualize and integrate aspects of classroom climate into your practice through the approaches you take in your curriculum and the learning environment you create. In this guide, you can explore ways to do this as early as the first day of class.

==== Faculty Spotlight ====
'''Name: john paul (jp) catungal, instructor i, critical race and ethnic studies, institute for gender, race, sexuality and social justice'''

I have come to appreciate the classroom as embedded in larger historical and political contexts, where we, as teachers and students, meet not as blank slates, but as complicated and differently positioned subjects.

I am teaching a fourth-year seminar this term that specifically looks at the politics of the university. In this seminar, we will reflect as a learning community on a variety of topics, including UBC’s location on unceded Musqueam territory, questions of positionality and accessibility and why they matter for how we experience the university.

Excessive emotions, such as anger, are particularly challenging for classroom spaces—challenging because they force us to acknowledge that trust, belonging and community in learning relationships and spaces are never a guarantee and, in fact, take constant tending. These excessive emotions are also challenging in a second way, which is that, in some classrooms, they arise out of social structural dynamics—e.g., misogyny, racism, colonialism, homophobia—that may or may not be the central focus of a course, but that nevertheless exist in classroom spaces through the very bodies and minds that are in these spaces.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:26:38Z

Emilyr: /* 02. CLASSROOM CLIMATE AND OUR CAMPUS */

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:22:53Z

Emilyr:

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:17:23Z

Emilyr: /* WHY IT MATTERS */

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:15:19Z

Emilyr: /* WHAT IS IT */

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:14:52Z

Emilyr: /* 01. Get Started */

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:14:19Z

Emilyr: /* 02. CLASSROOM CLIMATE AND OUR CAMPUS */

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:13:41Z

Emilyr: /* 01. Get Started */

Documentation:TDPforNewFaculty/NFOG

2024-05-15T19:02:34Z

Emilyr: /* 01. Get Started */

=== 01. Get Started ===
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need

=== 02. CLASSROOM CLIMATE AND OUR CAMPUS ===

==== WHAT IS IT ====
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

==== WHY IT MATTERS ====
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T18:59:58Z

Emilyr: /* WHAT IS IT */

=01. Get Started=
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need

= 02. CLASSROOM CLIMATE AND OUR CAMPUS =

=== WHAT IS IT ===
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.

=== WHY IT MATTERS ===
The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.

Documentation:TDPforNewFaculty/NFOG

2024-05-15T18:58:46Z

Emilyr: /* 02. CLASSROOM CLIMATE AND OUR CAMPUS */

=01. Get Started=
WELCOME TO UBC!

As a new faculty member, your early days and weeks will be both energizing and overwhelming. As you prepare to teach new classes, meet new colleagues, and familiarize yourself with the UBC campus, you will inevitably experience moments that are both rewarding and perplexing. To help facilitate your transition, we have created this guide as a “first step” resource for you.

This guide is not a comprehensive compilation of all policies and documents that apply to new faculty, nor is it a repository of all information that could potentially be useful to new faculty. Instead, the guide is intended to be a starting point—a helpful collection of materials most commonly of interest to new faculty in their first year of teaching at UBC. When possible, links are provided to the websites of other resources and service units at UBC that may offer additional information and assistance on your journey.

Some of the topics we touch on in this guide include: understanding who your learners are, challenges you and your learners may face, considerations for the first day of class, assessing learning and giving feedback, pedagogical approaches with learning technology tools and much more! No matter where you are in the cycle of your course, you can quickly navigate this guide to find what you need

= 02. CLASSROOM CLIMATE AND OUR CAMPUS =
== WHAT IS IT==
Classroom climate is an important consideration because it invites us to consider additional layers of context for situating complex classroom situations. UBC’s Vancouver campus has a multilayered and complex history. This is mirrored by the diversity of perspectives and experiences that exist on this campus. For this reason, UBC classrooms are not static and neutral spaces; rather, they continue to be multidimensional and dynamic spaces where complex interactions occur through the diversity of identities, modes of delivery and places of learning. In their book, How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose and her colleagues define classroom climate as “the intellectual, social, emotional, and physical environments in which our students learn.” Different aspects of the classroom climate and student development—intellectual and social identity development in particular—interact with each other to have an impact on student learning, experience and performance.
==WHY IT MATTERS== The historical setting of a classroom can inform and guide the ways students learn from the institutional contexts surrounding the classroom. UBC’s Vancouver campus is located on the traditional, ancestral and unceded lands of the Musqueam people, which informs the history and fabric of learning here. The role of the instructor is an integral part of the classroom climate framework because the instructor models ways to engage with concepts, histories and intersecting layers that challenge and add to the way that we understand and have come to know our respective disciplines, the lands we are learning on and the relationships that exist.