UBC Wiki - User contributions [en]

Documentation:Distance Learning Support/Using the Technology for Learners

2015-08-10T16:30:53Z

MichaelWong:

Sandbox:Potluck

2015-08-06T20:02:08Z

MichaelWong:

==Logistics==
* '''What:''' CTLT Summer Potluck
* '''When:''' Wednesday, August 12, 12:00-1:30 pm
* '''Where:''' Outside I.K. Barber, on the grass next to the Ike's patio.
* '''Notes:'''
**Drinks will be provided, you'll just need a cup.
**Many people at CTLT eat almost anything but please be mindful that some people are vegetarian, have gluten allergies, or have seafood allergies.
**Let's aim for about '''75% savoury''' dishes and '''25% sweet'''.
**If you don't like to cook, you can bring store-bought food, cutlery, or napkins.
**Remember too to 'bring your own plate, cup and cutlery (promoting sustainability at UBC)!

==Who is joining? And what are you bringing!==

{| class="wikitable"
|-
! Who? !! What are you bringing? !! Savoury !! Sweets !! Napkins/Cutlery !! Crock pot/rice cooker
|-
| (Name) || (Food I'm Bringing) || (X mark here for savoury) || (X mark here for sweet) || (note here if you're bringing napkins or cutlery) || (note here if you're bringing a crock pot or rice cooker)
|-
| Jarrad || Salad Rolls || X || Example || Example || Example
|-
| Ido || Back by popular demand.... humus (lots) || X || Example || Example || Example
|-
| Letitia || Pineapple black bean couscous salad || X || Example || Example || Example
|-
| Judy || Nothing... Can't come :( || Example || Example || Example || Example
|-
| Adriana|| Fruit salad|| Example || X|| Example || Example
|-
| Roselynn || Example || Example || Example || X || Example
|-
| Terri || Fresh Herb Potato Salad || X || Example || Example || Example
|-
| Abdel Azim || home made buns, eggplant salad || X || || ||
|-
| Amy L || TBD || Example || Example || Example || Example
|-
| Mischa || TBD || Example || Example || Example || Example
|-
| Michael || Chocolate chip cookies|| Example || X|| Example || Example
|-
| Example || Example || Example || Example || Example || Example
|-
| Example || Example || Example || Example || Example || Example
|-
| Example || Example || Example || Example || Example || Example
|}

Documentation:Distance Learning Support/Key Contacts for Learners

2015-08-06T19:41:23Z

MichaelWong:

[[File:Infomration-centre_edited-290x160.jpg]]

==Learner Support==

'''Advice and Guidance for Learners'''

UBC Enrolment Services general contact information:
*Tel: 604-822-9836 or 1-877-272-1422
*Email: [mailto:distance.education@ubc.ca distance.education@ubc.ca]

Enrolment Services can assist you in the following ways. They will:

* Help you with course registration.
* Provide advice and guidance about distance education courses.
* Assist you with academic concessions when necessary (course extensions).
* Schedule exams for distance education students.
* Assist you in solving course related problems.

Paul Poole, Program Manager, Non-Degree Studies, Enrolment Services
*Tel: 604-822-9435
*Email: [mailto:paul.poole@ubc.ca paul.poole@ubc.ca]

Exams Coordinator, Enrolment Services

Direct assistance for learners with any exam questions or problems.
*Tel: 604-822-8116
*Email: [mailto:student.exams@ubc.ca student.exams@ubc.ca]

'''Course Support and Materials'''

Susan Wong, Course Support Liaison, CTLT
*Tel: 604-822-6550
*Email: [mailto:susan.wong@ubc.ca susan.wong@ubc.ca]

'''Distance Education Course Operations'''

Chris Crowley, Senior Manager, Instructional Design and Distance Education Course Operations, CTLT
*Tel: 604-822-3621
*Email: [mailto:chris.crowley@ubc.ca chris.crowley@ubc.ca]

==Technical Help==

'''For requests related to your online course, contact the Distance Learning Helpdesk:''' [mailto:dl.helpdesk@ubc.ca dl.helpdesk@ubc.ca]

If you are a student who:
* Needs technical support for your online course.
* Has an access related question about your online course.

'''For general technical questions about IT issues not specific to courses, contact:''' UBC IT Helpdesk
* 604-822-2008
* http://it.ubc.ca/got-question-about-it-products-and-support

==UBC Resources==

'''UBC Bookstore'''

*Tel: 604-822-2665 or 1-800-661-3889 (in Canada)
*Fax: 604-822-8592
*Email: [mailto:ubc.bookstore@ubc.ca ubc.bookstore@ubc.ca]
*Web: [http://bookstore.ubc.ca http://bookstore.ubc.ca]

'''Disability Resources'''

*Tel: 604-822-5844 or TTY: 604-822-9049
*Fax: 604-822-6655
*Email: [mailto:access.diversity@ubc.ca access.diversity@ubc.ca]
*Web: [http://students.ubc.ca/about/access http://students.ubc.ca/about/access]

The [http://students.ubc.ca/about/access/ UBC Access and Diversity] office allows students to:
* Access support if you have a disability or illness which may affect your studies.
* Discuss your needs for accommodation.

'''Financial Assistance & Awards'''

Find out about scholarship and bursary possibilities and apply for government loans and grants.
*Tel: 604-822-5111
*Web: [http://students.ubc.ca/enrolment/finances/funding-your-studies/financial-advice http://students.ubc.ca/enrolment/finances/funding-your-studies/financial-advice]

'''English Language Institute'''

*Tel: 604-822-1555
*Email: [mailto:esl@eli.ubc.ca esl@eli.ubc.ca]
*Web: [http://www.eli.ubc.ca http://www.eli.ubc.ca]

'''Library'''

The UBC Library is the second largest research library in Canada. For more information about accessing library materials, as a distance education student, please visit the [http://services.library.ubc.ca/user-guides/distance-education-students/ Distance Education Students section on the UBC Library website]. The Library also offers reference assistance online. For more information, please visit the [http://help.library.ubc.ca/ask-colorbox Ask an Expert] page on the Library website.

==Exams, Records, and Registration==

'''Records & Registration - Exams Faculty Service Centre (FSC)'''

Exams Coordinator
*Tel: 604-822-8116
*Email: [mailto:student.exams@ubc.ca student.exams@ubc.ca]

Enrolment Services manages examinations for all distance education courses supported by CTLT. Online examinations are not administered by Enrolment Services, and you should contact your instructor with any questions you may have. For more information, please view the list of final exam deadlines on the [http://students.ubc.ca/enrolment/courses-registration/distance-education/final-exam-deadlines Student Services] website.

You may also want to review a list of exam periods, guidelines, policies, and FAQ on the [http://students.ubc.ca/enrolment/courses-registration/exams Student Services] website.

==Financial Assistance and Awards==

Find out about scholarship and bursary possibilities and apply for government loans and grants.
*Tel: 604-822-5111
*Web: [http://students.ubc.ca/enrolment/finances/funding-your-studies/financial-advice http://students.ubc.ca/enrolment/finances/funding-your-studies/financial-advice]

Documentation:Distance Learning Support/Before You Start for Learners

2015-08-06T19:35:05Z

MichaelWong:

[[File:Woodward26_resized-290x200.jpg]]

Here are some useful resources that you should consult before you start a course supported by the Centre for Teaching, Learning and Technology (CTLT).

==Financial Assistance and Awards==

If you are taking distance education courses as part of your academic program, you may be eligible for government student loans to help pay for educational and living expenses. Depending on your financial need, you may also be eligible for other sources of funding such as grants, bursaries, work study, and/or emergency loans.

Please visit the [http://students.ubc.ca/enrolment/finances/funding-your-studies Finances section on the Student Services website] for more information about financial assistance and awards.

==Access: CWL, Email, Internet, UBC Card==

'''NOTE''': All UBC students are issued a CWL‘s account. Campus-Wide Login (CWL) is UBC custom single sign-on application designed to give you access privileges to many secure applications on campus, using the same login id and password. As campus applications begin the switch to CWL’s authentication service, your CWL account and password will replace the many different ones in use. For technical assistance with your CWL – contact IT Services at 604.822.2008.

UBC IT offers email accounts, Internet access, and web hosting to UBC students, faculty, staff, and the community. For more information, visit the [http://it.ubc.ca/ UBC IT website].

The UBCcard is the official University of British Columbia identification card for registered students and may be obtained from the Carding Office located within the UBC Bookstore at 6200 University Boulevard, Vancouver, BC. For more information, visit the [http://www.ubccard.ubc.ca/ UBCcard website].

Once you have your UBCcard and a Campus Wide Login (CWL), you will be able to access the Library’s licensed databases, indexes, and e-journals from home using the EZproxy login service. For more information about EZproxy and connecting to library resources from home, visit the [http://services.library.ubc.ca/off-campus-access/connect-from-home/ UBC Library website].

==Academic Support==

Check out the [http://learningcommons.ubc.ca UBC Learning Commons] for academic support resources. For information about study and time management skills go to the [http://students.ubc.ca/success/get-better-grades Student Services website].

Also, check out this resource for [http://www.dartmouth.edu/~acskills/videos/index.html Online Academic Success Videos] from Dartmouth College.

==Resources for Learning with Disabilities==

Support and assistance is available to students who have a disability or a specific challenge which makes learning more difficult. You will be required to provide suitable medical documentation to support your request for assistance.

[http://students.ubc.ca/about/access Access and Diversity] staff may provide the following services:

* Arranging for adaptation of course materials to meet your needs.
* Lending specialized equipment.
* Arranging for suitable accommodation for examinations.
* Providing student aides.

If you require adaptations to course materials (to accommodate visual impairments or other disabilities) you should contact the Access and Diversity office well in advance of your anticipated start date to discuss your requirements. See the [http://ctlt.ubc.ca/distance-learning/learner-support/key-contacts-2/ Key Contacts] section for contact information for [http://students.ubc.ca/about/access Access and Diversity]. Contact their advisors to find out if you are eligible for services.

Access and Diversity provides support and program initiatives designed to remove barriers for students with a disability or ongoing medical condition.

==Academic Advising==

Faculty and departmental websites are very useful tools when planning your program as they are specifically designed to answer many of the questions prospective students have.

Faculty based, academic advisors are available to distance education students by email. If you are not sure who your academic advisors are, please contact the [mailto:distance.education@ubc.ca Learner Support Advisors] and they will assist you in locating someone who can answer your questions.

The online course outlines indicate any prerequisites for our courses. If you have doubts as to whether you have fulfilled the course prerequisites, contact the course instructor.

If you are taking courses as an Access Studies student, contact [mailto:non.degree@ubc.ca non.degree@ubc.ca] with your questions. The Non-Degree Studies office ([http://students.ubc.ca/enrolment/courses/non-degree Enrolment Services]) will serve as your academic advisor.

Academic Advisors can help you with:

* Approval to take a Distance Education course
* Program planning and course selection
* Advising with regard to your course load
* Increasing your per term credit limit (in certain circumstances) to accommodate extra credits
* Assessing pre-requisites
* Approving academic concessions such as late withdrawal from a course

UBC faculties and academic departments are responsible for setting program curriculum and academic credit requirements for all degree-granting programs. Students interested in pursuing the distance learning option as a means of meeting some of these requirements are advised to consult their faculty advisors or [http://students.ubc.ca/enrolment/courses/non-degree Non-Degree Studies] before choosing their courses.

You should be aware that some faculties have specific guidelines and policies with regard to distance education. Please check with your Faculty for more information. Other faculties have developed distance courses for which students can obtain credits toward their degree or professional certification. Students in such faculties as Agricultural Sciences, Dentistry, Education, Forestry, Nursing, and Rehab Sciences should consult with a faculty advisor prior to enroling in a distance education course.

Always identify yourself as a distance education student when contacting an advisor by email. Please refer to the list of [http://students.ubc.ca/enrolment/courses/academic-planning/advising Academic Advising offices] for contact information, or check out the relevant department or faculty website.

==Frequently Asked Questions==

'''''I don't see my distance education course on my Connect list?'''''

There are a few possible reasons for this. Here’s what to do:

* Check to make sure your course is an online course. The [https://courses.students.ubc.ca/cs/main?pname=subjarea&tname=subjareas&req=0 courses] listing on the Student Service Centre should clear this up.
* Once you are sure the course is online, check to be sure the course is listed on your registration. If it is not there and you know you registered contact [mailto:distance.education@ubc.ca Enrolment Services].
* If all of the above have been checked out and you are still having a problem, it may be technical. Contact the [mailto:dl.helpdesk@ubc.ca CTLT Helpdesk] with a description of your problem.

'''''I haven’t received any course materials in the mail yet and it is the second week of class!'''''

You need to order your materials from the Bookstore directly. To find out what you need, check the [http://ctlt.ubc.ca/distance-learning/courses/ course catalogue] on this site. Click on the link for the textbook order form for your course. It will contain all of the information you need.

'''''I haven’t heard from my instructor yet. What should I do?'''''

Most instructors won’t contact students until after the add/drop period. If you still haven’t heard from your instructor after that, send him or her an email to introduce yourself. Instructors in online courses will typically post their welcome message to all students in the discussions area.

'''''I haven’t heard anything about my distance course and don’t know where to start. What now?'''''

A welcome message is sent to you from our [mailto:susan.wong@ubc.ca Course Support Liaison] prior to the start of each term. If you did not receive this message, it could be that your email program treated it as spam and moved it to junk. What you may need to do is adjust your email preferences to always allow messages from UBC. Check your junk folder for messages that may have been placed there in error.

Please ensure your email address entry on the [https://ssc.adm.ubc.ca/sscportal/servlets/SRVSSCFramework Student Service Centre] (SSC) is correct as otherwise you might miss important information. Also, make sure that you are actively using the email account you have listed in the SSC.

Documentation:Distance Learning Support/Policies and Procedures

2015-08-06T19:26:15Z

MichaelWong:

[[File:Policies-and-procedures1-290x140.jpg]]

Here are some policies and procedures of which you should be aware when you are taking courses supported by the Centre for Teaching, Learning and Technology.

==Exams==

Enrolment Services manages examinations for all distance education courses supported by CTLT. Online examinations are not administered by Enrolment Services, and you should contact your instructor with any questions you may have. For more information, please view the list of final exam deadlines on the [http://students.ubc.ca/enrolment/courses-registration/distance-education/final-exam-deadlines Student Services] website.

You may also want to review a list of exam periods, guidelines, policies, and FAQ on the [http://students.ubc.ca/enrolment/courses-registration/exams Student Services] website.

==Course Completions / Accelerations==
You should note the end date for your course when you register. You can also check for the final month date on your course schedule. This is the month your course effectively ends.

In some cases it is possible to complete your course before the end date - that depends, however, on the course design. Check with the course instructor, before registering, to see if you can accelerate through the course.

Accelerating a course means completing the course work and writing the final examination during an earlier examination period than the scheduled course completion date. If you have permission from the instructor to move ahead at a faster pace (accelerate), you must apply (by the application deadline) to write your exam early. Please attach an email/letter from your instructor indicating his/her permission to accelerate to the application form.

For information about course accelerations, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/course-acceleration Enrolment Services] website.

==Course Repeats==

You may choose to repeat a course either to improve your GPA or to gain mastery over subject matter that is important to your degree and academic goals. However, before repeating a course, you should discuss this with your Faculty. Each Faculty may have different regulations and policies about repeating courses. You should also note the following:

*The grade received for the course first time around will remain on your academic record.
*You will not receive additional credit for the repeated course (Arts).
*Your instructor may require you to submit different assignments on a repeat course. You will need to discuss expectations and requirements with your instructor at the start of the term.

Here are some questions to ask yourself before you commit to repeating a course:

*Am I aware of the regulations for advancement for my faculty? See the resources below.
*Have I discussed the requirements for repeating my course with my instructor? Am I clear about whether or not I will be able to re-submit previous work with changes?
*Am I clear about my reasons for completing the course?

'''You might wish to repeat a course because:'''

*You withdrew the first time you attempted the course.
*You failed the course the first time you registered in it.
*You want to improve your grade.

Repeating a course means that you must re-register and pay the full tuition and related fees. Each attempt at a course appears on your transcript.

Here are some links to UBC policy regarding academic advancement, for your reference:

*[http://www.students.ubc.ca/calendar/index.cfm?tree=3,43,0,0 UBC-Vancouver: Policy on Academic Advancement]
*[http://okanagan.students.ubc.ca/calendar/index.cfm?tree=3,41,93,0#11162 UBC-Okanagan: Policy on Academic Advancement]

==Course Extensions==

Extending a course means completing the course and writing the final examination during the next available examination period immediately following the scheduled course completion date.

For information about course extensions, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/course-extensions Enrolment Services] website.

'''What do I do if I can’t complete the course before the end date?'''

Academic concessions such as course extensions are granted on medical or compassionate grounds as outlined by [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,48,0,0 UBC policy] and require supporting documentation and permission from your course instructor.

==Deadlines and Withdrawals==

For information about course withdrawals and refunds, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/withdrawal-and-refunds Enrolment Services] website.

==Grades==
Your final grade will be entered approximately 2-3 weeks following the final examination.

You may appeal your final grade through a review of assigned standing. Requests for formal appeal must be made through Enrolment Services. Please visit the [http://students.ubc.ca/enrolment/grades/review-assigned-standing review of assigned standing] section on the Enrolment Services website for information about appealing your final grade.

'''Before considering a formal appeal, you should:'''

*Discuss your concern with your instructor
*Arrange to view your final exam. This must be arranged through the Academic Department to which the course belongs.

Click here for UBC [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,42,0,0 grading practices]. Visit the [http://students.ubc.ca/enrolment/grades Student Services website] to learn more about grades.

==Plagiarism==

Plagiarism means that you have:

*Used another person’s words or ideas without acknowledging the source.
*Allowed a friend to complete all or a portion of your work.
*Submitted someone else’s work as your own.
*Allowed a reviewer to make extensive revisions to an assignment.
*Used information from an online discussion forum or website without proper citation.

To avoid plagiarism:

*Give credit with proper citation to all sources from which you have quoted directly or borrowed ideas. This includes any and all visual or verbal communication containing content which originates from an identifiable source.

Academic misconduct is a serious issue and cause for academic discipline – including expulsion from the University. To learn more about policies and processes around plagiarism and how to avoid it, visit the [http://learningcommons.ubc.ca/resource-guides/avoiding-plagiarism/ Avoid Plagiarism] section on the UBC Learning Commons website.

To learn more about academic misconduct, visit the [http://www.calendar.ubc.ca/vancouver/?tree=3,54,111,0 academic misconduct] section of the Academic Calendar.

UBC subscribes to the Turnitin Suite that includes a set of tools to improve the student writing cycle by preventing plagiarism and providing rich feedback to students. Learn more about [http://elearning.ubc.ca/toolkit/turnitin/ Turnitin] on the e-learning website.

==Student Evaluation of Teaching==

Your feedback regarding your experience in the courses you take is valuable to instructors, faculty, administrators and course design teams as we revise and rework courses and curriculum to better meet the learning needs of students.

Distance courses supported by CTLT are evaluated online via a service called CoursEval. Near the end of your course, you will be sent a link to login to CoursEval and evaluate your course instructors.

For more information about student evaluation of teaching at UBC, see the [http://www.vpacademic.ubc.ca/ policy documents] on the VP Academic’s web page. To learn about how to evaluate your professor in the most useful way, see [http://teacheval.ubc.ca/resources/for-students/ Tips for Evaluating Instructors].

==Transfer Credits==

If you are planning to transfer credit for a UBC course to another institution, check with the other institution first about its policies regarding transfer credit. You may also consult the [http://bccat.ca/ BC Council on Admissions & Transfer website].

Documentation:Distance Learning Support/Policies and Procedures

2015-08-06T19:11:58Z

MichaelWong:

[[File:Policies-and-procedures1-290x140.jpg]]

Here are some policies and procedures of which you should be aware when you are taking courses supported by the Centre for Teaching, Learning and Technology.

==Exams==

Enrolment Services manages examinations for all distance education courses supported by CTLT. Online examinations are not administered by Enrolment Services, and you should contact your instructor with any questions you may have. For more information, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/final-exam-deadlines Enrolment Services] website.

==Course Completions / Accelerations==
You should note the end date for your course when you register. You can also check for the final month date on your course schedule. This is the month your course effectively ends.

In some cases it is possible to complete your course before the end date - that depends, however, on the course design. Check with the course instructor, before registering, to see if you can accelerate through the course.

Accelerating a course means completing the course work and writing the final examination during an earlier examination period than the scheduled course completion date. If you have permission from the instructor to move ahead at a faster pace (accelerate), you must apply (by the application deadline) to write your exam early. Please attach an email/letter from your instructor indicating his/her permission to accelerate to the application form.

For information about course accelerations, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/course-acceleration Enrolment Services] website.

==Course Repeats==

You may choose to repeat a course either to improve your GPA or to gain mastery over subject matter that is important to your degree and academic goals. However, before repeating a course, you should discuss this with your Faculty. Each Faculty may have different regulations and policies about repeating courses. You should also note the following:

*The grade received for the course first time around will remain on your academic record.
*You will not receive additional credit for the repeated course (Arts).
*Your instructor may require you to submit different assignments on a repeat course. You will need to discuss expectations and requirements with your instructor at the start of the term.

Here are some questions to ask yourself before you commit to repeating a course:

*Am I aware of the regulations for advancement for my faculty? See the resources below.
*Have I discussed the requirements for repeating my course with my instructor? Am I clear about whether or not I will be able to re-submit previous work with changes?
*Am I clear about my reasons for completing the course?

'''You might wish to repeat a course because:'''

*You withdrew the first time you attempted the course.
*You failed the course the first time you registered in it.
*You want to improve your grade.

Repeating a course means that you must re-register and pay the full tuition and related fees. Each attempt at a course appears on your transcript.

Here are some links to UBC policy regarding academic advancement, for your reference:

*[http://www.students.ubc.ca/calendar/index.cfm?tree=3,43,0,0 UBC-Vancouver: Policy on Academic Advancement]
*[http://okanagan.students.ubc.ca/calendar/index.cfm?tree=3,41,93,0#11162 UBC-Okanagan: Policy on Academic Advancement]

==Course Extensions==

Extending a course means completing the course and writing the final examination during the next available examination period immediately following the scheduled course completion date.

For information about course extensions, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/course-extensions Enrolment Services] website.

'''What do I do if I can’t complete the course before the end date?'''

Academic concessions such as course extensions are granted on medical or compassionate grounds as outlined by [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,48,0,0 UBC policy] and require supporting documentation and permission from your course instructor.

==Grades==
Your final grade will be entered approximately 2-3 weeks following the final examination.

You may appeal your final grade through a review of assigned standing. Requests for formal appeal must be made through Enrolment Services. Please visit the [http://students.ubc.ca/enrolment/grades/review-assigned-standing review of assigned standing] section on the Enrolment Services website for information about appealing your final grade.

'''Before considering a formal appeal, you should:'''

*Discuss your concern with your instructor
*Arrange to view your final exam. This must be arranged through the Academic Department to which the course belongs.

Click here for UBC [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,42,0,0 grading practices]. Visit the [http://students.ubc.ca/enrolment/grades Student Services website] to learn more about grades.

==Deadlines and Withdrawals==

For information about course withdrawals and refunds, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/withdrawal-and-refunds Enrolment Services] website.

==Plagiarism==

Plagiarism means that you have:

*Used another person’s words or ideas without acknowledging the source.
*Allowed a friend to complete all or a portion of your work.
*Submitted someone else’s work as your own.
*Allowed a reviewer to make extensive revisions to an assignment.
*Used information from an online discussion forum or website without proper citation.

To avoid plagiarism:

*Give credit with proper citation to all sources from which you have quoted directly or borrowed ideas. This includes any and all visual or verbal communication containing content which originates from an identifiable source.

Academic misconduct is a serious issue and cause for academic discipline – including expulsion from the University. To learn more about policies and processes around plagiarism and how to avoid it, visit the [http://learningcommons.ubc.ca/resource-guides/avoiding-plagiarism/ Avoid Plagiarism] section on the UBC Learning Commons website.

To learn more about academic misconduct, visit the [http://www.calendar.ubc.ca/vancouver/?tree=3,54,111,0 academic misconduct] section of the Academic Calendar.

UBC subscribes to the Turnitin Suite that includes a set of tools to improve the student writing cycle by preventing plagiarism and providing rich feedback to students. Learn more about [http://elearning.ubc.ca/toolkit/turnitin/ Turnitin] on the e-learning website.

==Student Evaluation of Teaching==

Your feedback regarding your experience in the courses you take is valuable to instructors, faculty, administrators and course design teams as we revise and rework courses and curriculum to better meet the learning needs of students.

Distance courses supported by CTLT are evaluated online via a service called CoursEval. Near the end of your course, you will be sent a link to login to CoursEval and evaluate your course instructors.

For more information about student evaluation of teaching at UBC, see the [http://www.vpacademic.ubc.ca/ policy documents] on the VP Academic’s web page. To learn about how to evaluate your professor in the most useful way, see [http://teacheval.ubc.ca/resources/for-students/ Tips for Evaluating Instructors].

==Transfer Credits==

If you are planning to transfer credit for a UBC course to another institution, check with the other institution first about its policies regarding transfer credit. You may also consult the [http://bccat.ca/ BC Council on Admissions & Transfer website].

Documentation:Distance Learning Support/Policies and Procedures

2015-08-06T19:10:09Z

MichaelWong:

[[File:Policies-and-procedures1-290x140.jpg]]

Here are some policies and procedures of which you should be aware when you are taking courses supported by the Centre for Teaching, Learning and Technology.

==Course Completions / Accelerations==
You should note the end date for your course when you register. You can also check for the final month date on your course schedule. This is the month your course effectively ends.

In some cases it is possible to complete your course before the end date - that depends, however, on the course design. Check with the course instructor, before registering, to see if you can accelerate through the course.

Accelerating a course means completing the course work and writing the final examination during an earlier examination period than the scheduled course completion date. If you have permission from the instructor to move ahead at a faster pace (accelerate), you must apply (by the application deadline) to write your exam early. Please attach an email/letter from your instructor indicating his/her permission to accelerate to the application form.

For information about course accelerations, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/course-acceleration Enrolment Services] website.

==Grades==
Your final grade will be entered approximately 2-3 weeks following the final examination.

You may appeal your final grade through a review of assigned standing. Requests for formal appeal must be made through Enrolment Services. Please visit the [http://students.ubc.ca/enrolment/grades/review-assigned-standing review of assigned standing] section on the Enrolment Services website for information about appealing your final grade.

'''Before considering a formal appeal, you should:'''

*Discuss your concern with your instructor
*Arrange to view your final exam. This must be arranged through the Academic Department to which the course belongs.

Click here for UBC [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,42,0,0 grading practices]. Visit the [http://students.ubc.ca/enrolment/grades Student Services website] to learn more about grades.

==Deadlines and Withdrawals==

For information about course withdrawals and refunds, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/withdrawal-and-refunds Enrolment Services] website.

==Course Repeats==

You may choose to repeat a course either to improve your GPA or to gain mastery over subject matter that is important to your degree and academic goals. However, before repeating a course, you should discuss this with your Faculty. Each Faculty may have different regulations and policies about repeating courses. You should also note the following:

*The grade received for the course first time around will remain on your academic record.
*You will not receive additional credit for the repeated course (Arts).
*Your instructor may require you to submit different assignments on a repeat course. You will need to discuss expectations and requirements with your instructor at the start of the term.

Here are some questions to ask yourself before you commit to repeating a course:

*Am I aware of the regulations for advancement for my faculty? See the resources below.
*Have I discussed the requirements for repeating my course with my instructor? Am I clear about whether or not I will be able to re-submit previous work with changes?
*Am I clear about my reasons for completing the course?

'''You might wish to repeat a course because:'''

*You withdrew the first time you attempted the course.
*You failed the course the first time you registered in it.
*You want to improve your grade.

Repeating a course means that you must re-register and pay the full tuition and related fees. Each attempt at a course appears on your transcript.

Here are some links to UBC policy regarding academic advancement, for your reference:

*[http://www.students.ubc.ca/calendar/index.cfm?tree=3,43,0,0 UBC-Vancouver: Policy on Academic Advancement]
*[http://okanagan.students.ubc.ca/calendar/index.cfm?tree=3,41,93,0#11162 UBC-Okanagan: Policy on Academic Advancement]

==Course Extensions==

Extending a course means completing the course and writing the final examination during the next available examination period immediately following the scheduled course completion date.

For information about course extensions, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/course-extensions Enrolment Services] website.

'''What do I do if I can’t complete the course before the end date?'''

Academic concessions such as course extensions are granted on medical or compassionate grounds as outlined by [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,48,0,0 UBC policy] and require supporting documentation and permission from your course instructor.

==Plagiarism==

Plagiarism means that you have:

*Used another person’s words or ideas without acknowledging the source.
*Allowed a friend to complete all or a portion of your work.
*Submitted someone else’s work as your own.
*Allowed a reviewer to make extensive revisions to an assignment.
*Used information from an online discussion forum or website without proper citation.

To avoid plagiarism:

*Give credit with proper citation to all sources from which you have quoted directly or borrowed ideas. This includes any and all visual or verbal communication containing content which originates from an identifiable source.

Academic misconduct is a serious issue and cause for academic discipline – including expulsion from the University. To learn more about policies and processes around plagiarism and how to avoid it, visit the [http://learningcommons.ubc.ca/resource-guides/avoiding-plagiarism/ Avoid Plagiarism] section on the UBC Learning Commons website.

To learn more about academic misconduct, visit the [http://www.calendar.ubc.ca/vancouver/?tree=3,54,111,0 academic misconduct] section of the Academic Calendar.

UBC subscribes to the Turnitin Suite that includes a set of tools to improve the student writing cycle by preventing plagiarism and providing rich feedback to students. Learn more about [http://elearning.ubc.ca/toolkit/turnitin/ Turnitin] on the e-learning website.

==Student Evaluation of Teaching==

Your feedback regarding your experience in the courses you take is valuable to instructors, faculty, administrators and course design teams as we revise and rework courses and curriculum to better meet the learning needs of students.

Distance courses supported by CTLT are evaluated online via a service called CoursEval. Near the end of your course, you will be sent a link to login to CoursEval and evaluate your course instructors.

For more information about student evaluation of teaching at UBC, see the [http://www.vpacademic.ubc.ca/ policy documents] on the VP Academic’s web page. To learn about how to evaluate your professor in the most useful way, see [http://teacheval.ubc.ca/resources/for-students/ Tips for Evaluating Instructors].

==Transfer Credits==

If you are planning to transfer credit for a UBC course to another institution, check with the other institution first about its policies regarding transfer credit. You may also consult the [http://bccat.ca/ BC Council on Admissions & Transfer website].

==Exams==

Enrolment Services manages examinations for all distance education courses supported by CTLT. Online examinations are not administered by Enrolment Services, and you should contact your instructor with any questions you may have. For more information, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/final-exam-deadlines Enrolment Services] website.

Documentation:Distance Learning Support/Policies and Procedures

2015-08-06T19:02:09Z

MichaelWong:

[[File:Policies-and-procedures1-290x140.jpg]]

Here are some policies and procedures of which you should be aware when you are taking courses supported by the Centre for Teaching, Learning and Technology.

==Course Completions / Accelerations==
You should note the end date for your course when you register. You can also check for the final month date on your course schedule. This is the month your course effectively ends.

In some cases it is possible to complete your course before the end date - that depends, however, on the course design. Check with the course instructor, before registering, to see if you can accelerate through the course.

Accelerating a course means completing the course work and writing the final examination during an earlier examination period than the scheduled course completion date. If you have permission from the instructor to move ahead at a faster pace (accelerate), you must apply (by the application deadline) to write your exam early. Please attach an email/letter from your instructor indicating his/her permission to accelerate to the application form.

For information about course accelerations, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/course-acceleration Enrolment Services] website.

==Grades==
Your final grade will be entered approximately 2-3 weeks following the final examination.

You may appeal your final grade through a review of assigned standing. Requests for formal appeal must be made through Enrolment Services. Please visit the [http://students.ubc.ca/enrolment/grades/review-assigned-standing review of assigned standing] section on the Enrolment Services website for information about appealing your final grade.

'''Before considering a formal appeal, you should:'''

*Discuss your concern with your instructor
*Arrange to view your final exam. This must be arranged through the Academic Department to which the course belongs.

Click here for UBC [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,42,0,0 grading practices]. Visit the [http://students.ubc.ca/enrolment/grades Student Services website] to learn more about grades.

==Deadlines and Withdrawals==

For information about course withdrawals and refunds, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/withdrawal-and-refunds Enrolment Services] website.

==Course Repeats==

You may choose to repeat a course either to improve your GPA or to gain mastery over subject matter that is important to your degree and academic goals. However, before repeating a course, you should discuss this with your Faculty. Each Faculty may have different regulations and policies about repeating courses. You should also note the following:

*The grade received for the course first time around will remain on your academic record.
*You will not receive additional credit for the repeated course (Arts).
*Your instructor may require you to submit different assignments on a repeat course. You will need to discuss expectations and requirements with your instructor at the start of the term.

Here are some questions to ask yourself before you commit to repeating a course:

*Am I aware of the regulations for advancement for my faculty? See the resources below.
*Have I discussed the requirements for repeating my course with my instructor? Am I clear about whether or not I will be able to re-submit previous work with changes?
*Am I clear about my reasons for completing the course?

'''You might wish to repeat a course because:'''

*You withdrew the first time you attempted the course.
*You failed the course the first time you registered in it.
*You want to improve your grade.

Repeating a course means that you must re-register and pay the full tuition and related fees. Each attempt at a course appears on your transcript.

Here are some links to UBC policy regarding academic advancement, for your reference:

*[http://www.students.ubc.ca/calendar/index.cfm?tree=3,43,0,0 UBC-Vancouver: Policy on Academic Advancement]
*[http://okanagan.students.ubc.ca/calendar/index.cfm?tree=3,41,93,0#11162 UBC-Okanagan: Policy on Academic Advancement]

==Course Extensions==

Extending a course means completing the course and writing the final examination during the next available examination period immediately following the scheduled course completion date.

For information about course extensions, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/course-extensions Enrolment Services] website.

'''What do I do if I can’t complete the course before the end date?'''

Academic concessions such as course extensions are granted on medical or compassionate grounds as outlined by [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,48,0,0 UBC policy] and require supporting documentation and permission from your course instructor.

==Plagiarism==

Plagiarism means that you have:

*Used another person’s words or ideas without acknowledging the source.
*Allowed a friend to complete all or a portion of your work.
*Submitted someone else’s work as your own.
*Allowed a reviewer to make extensive revisions to an assignment.
*Used information from an online discussion forum or website without proper citation.

To avoid plagiarism:

*Give credit with proper citation to all sources from which you have quoted directly or borrowed ideas. This includes any and all visual or verbal communication containing content which originates from an identifiable source.

For extensive policy information and resources, refer to the [http://ctlt.ubc.ca/distance-learning/learner-support/learners-resources/ Learners’ Resources] section.

Academic misconduct is a serious issue and cause for academic discipline – including expulsion from the University. To learn more about policies and processes around plagiarism and how to avoid it, visit the [http://learningcommons.ubc.ca/resource-guides/avoiding-plagiarism/ Avoid Plagiarism] section on the UBC Learning Commons website.

==Student Evaluation of Teaching==

Your feedback regarding your experience in the courses you take is valuable to instructors, faculty, administrators and course design teams as we revise and rework courses and curriculum to better meet the learning needs of students.

Distance courses supported by CTLT are evaluated online via a service called CoursEval. Near the end of your course, you will be sent a link to login to CoursEval and evaluate your course instructors.

For more information about student evaluation of teaching at UBC, see the [http://www.vpacademic.ubc.ca/ policy documents] on the VP Academic’s web page. To learn about how to evaluate your professor in the most useful way, see [http://teacheval.ubc.ca/resources/for-students/ Tips for Evaluating Instructors].

==Transfer Credits==

If you are planning to transfer credit for a UBC course to another institution, check with the other institution first about its policies regarding transfer credit. You may also consult the [http://bccat.ca/ BC Council on Admissions & Transfer website].

==Exams==

Enrolment Services manages examinations for all distance education courses supported by CTLT. Online examinations are not administered by Enrolment Services, and you should contact your instructor with any questions you may have. For more information, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/final-exam-deadlines Enrolment Services] website.

Distance Education Learning Resources

2015-08-06T18:42:14Z

MichaelWong:

These are learning resources that may be helpful to participants registered in distance education (DE) courses supported by the Centre for Teaching, Learning and Technology (CTLT). These links are all available through [http://learningcommons.ubc.ca/ UBC's Learning Commons] and [http://ctlt.ubc.ca/ CTLT].

== Academic Support ==

UBC's Learning Commons is your online resource for academic support. Here you will find what you need to help develop your academic skills – everything from tutoring to online librarians. The Learning Commons has resources and opportunities for students all across the spectrum of learning. Whether you’re looking for skill development or a unique academic challenge, you’ll find it here. You may also need to talk to an academic advisor about your studies. The following resource may help:

* [http://learningcommons.ubc.ca/tutoring-studying/academic-advising/ Academic Advising]

'''Academic Integrity'''

Academic misconduct is a serious issue and cause for harsh academic discipline – including expulsion from the University. Here are some resources to familiarize yourself with policies and processes around plagiarism as well as how to avoid it.

* [http://learningcommons.ubc.ca/resource-guides/avoiding-plagiarism/ Academic Integrity]

== Exam Preparation and Support ==

Anyone who has ever taken an important test or exam knows how stressful it can be. One way you can alleviate some of the stress is to be prepared and plan enough time in your schedule for study. The following resources offer some practical and usable suggestions for exam preparation.

* [http://learningcommons.ubc.ca/tutoring-studying/tutoring-2/ Tutoring]
* [http://learningcommons.ubc.ca/student-toolkits-2/preparing-for-exams/ Preparing for Exams Toolkit]

For more information about Exams in DE, check out the Centre for Teaching, Learning and Technology's [http://ctlt.ubc.ca/distance-learning/learner-support/policies-and-procedures-2/ Learner Support - Policies and Procedures] section or the list of final exam deadlines on the [http://students.ubc.ca/enrolment/courses-registration/distance-education/final-exam-deadlines Student Services] website.

== Learning Online ==

Learning online is a rewarding and challenging experience for many. It is different from most other distance learning modes of instruction in that you become part of a community of learners in a particular subject. Different from the traditional “independent study”, you will be logging on to your course website with fellow learners and your instructor, participating in asynchronous online discussion, and perhaps working in collaboration with others on group assignments.

If you haven’t tried an online course yet, you may want to browse through some of the resources below to help you get a feel for it.

If you are enrolled in an online course supported by CTLT, you will want to check out the '''Student Orientation to ''Connect''''' course. The workshop is not led by an instructor – instead, you can browse through various modules, selecting those which meet your learning needs.

You will also want to visit the [http://elearning.ubc.ca/ e-learning website] to learn more about ''Connect'' and other online learning tools.

To learn more about how to be successful in an online course, view the resource link below.

* [http://learningcommons.ubc.ca/resource-guides/online-learners/ Resources for Distance/Online Learners]

'''Communicating Online'''

Netiquette is all about the code of behavior established for communicating online. The rules for netiquette will vary, depending on the context (formal/informal); the people (known/unknown to each other) and the activity. The following resource will help you be aware and communicate effectively online.

* [http://ctlt.ubc.ca/distance-learning/learner-support/communicating-online-netiquette/ Communicating Online]

== Library ==

For information about accessing library materials, as a distance education student, please visit the [http://services.library.ubc.ca/user-guides/distance-education-students/ Distance Education Students section of the UBC Library website].

You can access research help, library databases, and distance library services all from home simply by logging in using the Library's [http://services.library.ubc.ca/personal-computers/connect-from-home/ EZproxy Login]. All you need is a valid [http://it.ubc.ca/services/accounts-passwords/campus-wide-login-cwl Campus-Wide Login (CWL)] or [http://ubccard.ubc.ca/ UBC Card].

'''Research Help'''

Start your research by using the Library’s new search tool: [http://www.library.ubc.ca/ Summon]. Summon is a one-stop search tool that allows you to search for print and e-books, journal articles, statistical data, government documents, theses/dissertations, and much more all at once.
*Every branch of the Library has staff members who can help you find what you need. Can’t find an article for your term paper? Don’t hesitate to [http://help.library.ubc.ca/ask-colorbox '''Ask Us'''] for assistance via email, online chat, or by phone.
*The library also has tailor-made research guides designed to help you find the best sources for your research. You can find a guide for every discipline taught at UBC as well as multidisciplinary topics like Grey Literature, Sustainability, and Portfolio creation.

''' Borrowing Books'''

As a [http://services.library.ubc.ca/user-guides/distance-education-students/registering-for-distance-learning-library-services/ registered] Distance Education student your loan period for UBC books is 28 days (undergraduate) or 56 days (graduate). Both are subject to recall by another borrower. You can renew library materials online through [http://services.library.ubc.ca/borrowing-services/library-account/ My Library Account] except for items recalled by another borrower. Books and other materials are delivered by mail free of charge within Canada and the US and take from 10 days to 2 weeks for processing and delivery. Please allow adequate time.

To register for home delivery of library materials, please complete the Library’s [http://services.library.ubc.ca/user-guides/distance-education-students/registering-for-distance-learning-library-services/ online registration form].

== Keys to Success ==

Learning by distance can be a great way to accomplish your educational goals. There are a few things you need to know before you get started. We’re sure that this will help you to get things off to a smooth start.

'''Time Management'''

Time management begins to take on a somewhat mythical quality with learners at university. There never seems to be enough time and what there is seems to become unmanageable quickly! Following are some resources which may serve as useful reminders about planning and managing your life so that you have some time to enjoy.

* [http://learningcommons.ubc.ca/student-toolkits-2/managing-your-time/ Time Management Toolkit]
* [http://learningcommons.ubc.ca/tutoring-studying/assignment-calculator/ The Assignment Calculator]

== Motivation ==

You are more likely to achieve your academic goals if you are clear about what those goals are. For some people, a university degree is a goal in itself. For others, completing courses, degrees or programs of study will help them to reach career goals or acquire knowledge needed in their current jobs. Preparing yourself for learning often begins with a process of reflection. Here is a resource to get you stared:

* [http://learningcommons.ubc.ca/tutoring-studying/selfassessment/the-reflection-process/ The Reflection Process]

== Reading & Writing ==

'''Reading'''

Reading for university requires you to move beyond reading for information towards reading for understanding. In order to do your own research and synthesize ideas from several sources, you will need to read critically – asking questions and checking your understanding as you go.

The following resources may be useful to you in developing and refining your reading skills:

* [http://learningcommons.ubc.ca/student-toolkits-2/reading-textbooks/ Textbook Reading Toolkit]

'''Writing'''

The UBC Writing Centre offers non-credit courses designed to help UBC students, faculty, and staff, as well as members of the general public, improve their command of English for general interest as well as academic, technical, or research purposes. There are additional resources that can help as well:

* [http://learningcommons.ubc.ca/student-toolkits-2/writing/ Writing]
* [http://learningcommons.ubc.ca/student-toolkits-2/library-research/ Library Research]

[[Category:DE Resources]][[Category:Teaching and Learning]]

Documentation:Distance Learning Support/Using the Technology for Learners

2015-08-06T18:19:10Z

MichaelWong:

[[File:Using-the-Technology-290x200.png]]

Before you start, make sure that your computer meets all of the technical requirements for your online course(s). If your computer does not have the proper hardware or software, '''''Connect''''' may run slowly or may not run at all. Should you need technical assistance, refer to the section below to find out who you should contact.

==Technical Assistance==

Please refer to the following table for technical assistance:

{| class="wikitable"
|-
! Issue
! Contact
|-
| width="150pt" |
* CWL/Login/Password
* Performance issues
| width="200pt" | IT Services
604-822-2008
[http://www.it.ubc.ca/contact/helpdesk.html http://www.it.ubc.ca/contact/helpdesk.html]
|-
|}

{| class="wikitable"
|-
! Issue
! Contact
|-
| width="150pt" |
* Course related issues (i.e. browser set-up)
* Online exams release/submission
* Course content issues
* '''''Connect''''' tools
| width="200pt" | Distance Learning Helpdesk
[mailto:dl.helpdesk@ubc.ca dl.helpdesk@ubc.ca]
[https://support.ctlt.ubc.ca/de https://support.ctlt.ubc.ca/de]
|-
|}

{| class="wikitable"
|-
! Issue
! Contact
|-
| width="150pt" |
* Library access
* Proxy server authentication
* Access to library resources
| width="200pt" | Library
[mailto:library.systems@ubc.ca library.systems@ubc.ca]
[http://services.library.ubc.ca/off-campus-access/connect-from-home/ http://services.library.ubc.ca/off-campus-access/connect-from-home]
|-
|}

==Technical Requirements==

It’s very important to prepare your computer for your online course(s). If your computer does not have the proper hardware or software, '''''Connect''''' may run slowly or may not run at all.

Please refer to the e-learning website, where you will see the [http://elearning.ubc.ca/connect/get-started-with-connect/recommended-system-requirements/ recommended system requirements to run '''''Connect'''''].

Still need help? Check out the [http://elearning.ubc.ca/connect/student-resources/ Student Resources] on the e-learning website.

==Accessibility and Assistive Technologies==

Support and assistance is available to students who have a disability or a specific challenge which makes learning more difficult. If you require adaptations to course materials (to accommodate visual impairments or other disabilities) you should contact the [http://students.ubc.ca/about/access Access and Diversity] office well in advance of your anticipated start date to discuss your requirements. Access and Diversity provides support and program initiatives designed to remove barriers for students with a disability or ongoing medical condition.

For more information about online tools that can aid students with a disability, please read this article about [http://www.teacherswithapps.com/8-online-tools-help-educate-students-disability/ 8 Online Tools To Help Educate Students With Disability].

==Appropriate Use of Technology Policy==
[[File:Technology-policy_web-290x200.jpg]]

'''General Responsibilities'''

Subscribers to Centre for Teaching, Learning and Technology (CTLT) courses have certain general responsibilities that they must agree to. These are outlined in the following two sections.

'''Appropriate Use Guidelines'''

The University of British Columbia is committed to ensuring a working and learning environment in which all persons treat others with humanity and respect.

The computing and communication facilities and services provided by CTLT are primarily intended for teaching, research, and administrative purposes. The use of these services is governed by all applicable University policies, including: the Human Rights, Sexual Harassment, Patents and Licensing and Student Discipline policies, as well as by all applicable Canadian federal, provincial and local laws and statutes, including the Criminal Code of Canada, the B.C. Civil Rights Protection Act and by the B.C. Human Rights Act. These are supplemented by the appropriate use policies and guidelines established by those networks to which UBC’s campus network is interconnected, i.e. the Internet, which includes, for example, Bcnet and CA*net.

The user bears the primary responsibility for the material that he or she chooses to access, send or display. The computer facilities may not be used in any manner that contravenes the above policies, laws or statutes. Those who do not adhere to these guidelines may be subject to suspension of computing privileges.

Abuse of these computing facilities should be reported to the Manager of Web Strategy and IT, '''Novak Rogic''' at 604-805-6120 or by e-mail at [mailto:novak.rogic@ubc.ca novak.rogic@ubc.ca].

Use of CTLT computing services denotes that the applicant has read and understands the guidelines available on-line and also denotes acceptance of the above-stated terms of use.

'''Responsible Use of Information Technology Facilities and Services'''

Responsible use of computing and communications facilities and services requires that you:

# respect the legal protection provided by copyright and license to programs and data
# respect the rights of others by complying with all University policies regarding intellectual property
# respect the rights of others by complying with all University policies regarding sexual, racial and other forms of harassment, and by preserving the privacy of personal data to which you have access.
# respect the privacy of others by not tampering with their files, tapes, passwords, or accounts, or representing others when messaging or conferencing.
# use only computer IDs or accounts and communication facilities which you are duly authorized to use, and use them for the purposes for which they were intended.
# respect the integrity of computing systems and data; for example, by not intentionally developing programs or making use of already existing programs that harass other users, or infiltrate a computer or computing system, and/or damage or alter the software components of a computer or computing system, or gain unauthorized access to other facilities accessible via the network.
# use computing and communications facilities in a manner which is consistent with the ethical principles set forth by the University and with accepted community standards.
# respect and adhere to any local, provincial or federal law which may govern use of these computing and communication facilities in Canada. These include, but are not limited to, the Criminal Code of Canada, the B.C. Civil Rights Protection Act and the B.C. Human Rights Act.

'''Inappropriate Use'''

Certain activities are considered inappropriate use of computing facilities. These include electronic chain letters, pyramid schemes, mass-mailing of unsolicited e-mail, and “spamming”. Spamming refers to the mass posting of a single message to multiple Usenet newsgroups regardless of whether the message is relevant to each group’s topic.

Documentation:Distance Learning Support/Starting Your Course

2015-07-07T23:30:47Z

MichaelWong:

[[File:Studying3_resized-290x200.jpg]]

This section includes some useful information on what to expect and where to access certain materials you will be using for your course.

==Where Do I Start? Accessing My Online Course==

Just before the start of the course, you will receive an email notice outlining the procedure to access your distance education course, as well as other relevant details (i.e. instructor email, textbook information). Please ensure your email address entry on the [https://ssc.adm.ubc.ca/sscportal/servlets/SRVSSCFramework Student Service Centre] is correct as otherwise you might miss important information.

To log into your online course, log in to the [http://elearning.ubc.ca/connect/login-to-connect/ ''Connect'' course site] with your CWL.

If you want to familiarize yourself with the online learning environment, we have designed a '''''Student Orientation to Connect''''' to get you ready for your course. This will show up once you log into ''Connect''.

If your course is not in ''Connect'', you will be notified on how to access your course materials by the [mailto:susan.wong@ubc.ca Course Support Liaison] prior to the start of your course.

You will need to order your course materials through the [http://bookstore.ubc.ca/home UBC Bookstore]. Materials are sent out upon request. Please see the [http://ctlt.ubc.ca/distance-learning/learner-support/getting-your-course-materials/ Getting Your Course Materials] section to find out how to access your course materials.

Some courses may use supplementary course materials. These loan materials are sent out by CTLT staff after the start of classes. '''These materials must be returned within 3 weeks following your final exam or withdrawal date or you will be assessed the full cost of replacement.'''

==What Should I Expect from My Instructor?==

Your instructor is your guide through the course content. He or she may contact you at the beginning of the course as an introduction.

'''At any point in the course, if you are struggling with the material or are concerned that you are not keeping up for whatever reason, it is important to contact your instructor.''' He or she may assist you in determining the best course of action. Sometimes your instructor will consult with Learner Support and/or Academic Advisors offering assistance to you in the distance education process.

You can contact your instructor by telephone, mail, and/or email. If your course is online, you will likely use email, however most instructors are available by telephone as well. Contact information for your instructor will be included in the course package or posted on the course website (if applicable). If you are having difficulties reaching your instructor and don’t know why, contact the [mailto:distance.education@ubc.ca Learner Support Advisors] in Brock Hall.

==Library Resources for Distance Students==

For more information about accessing library materials, as a distance education student, please visit the [http://services.library.ubc.ca/user-guides/distance-education-students/ Distance Education Students section of the UBC Library website].

Documentation:Distance Learning Support/Using the Technology for Learners

2015-07-07T23:26:28Z

MichaelWong:

[[File:Using-the-Technology-290x200.png]]

Before you start, make sure that your computer meets all of the technical requirements for your online course(s). If your computer does not have the proper hardware or software, '''''Connect''''' may run slowly or may not run at all. Should you need technical assistance, refer to the section below to find out who you should contact.

==Technical Assistance==

Please refer to the following table for technical assistance:

{| class="wikitable"
|-
! Issue
! Contact
|-
| width="150pt" |
* CWL/Login/Password
* Performance issues
| width="200pt" | IT Services
604-822-2008
[http://www.it.ubc.ca/contact/helpdesk.html http://www.it.ubc.ca/contact/helpdesk.html]
|-
|}

{| class="wikitable"
|-
! Issue
! Contact
|-
| width="150pt" |
* Course related issues (i.e. browser set-up)
* Online exams release/submission
* Course content issues
* '''''Connect''''' tools
| width="200pt" | Distance Learning Helpdesk
[mailto:dl.helpdesk@ubc.ca dl.helpdesk@ubc.ca]
[https://support.ctlt.ubc.ca/de https://support.ctlt.ubc.ca/de]
|-
|}

{| class="wikitable"
|-
! Issue
! Contact
|-
| width="150pt" |
* Library access
* Proxy server authentication
* Access to library resources
| width="200pt" | Library
[mailto:library.systems@ubc.ca library.systems@ubc.ca]
[http://services.library.ubc.ca/off-campus-access/connect-from-home/ http://services.library.ubc.ca/off-campus-access/connect-from-home]
|-
|}

==Technical Requirements==

It’s very important to prepare your computer for your online course(s). If your computer does not have the proper hardware or software, '''''Connect''''' may run slowly or may not run at all.

Please refer to the e-learning website, where you will see the [http://elearning.ubc.ca/connect/get-started-with-connect/recommended-system-requirements/ recommended system requirements to run '''''Connect'''''].

Still need help? Check out the [http://elearning.ubc.ca/connect/student-resources/ Student Resources] on the e-learning website.

==Appropriate Use of Technology Policy==
[[File:Technology-policy_web-290x200.jpg]]

'''General Responsibilities'''

Subscribers to Centre for Teaching, Learning and Technology (CTLT) courses have certain general responsibilities that they must agree to. These are outlined in the following two sections.

'''Appropriate Use Guidelines'''

The University of British Columbia is committed to ensuring a working and learning environment in which all persons treat others with humanity and respect.

The computing and communication facilities and services provided by CTLT are primarily intended for teaching, research, and administrative purposes. The use of these services is governed by all applicable University policies, including: the Human Rights, Sexual Harassment, Patents and Licensing and Student Discipline policies, as well as by all applicable Canadian federal, provincial and local laws and statutes, including the Criminal Code of Canada, the B.C. Civil Rights Protection Act and by the B.C. Human Rights Act. These are supplemented by the appropriate use policies and guidelines established by those networks to which UBC’s campus network is interconnected, i.e. the Internet, which includes, for example, Bcnet and CA*net.

The user bears the primary responsibility for the material that he or she chooses to access, send or display. The computer facilities may not be used in any manner that contravenes the above policies, laws or statutes. Those who do not adhere to these guidelines may be subject to suspension of computing privileges.

Abuse of these computing facilities should be reported to the Manager of Web Strategy and IT, '''Novak Rogic''' at 604-805-6120 or by e-mail at [mailto:novak.rogic@ubc.ca novak.rogic@ubc.ca].

Use of CTLT computing services denotes that the applicant has read and understands the guidelines available on-line and also denotes acceptance of the above-stated terms of use.

'''Responsible Use of Information Technology Facilities and Services'''

Responsible use of computing and communications facilities and services requires that you:

# respect the legal protection provided by copyright and license to programs and data
# respect the rights of others by complying with all University policies regarding intellectual property
# respect the rights of others by complying with all University policies regarding sexual, racial and other forms of harassment, and by preserving the privacy of personal data to which you have access.
# respect the privacy of others by not tampering with their files, tapes, passwords, or accounts, or representing others when messaging or conferencing.
# use only computer IDs or accounts and communication facilities which you are duly authorized to use, and use them for the purposes for which they were intended.
# respect the integrity of computing systems and data; for example, by not intentionally developing programs or making use of already existing programs that harass other users, or infiltrate a computer or computing system, and/or damage or alter the software components of a computer or computing system, or gain unauthorized access to other facilities accessible via the network.
# use computing and communications facilities in a manner which is consistent with the ethical principles set forth by the University and with accepted community standards.
# respect and adhere to any local, provincial or federal law which may govern use of these computing and communication facilities in Canada. These include, but are not limited to, the Criminal Code of Canada, the B.C. Civil Rights Protection Act and the B.C. Human Rights Act.

'''Inappropriate Use'''

Certain activities are considered inappropriate use of computing facilities. These include electronic chain letters, pyramid schemes, mass-mailing of unsolicited e-mail, and “spamming”. Spamming refers to the mass posting of a single message to multiple Usenet newsgroups regardless of whether the message is relevant to each group’s topic.

Documentation:Distance Learning Support/Using the Technology for Learners

2015-07-07T23:24:56Z

MichaelWong:

[[File:Using-the-Technology-290x200.png]]

Before you start, make sure that your computer meets all of the technical requirements for your online course(s). If your computer does not have the proper hardware or software, '''''Connect''''' may run slowly or may not run at all. Should you need technical assistance, refer to the section below to find out who you should contact.

==Technical Assistance==

Please refer to the following table for technical assistance:

{| class="wikitable"
|-
! Issue
! Contact
|-
| width="150pt" |
* CWL/Login/Password
* Performance issues
| width="200pt" | IT Services
604-822-2008
[http://www.it.ubc.ca/contact/helpdesk.html http://www.it.ubc.ca/contact/helpdesk.html]
|-
|}

{| class="wikitable"
|-
! Issue
! Contact
|-
| width="150pt" |
* Course related issues (i.e. browser set-up)
* Online exams release/submission
* Course content issues
* '''''Connect''''' tools
| width="200pt" | Distance Learning Helpdesk
[mailto:dl.helpdesk@ubc.ca dl.helpdesk@ubc.ca]
[https://support.ctlt.ubc.ca/de https://support.ctlt.ubc.ca/de]
|-
|}

{| class="wikitable"
|-
! Issue
! Contact
|-
| width="150pt" |
* Library access
* Proxy server authentication
* Access to library resources
| width="200pt" | Library
[mailto:library.systems@ubc.ca library.systems@ubc.ca]
[http://services.library.ubc.ca/off-campus-access/connect-from-home/ http://services.library.ubc.ca/off-campus-access/connect-from-home]
|-
|}

==Technical Requirements==

It’s very important to prepare your computer for your online course(s). If your computer does not have the proper hardware or software, '''''Connect''''' may run slowly or may not run at all.

Please refer to the e-learning website, where you will see the [http://elearning.ubc.ca/connect/get-started-with-connect/recommended-system-requirements/ recommended system requirements to run '''''Connect'''''].

Still need help? Check out the [http://elearning.ubc.ca/connect/student-resources/ Student Resources] on the e-learning website.

==Appropriate Use of Technology Policy==
[[File:Technology-policy_web-290x200.jpg]]

'''General Responsibilities'''

Subscribers to Centre for Teaching, Learning and Technology (CTLT) courses have certain general responsibilities that they must agree to. These are outlined in the following two sections.

'''Appropriate Use Guidelines'''

The University of British Columbia is committed to ensuring a working and learning environment in which all persons treat others with humanity and respect.

The computing and communication facilities and services provided by CTLT are primarily intended for teaching, research, and administrative purposes. The use of these services is governed by all applicable University policies, including: the Human Rights, Sexual Harassment, Patents and Licensing and Student Discipline policies, as well as by all applicable Canadian federal, provincial and local laws and statutes, including the Criminal Code of Canada, the B.C. Civil Rights Protection Act and by the B.C. Human Rights Act. These are supplemented by the appropriate use policies and guidelines established by those networks to which UBC’s campus network is interconnected, i.e. the Internet, which includes, for example, Bcnet and CA*net.

The user bears the primary responsibility for the material that he or she chooses to access, send or display. The computer facilities may not be used in any manner that contravenes the above policies, laws or statutes. Those who do not adhere to these guidelines may be subject to suspension of computing privileges.

Abuse of these computing facilities should be reported to the Manager of Web Strategy and IT, '''Novak Rogic''' at 604-805-6120 or by e-mail at [mailto:novak.rogic@ubc.ca novak.rogic@ubc.ca].

Use of CTLT computing services denotes that the applicant has read and understands the guidelines available on-line and also denotes acceptance of the above-stated terms of use.

'''Responsible Use of Information Technology Facilities and Services'''

Responsible use of computing and communications facilities and services requires that you:

1. respect the legal protection provided by copyright and license to programs and data

2. respect the rights of others by complying with all University policies regarding intellectual property

3. respect the rights of others by complying with all University policies regarding sexual, racial and other forms of harassment, and by preserving the privacy of personal data to which you have access.

4. respect the privacy of others by not tampering with their files, tapes, passwords, or accounts, or representing others when messaging or conferencing.

5. use only computer IDs or accounts and communication facilities which you are duly authorized to use, and use them for the purposes for which they were intended.

6. respect the integrity of computing systems and data; for example, by not intentionally developing programs or making use of already existing programs that harass other users, or infiltrate a computer or computing system, and/or damage or alter the software components of a computer or computing system, or gain unauthorized access to other facilities accessible via the network.

7. use computing and communications facilities in a manner which is consistent with the ethical principles set forth by the University and with accepted community standards.

8. respect and adhere to any local, provincial or federal law which may govern use of these computing and communication facilities in Canada. These include, but are not limited to, the Criminal Code of Canada, the B.C. Civil Rights Protection Act and the B.C. Human Rights Act.

'''Inappropriate Use'''

Certain activities are considered inappropriate use of computing facilities. These include electronic chain letters, pyramid schemes, mass-mailing of unsolicited e-mail, and “spamming”. Spamming refers to the mass posting of a single message to multiple Usenet newsgroups regardless of whether the message is relevant to each group’s topic.

Documentation:Distance Learning Support/Course Participation

2015-07-07T23:22:47Z

MichaelWong:

[[File:Classroomshot_resized2-290x266.jpg]]

In this section, you will find some useful information on how you can participate in your distance education course supported by the Centre for Teaching, Learning and Technology.

==How do I Contact my Instructor?==

If you need to contact your instructor by phone, please follow these directions:

* If the call is local, just proceed as usual. If the call is long distance, you may call your instructor directly and ask her or him to return your call.
* If you are having difficulty reaching your instructor and don’t know why, please contact the [mailto:distance.education@ubc.ca Learner Support Advisors] in Brock Hall for assistance.

==Estimated Weekly Time Commitment of a Distance Course==

To be successful in a distance education course, it is estimated that readings, hands-on assignments, and online work will take an average of 10-12 hours per week to complete. Keep in mind this is just an estimate which can vary with each course.

If you are taking an online course, you will likely be required to participate in online discussions. Online courses often require much more student involvement than traditional lecture-driven courses where you might come to class, take notes, write a paper, and then take a test. Many online courses require interaction with faculty and peers on a weekly or even daily basis. Therefore, you will need to schedule time for working on required activities just as you would schedule time each week to attend classes. The major benefit to students in an online course is the flexibility it affords you to participate in discussions and complete most learning activities around your own schedule.

==Participation Requirements for an Online Course==

The requirements for participation are outlined in the course objectives and can be accessed when you log into your course site. If you have any questions concerning the requirements, contact the instructor of the course for clarification.

==How Long do I Have to Complete my Course?==

It is your responsibility as a student to ensure you complete your course within the allotted time frame. You should note the end date for your course when you register. You can also check for the final month date on your course schedule. This is the month your course effectively ends.

'''''Please note: online courses should be completed within the time allowed as websites are closed after the course end date, in order to revise for subsequent offerings.'''''

In some cases, acceleration through the course is possible. Check with the course instructor, before registering, to see if he or she can accommodate your wish to finish the course earlier than scheduled. If you have permission from the instructor to move ahead at a faster pace, you must apply to write your exam early.

Extending a course means completing the course and writing the final examination during the next available examination period immediately following the scheduled course completion date. Academic concessions, such as course extensions, are granted on medical or compassionate grounds as outlined by [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,48,0,0 UBC policy] and require supporting documentation and permission from your course instructor.

See the [http://ctlt.ubc.ca/distance-learning/learner-support/policies-and-procedures-2/ Policies and Procedures] section for more information about course accelerations and course extensions.

==What Should I Expect from my Instructor?==

Your instructor is your guide through the course content. He or she may contact you at the beginning of the course as an introduction.

'''At any point in the course, if you are struggling with the material or are concerned that you are not keeping up for whatever reason, it is important to contact your instructor.''' He or she may assist you in determining the best course of action. Sometimes your instructor will consult with Learner Support and/or Academic Advisors offering assistance to you in the distance education process.

You can contact your instructor by telephone, mail, and/or email. If your course is online, you will likely use email, however most instructors are available by telephone as well. Contact information for your instructor will be included in the course package or posted on the course website (if applicable). If you are having difficulties reaching your instructor and don’t know why, contact the [mailto:distance.education@ubc.ca Learner Support Advisors] in Brock Hall.

==How do I Submit Assignments?==

Guidelines for assignment submission will be posted on your course website or included in your course manual. If you are unclear about the requirements ask your instructor.

If you are studying online, check out UBC’s [http://www.elearning.ubc.ca/ e-learning] website, where you will find tutorials regarding the use of the assignment submission tool (among other '''''Connect''''' topics!).

Documentation:Distance Learning Support/Course Participation

2015-07-07T23:18:25Z

MichaelWong:

[[File:Classroomshot_resized2-290x266.jpg]]

In this section, you will find some useful information on how you can participate in your distance education course supported by the Centre for Teaching, Learning and Technology.

==How do I Contact my Instructor?==

If you need to contact your instructor by phone, please follow these directions:

* If the call is local, just proceed as usual. If the call is long distance, you may call your instructor directly and ask her or him to return your call.
* If you are having difficulty reaching your instructor and don’t know why, please contact the [mailto:distance.education@ubc.ca Learner Support Advisors] in Brock Hall for assistance.

==Estimated Weekly Time Commitment of a Distance Course==

To be successful in a distance education course, it is estimated that readings, hands-on assignments, and online work will take an average of 10-12 hours per week to complete. Keep in mind this is just an estimate which can vary with each course.

If you are taking an online course, you will likely be required to participate in online discussions. Online courses often require much more student involvement than traditional lecture-driven courses where you might come to class, take notes, write a paper, and then take a test. Many online courses require interaction with faculty and peers on a weekly or even daily basis. Therefore, you will need to schedule time for working on required activities just as you would schedule time each week to attend classes. The major benefit to students in an online course is the flexibility it affords you to participate in discussions and complete most learning activities around your own schedule.

==Participation Requirements for an Online Course==

The requirements for participation are outlined in the course objectives and can be accessed when you log into your course site. If you have any questions concerning the requirements, contact the instructor of the course for clarification.

==How Long do I Have to Complete my Course?==

It is your responsibility as a student to ensure you complete your course within the allotted time frame. You should note the end date for your course when you register. You can also check for the final month date on your course schedule. This is the month your course effectively ends.

'''''Please note: online courses should be completed within the time allowed as websites are closed after the course end date, in order to revise for subsequent offerings.'''''

In some cases acceleration through the course is possible. Check with the course instructor, before registering, to see if he or she can accommodate your wish to finish the course earlier than scheduled. If you have permission from the instructor to move ahead at a faster pace, you must apply to write your exam early.

Extending a course means completing the course and writing the final examination during the next available examination period immediately following the scheduled course completion date. Academic concessions such as course extensions are granted on medical or compassionate grounds as outlined by [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,48,0,0 UBC policy] and require supporting documentation and permission from your course instructor.

See the [http://ctlt.ubc.ca/distance-learning/learner-support/policies-and-procedures-2/ Policies and Procedures] section for more information about course accelerations and course extensions.

==What Should I Expect from my Instructor?==

Your instructor is your guide through the course content. He or she may contact you at the beginning of the course as an introduction.

'''At any point in the course, if you are struggling with the material or are concerned that you are not keeping up for whatever reason, it is important to contact your instructor.''' He or she may assist you in determining the best course of action. Sometimes your instructor will consult with Learner Support and/or Academic Advisors offering assistance to you in the distance education process.

You can contact your instructor by telephone, mail, and/or email. If your course is online, you will likely use email, however most instructors are available by telephone as well. Contact information for your instructor will be included in the course package or posted on the course website (if applicable). If you are having difficulties reaching your instructor and don’t know why, contact the [mailto:distance.education@ubc.ca Learner Support Advisors] in Brock Hall.

==How do I Submit Assignments?==

Guidelines for assignment submission will be posted on your course website or included in your course manual. If you are unclear about the requirements ask your instructor.

If you are studying online, check out UBC’s [http://www.elearning.ubc.ca/ e-learning] website, where you will find tutorials regarding the use of the assignment submission tool (among other '''''Connect''''' topics!).

Documentation:Distance Learning Support/Before You Start for Learners

2015-07-07T23:03:55Z

MichaelWong:

[[File:Woodward26_resized-290x200.jpg]]

Here are some useful resources that you should consult before you start a course supported by the Centre for Teaching, Learning and Technology.

==Financial Assistance and Awards==

If you are taking distance education courses as part of your academic program, you may be eligible for government student loans to help pay for educational and living expenses. Depending on your financial need, you may also be eligible for other sources of funding such as:

* Grants
* Bursaries
* Work study
* Emergency loans

Please contact [http://students.ubc.ca/enrolment/finances/funding-your-studies Student Financial Assistance and Awards] for more information about the above programs. If you are studying part-time, you may also be eligible for a combination of loans and grants to assist you with the cost of your education.

Distance education students are required to complete courses within a specified time frame. It is very important that you consider this before registering for a distance education course.

You need to confirm with a Financial Assistance and Awards advisor that:

* The end date of your distance education course complies with student loan regulations.
* Minimum credit-loan requirements for each term have been met.

==Access: CWL, Email, Internet, UBC Card==

'''NOTE''': All UBC students are issued a CWL‘s account. Campus-Wide Login (CWL) is UBC custom single sign-on application designed to give you access privileges to many secure applications on campus, using the same login id and password. As campus applications begin the switch to CWL’s authentication service, your CWL account and password will replace the many different ones in use. For technical assistance with your CWL – contact IT Services at 604.822.2008.

UBC IT offers email accounts, Internet access, and web hosting to UBC students, faculty, staff, and the community. For more information, visit the [http://it.ubc.ca/ UBC IT website].

The UBCcard is the official University of British Columbia identification card for registered students and may be obtained from the Carding Office located within the UBC Bookstore at 6200 University Boulevard, Vancouver, BC. For more information, visit the [http://www.ubccard.ubc.ca/ UBCcard website].

Once you have your UBCcard and a Campus Wide Login (CWL), you will be able to access the Library’s licensed databases, indexes, and e-journals from home using the EZproxy login service. For more information about EZproxy and connecting to library resources from home, visit the [http://services.library.ubc.ca/off-campus-access/connect-from-home/ UBC Library website].

For more information about the UBC Library, visit the [http://ctlt.ubc.ca/distance-learning/new-to-distance-learning-at-ubc/campus-resources/ Campus Resources] page.

==Academic Support: Getting Started==

Check out the [http://learningcommons.ubc.ca UBC Learning Commons] for academic support resources. For information about study and time management skills go to the [http://students.ubc.ca/success/get-better-grades Student Services website].

Also, check out this resource for [http://www.dartmouth.edu/~acskills/videos/index.html Online Academic Success Videos] from Dartmouth College.

==Resources for Learning with Disabilities==

Support and assistance is available to students who have a disability or a specific challenge which makes learning more difficult. You will be required to provide suitable medical documentation to support your request for assistance.

[http://students.ubc.ca/about/access Access and Diversity] staff may provide the following services:

* Arranging for adaptation of course materials to meet your needs.
* Lending specialized equipment.
* Arranging for suitable accommodation for examinations.
* Providing student aides.

If you require adaptations to course materials (to accommodate visual impairments or other disabilities) you should contact the Access and Diversity office well in advance of your anticipated start date to discuss your requirements. See the [http://ctlt.ubc.ca/distance-learning/learner-support/key-contacts-2/ Key Contacts] section for contact information for [http://students.ubc.ca/about/access Access and Diversity]. Contact their advisors to find out if you are eligible for services.

Access and Diversity provides support and program initiatives designed to remove barriers for students with a disability or ongoing medical condition.

==Academic Advising==

Faculty and departmental websites are very useful tools when planning your program as they are specifically designed to answer many of the questions prospective students have.

Faculty based, academic advisors are available to distance education students by email. If you are not sure who your academic advisors are, please contact the [mailto:distance.education@ubc.ca Learner Support Advisors] and they will assist you in locating someone who can answer your questions.

The online course outlines indicate any prerequisites for our courses. If you have doubts as to whether you have fulfilled the course prerequisites, the [mailto:distance.education@ubc.ca Learner Support Advisors] can provide you with the instructor's contact information.

If you are taking courses as an Access Studies student, contact [mailto:non.degree@ubc.ca non.degree@ubc.ca] with your questions. The Non-Degree Studies office ([http://students.ubc.ca/enrolment/courses/non-degree Enrolment Services]) will serve as your academic advisor.

Academic Advisors can help you with:

* Approval to take a Distance Education course
* Program planning and course selection
* Advising with regard to your course load
* Increasing your per term credit limit (in certain circumstances) to accommodate extra credits
* Assessing pre-requisites
* Approving academic concessions such as late withdrawal from a course

UBC faculties and academic departments are responsible for setting program curriculum and academic credit requirements for all degree-granting programs. Students interested in pursuing the distance learning option as a means of meeting some of these requirements are advised to consult their faculty advisors or [http://students.ubc.ca/enrolment/courses/non-degree Non-Degree Studies] before choosing their courses.

You should be aware that some faculties have specific guidelines and policies with regard to distance education. Please check with your Faculty for more information. Other faculties have developed distance courses for which students can obtain credits toward their degree or professional certification. Students in such faculties as Agricultural Sciences, Dentistry, Education, Forestry, Nursing, and Rehab Sciences should consult with a faculty advisor prior to enroling in a distance education course.

Always identify yourself as a distance education student when contacting an advisor by email. Please refer to the list of [http://students.ubc.ca/enrolment/courses/academic-planning/advising Academic Advising offices] for contact information, or check out the relevant department or faculty website.

==Frequently Asked Questions==

'''''I don't see my distance education course on my Connect list?'''''

There are a few possible reasons for this. Here’s what to do:

* Check to make sure your course is an online course. The [https://courses.students.ubc.ca/cs/main?pname=subjarea&tname=subjareas&req=0 courses] listing on the Student Service Centre should clear this up.
* Once you are sure the course is online, check to be sure the course is listed on your registration. If it is not there and you know you registered contact [mailto:distance.education@ubc.ca Enrolment Services].
* If all of the above have been checked out and you are still having a problem, it may be technical. Contact the [mailto:dl.helpdesk@ubc.ca CTLT Helpdesk] with a description of your problem.

'''''I haven’t received any course materials in the mail yet and it is the second week of class!'''''

You need to order your materials from the Bookstore directly. To find out what you need, check the [http://ctlt.ubc.ca/distance-learning/courses/ course catalogue] on this site. Click on the link for the textbook order form for your course. It will contain all of the information you need.

'''''I haven’t heard from my instructor yet. What should I do?'''''

Most instructors won’t contact students until after the add/drop period. If you still haven’t heard from your instructor after that, send him or her an email to introduce yourself. Instructors in online courses will typically post their welcome message to all students in the discussions area.

'''''I haven’t heard anything about my distance course and don’t know where to start. What now?'''''

A welcome message is sent to you from our [mailto:susan.wong@ubc.ca Course Support Liaison] prior to the start of each term. If you did not receive this message, it could be that your email program treated it as spam and moved it to junk. What you may need to do is adjust your email preferences to always allow messages from UBC. Check your junk folder for messages that may have been placed there in error.

Please ensure your email address entry on the [https://ssc.adm.ubc.ca/sscportal/servlets/SRVSSCFramework Student Service Centre] (SSC) is correct as otherwise you might miss important information. Also, make sure that you are actively using the email account you have listed in the SSC.

==How To Do Well in an Online Course==

There are a few things you probably need to learn how to do in order to boost your comfort level with learning online. Please visit the [http://learningcommons.ubc.ca/resource-guides/online-learners/ Learning Commons website] and check out the resource for Online Learners.

Documentation:Distance Learning Support/Starting Your Course

2015-07-07T23:02:36Z

MichaelWong:

[[File:Studying3_resized-290x200.jpg]]

This section includes some useful information on what to expect and where to access certain materials you will be using for your course.

==Where Do I Start? Accessing My Online Course==

Just before the start of the course, you will receive an email notice outlining the procedure to access your distance education course, as well as other relevant details (i.e. instructor email, textbook information). Please ensure your email address entry on the [https://ssc.adm.ubc.ca/sscportal/servlets/SRVSSCFramework Student Service Centre] is correct as otherwise you might miss important information.

To log into your online course, log in to the [http://elearning.ubc.ca/connect/login-to-connect/ ''Connect'' course site] with your CWL.

If you want to familiarize yourself with the online learning environment, we have designed a '''''Student Orientation to Connect''''' to get you ready for your course. This will show up once you log into ''Connect''.

You will need to order your course materials through the [http://bookstore.ubc.ca/home UBC Bookstore]. Materials are sent out upon request. Please see the [http://ctlt.ubc.ca/distance-learning/learner-support/getting-your-course-materials/ Getting Your Course Materials] section to find out how to access your course materials.

Some courses may use supplementary course materials. These loan materials are sent out by CTLT staff after the start of classes. '''These materials must be returned within 3 weeks following your final exam or withdrawal date or you will be assessed the full cost of replacement.'''

==What Should I Expect from My Instructor?==

Your instructor is your guide through the course content. He or she may contact you at the beginning of the course as an introduction.

'''At any point in the course, if you are struggling with the material or are concerned that you are not keeping up for whatever reason, it is important to contact your instructor.''' He or she may assist you in determining the best course of action. Sometimes your instructor will consult with Learner Support and/or Academic Advisors offering assistance to you in the distance education process.

You can contact your instructor by telephone, mail, and/or email. If your course is online, you will likely use email, however most instructors are available by telephone as well. Contact information for your instructor will be included in the course package or posted on the course website (if applicable). If you are having difficulties reaching your instructor and don’t know why, contact the [mailto:distance.education@ubc.ca Learner Support Advisors] in Brock Hall.

==Library Resources for Distance Students==

For more information about accessing library materials, as a distance education student, please visit the [http://services.library.ubc.ca/user-guides/distance-education-students/ Distance Education Students section of the UBC Library website].

Documentation:Distance Learning Support/Before You Start for Learners

2015-07-07T22:48:07Z

MichaelWong:

[[File:Woodward26_resized-290x200.jpg]]

Here are some useful resources that you should consult before you start a course supported by the Centre for Teaching, Learning and Technology.

==Financial Assistance and Awards==

If you are taking distance education courses as part of your academic program, you may be eligible for government student loans to help pay for educational and living expenses. Depending on your financial need, you may also be eligible for other sources of funding such as:

* Grants
* Bursaries
* Work study
* Emergency loans

Please contact [http://students.ubc.ca/enrolment/finances/funding-your-studies Student Financial Assistance and Awards] for more information about the above programs. If you are studying part-time, you may also be eligible for a combination of loans and grants to assist you with the cost of your education.

Distance education students are required to complete courses within a specified time frame. It is very important that you consider this before registering for a distance education course.

You need to confirm with a Financial Assistance and Awards advisor that:

* The end date of your distance education course complies with student loan regulations.
* Minimum credit-loan requirements for each term have been met.

==Access: CWL, Email, Internet, UBC Card==

'''NOTE''': All UBC students are issued a CWL‘s account. Campus-Wide Login (CWL) is UBC custom single sign-on application designed to give you access privileges to many secure applications on campus, using the same login id and password. As campus applications begin the switch to CWL’s authentication service, your CWL account and password will replace the many different ones in use. For technical assistance with your CWL – contact IT Services at 604.822.2008.

UBC IT offers email accounts, Internet access, and web hosting to UBC students, faculty, staff, and the community. For more information, visit the [http://it.ubc.ca/ UBC IT website].

The UBCcard is the official University of British Columbia identification card for registered students and may be obtained from the Carding Office located within the UBC Bookstore at 6200 University Boulevard, Vancouver, BC. For more information, visit the [http://www.ubccard.ubc.ca/ UBCcard website].

Once you have your UBCcard and a Campus Wide Login (CWL), you will be able to access the Library’s licensed databases, indexes, and e-journals from home using the EZproxy login service. For more information about EZproxy and connecting to library resources from home, visit the [http://services.library.ubc.ca/off-campus-access/connect-from-home/ UBC Library website].

For more information about the UBC Library, visit the [http://ctlt.ubc.ca/distance-learning/new-to-distance-learning-at-ubc/campus-resources/ Campus Resources] page.

==Academic Support: Getting Started==

Check out the [http://learningcommons.ubc.ca UBC Learning Commons] for academic support resources. For information about study and time management skills go to the [http://students.ubc.ca/success/get-better-grades Student Services website].

Also, check out this resource for [http://www.dartmouth.edu/~acskills/videos/index.html Online Academic Success Videos] from Dartmouth College.

==Resources for Learning with Disabilities==

Support and assistance is available to students who have a disability or a specific challenge which makes learning more difficult. You will be required to provide suitable medical documentation to support your request for assistance.

[http://students.ubc.ca/about/access Access and Diversity] staff may provide the following services:

* Arranging for adaptation of course materials to meet your needs.
* Lending specialized equipment.
* Arranging for suitable accommodation for examinations.
* Providing student aides.

If you require adaptations to course materials (to accommodate visual impairments or other disabilities) you should contact the Access and Diversity office well in advance of your anticipated start date to discuss your requirements. See the [http://ctlt.ubc.ca/distance-learning/learner-support/key-contacts-2/ Key Contacts] section for contact information for [http://students.ubc.ca/about/access Access and Diversity]. Contact their advisors to find out if you are eligible for services.

Access and Diversity provides support and program initiatives designed to remove barriers for students with a disability or ongoing medical condition.

==Academic Advising==

Faculty and departmental websites are very useful tools when planning your program as they are specifically designed to answer many of the questions prospective students have.

Faculty based, academic advisors are available to distance education students by email. If you are not sure who your academic advisors are, please contact the [mailto:distance.education@ubc.ca Learner Support Advisors] and they will assist you in locating someone who can answer your questions.

The online course outlines indicate any prerequisites for our courses. If you have doubts as to whether you have fulfilled the course prerequisites, the [mailto:distance.education@ubc.ca Learner Support Advisors] can provide you with the instructor's contact information.

If you are taking courses as an Access Studies student, contact [mailto:non.degree@ubc.ca non.degree@ubc.ca] with your questions. The Non-Degree Studies office ([http://students.ubc.ca/enrolment/courses/non-degree Enrolment Services]) will serve as your academic advisor.

Academic Advisors can help you with:

* Approval to take a Distance Education course
* Program planning and course selection
* Advising with regard to your course load
* Increasing your per term credit limit (in certain circumstances) to accommodate extra credits
* Assessing pre-requisites
* Approving academic concessions such as late withdrawal from a course

UBC faculties and academic departments are responsible for setting program curriculum and academic credit requirements for all degree-granting programs. Students interested in pursuing the distance learning option as a means of meeting some of these requirements are advised to consult their faculty advisors or [http://students.ubc.ca/enrolment/courses/non-degree Non-Degree Studies] before choosing their courses.

You should be aware that some faculties have specific guidelines and policies with regard to distance education. Please check with your Faculty for more information. Other faculties have developed distance courses for which students can obtain credits toward their degree or professional certification. Students in such faculties as Agricultural Sciences, Dentistry, Education, Forestry, Nursing, and Rehab Sciences should consult with a faculty advisor prior to enroling in a distance education course.

Always identify yourself as a distance education student when contacting an advisor by email. Please refer to the list of [http://students.ubc.ca/enrolment/courses/academic-planning/advising Academic Advising offices] for contact information, or check out the relevant department or faculty website.

==Frequently Asked Questions==

'''''I don't see my distance education course on my Connect list?'''''

There are a few possible reasons for this. Here’s what to do:

* Check to make sure your course is an online course. The [https://courses.students.ubc.ca/cs/main?pname=subjarea&tname=subjareas&req=0 courses] listing on the Student Service Centre should clear this up.
* Once you are sure the course is online, check to be sure the course is listed on your registration. If it is not there and you know you registered contact [mailto:distance.education@ubc.ca Enrolment Services].
* If all of the above have been checked out and you are still having a problem, it may be technical. Contact the [mailto:dl.helpdesk@ubc.ca CTLT Helpdesk] with a description of your problem.

'''''I haven’t received any course materials in the mail yet and it is the second week of class!'''''

You need to order your materials from the Bookstore directly. To find out what you need, check the [http://ctlt.ubc.ca/distance-learning/courses/ course catalogue] on this site. Click on the link for the textbook order form for your course. It will contain all of the information you need.

'''''I haven’t heard from my instructor yet. What should I do?'''''

Most instructors won’t contact students until after the add/drop period. If you still haven’t heard from your instructor after that, send him or her an email to introduce yourself. Instructors in online courses will typically post their welcome message to all students in the discussions area.

'''''I haven’t heard anything about my distance course and don’t know where to start. What now?'''''

A welcome message is sent to you from our [mailto:susan.wong@ubc.ca Course Support Liaison] prior to the start of each term. If you did not receive this message, it could be that your email program treated it as spam and moved it to junk. What you may need to do is adjust your email preferences to always allow messages from UBC. Check your junk folder for messages that may have been placed there in error.

Also, check that your email address is up to date in the SSC, and that you are actively using the email account you have listed in the SSC.

==How To Do Well in an Online Course==

There are a few things you probably need to learn how to do in order to boost your comfort level with learning online. Please visit the [http://learningcommons.ubc.ca/resource-guides/online-learners/ Learning Commons website] and check out the resource for Online Learners.

Documentation:Distance Learning Support/Policies and Procedures

2015-07-07T22:42:52Z

MichaelWong:

[[File:Policies-and-procedures1-290x140.jpg]]

Here are some policies and procedures of which you should be aware when you are taking courses supported by the Centre for Teaching, Learning and Technology.

==Course Completions / Accelerations==
You should note the end date for your course when you register. You can also check for the final month date on your course schedule. This is the month your course effectively ends.

In some cases it is possible to complete your course before the end date - that depends, however, on the course design. Check with the course instructor, before registering, to see if you can accelerate through the course.

Accelerating a course means completing the course work and writing the final examination during an earlier examination period than the scheduled course completion date. If you have permission from the instructor to move ahead at a faster pace (accelerate), you must apply (by the application deadline) to write your exam early. Please attach an email/letter from your instructor indicating his/her permission to accelerate to the application form.

For information about course accelerations, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/course-acceleration Enrolment Services] website.

==Grades==
Your final grade will be entered approximately 2-3 weeks following the final examination on the [https://ssc.adm.ubc.ca/sscportal/servlets/SRVSSCFramework Student Service Centre].

You may appeal your final grade. Requests for formal appeal must be made through [http://students.ubc.ca/about/enrolment-services Enrolment Services].

'''Before considering a formal appeal, you should:'''

*Discuss your concern with your instructor
*Arrange to view your final exam. This must be arranged through the Academic Department to which the course belongs.

'''To appeal a final grade:'''

Please visit the [http://students.ubc.ca/enrolment/grades/review-assigned-standing Enrolment Services] website for information about appealing your final grade.

Click here for UBC [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,42,0,0 grading practices].

==Deadlines and Withdrawals==

For information about course withdrawals and refunds, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/withdrawal-and-refunds Enrolment Services] website.

==Course Repeats==

You may choose to repeat a course either to improve your GPA or to gain mastery over subject matter that is important to your degree and academic goals. However, before repeating a course, you should discuss this with your Faculty. Each Faculty may have different regulations and policies about repeating courses. You should also note the following:

*The grade received for the course first time around will remain on your academic record.
*You will not receive additional credit for the repeated course (Arts).
*Your instructor may require you to submit different assignments on a repeat course. You will need to discuss expectations and requirements with your instructor at the start of the term.

Here are some questions to ask yourself before you commit to repeating a course:

*Am I aware of the regulations for advancement for my faculty? See the resources below.
*Have I discussed the requirements for repeating my course with my instructor? Am I clear about whether or not I will be able to re-submit previous work with changes?
*Am I clear about my reasons for completing the course?

'''You might wish to repeat a course because:'''

*You withdrew the first time you attempted the course.
*You failed the course the first time you registered in it.
*You want to improve your grade.

Repeating a course means that you must re-register and pay the full tuition and related fees. Each attempt at a course appears on your transcript.

Here are some links to UBC policy regarding academic advancement, for your reference:

*[http://www.students.ubc.ca/calendar/index.cfm?tree=3,43,0,0 UBC-Vancouver: Policy on Academic Advancement]
*[http://okanagan.students.ubc.ca/calendar/index.cfm?tree=3,41,93,0#11162 UBC-Okanagan: Policy on Academic Advancement]
*[http://www.ubc.ca/our-campuses/vancouver/directories/faculties-schools.html UBC Faculties and Departments: Vancouver]

==Course Extensions==

Extending a course means completing the course and writing the final examination during the next available examination period immediately following the scheduled course completion date.

For information about course extensions, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/course-extensions Enrolment Services] website.

'''What do I do if I can’t complete the course before the end date?'''

Academic concessions such as course extensions are granted on medical or compassionate grounds as outlined by [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,48,0,0 UBC policy] and require supporting documentation and permission from your course instructor.

==Plagiarism==

Plagiarism means that you have:

*Used another person’s words or ideas without acknowledging the source.
*Allowed a friend to complete all or a portion of your work.
*Submitted someone else’s work as your own.
*Allowed a reviewer to make extensive revisions to an assignment.
*Used information from an online discussion forum or website without proper citation.

To avoid plagiarism:

*Give credit with proper citation to all sources from which you have quoted directly or borrowed ideas. This includes any and all visual or verbal communication containing content which originates from an identifiable source.

For extensive policy information and resources, refer to the [http://ctlt.ubc.ca/distance-learning/learner-support/learners-resources/ Learners’ Resources] section.

Academic misconduct is a serious issue and cause for academic discipline – including expulsion from the University. To learn more about policies and processes around plagiarism and how to avoid it, visit the [http://learningcommons.ubc.ca/resource-guides/avoiding-plagiarism/ Avoid Plagiarism] section on the UBC Learning Commons website.

==Student Evaluation of Teaching==

Your feedback regarding your experience in the courses you take is valuable to instructors, faculty, administrators and course design teams as we revise and rework courses and curriculum to better meet the learning needs of students.

Distance courses supported by CTLT are evaluated online via a service called CoursEval. Near the end of your course, you will be sent a link to login to CoursEval and evaluate your course instructors.

For more information about student evaluation of teaching at UBC, see the [http://www.vpacademic.ubc.ca/ policy documents] on the VP Academic’s web page. To learn about how to evaluate your professor in the most useful way, see [http://teacheval.ubc.ca/resources/for-students/ Tips for Evaluating Instructors].

==Transfer Credits==

If you are planning to transfer credit for a UBC course to another institution, check with the other institution first about its policies regarding transfer credit. You may also consult the [http://bccat.ca/ BC Council on Admissions & Transfer website].

==Exams==

Enrolment Services manages examinations for all distance education courses supported by CTLT. Online examinations are not administered by Enrolment Services, and you should contact your instructor with any questions you may have. For more information, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/final-exam-deadlines Enrolment Services] website.

Documentation:Introduction to Online Teaching/What is a CMS

2015-07-07T22:39:02Z

MichaelWong:

== What is a LMS? ==

A Learning Management System (LMS) is an online software system designed to support teaching and learning in an educational setting. It offers a collection of tools such as those for assessment, communication, peer assessment, group activities, grading, tracking tools, etc.

[http://elearning.ubc.ca/connect/ '''''Connect'''''] is the Course Management System being used at UBC.

Documentation:Distance Learning Support/Policies and Procedures

2015-07-07T22:36:36Z

MichaelWong:

[[File:Policies-and-procedures1-290x140.jpg]]

Here are some policies and procedures of which you should be aware when you are taking courses supported by the Centre for Teaching, Learning and Technology.

==Course Completions / Accelerations==
You should note the end date for your course when you register. You can also check for the final month date on your course schedule. This is the month your course effectively ends.

In some cases it is possible to complete your course before the end date - that depends, however, on the course design. Check with the course instructor, before registering, to see if you can accelerate through the course.

Accelerating a course means completing the course work and writing the final examination during an earlier examination period than the scheduled course completion date. If you have permission from the instructor to move ahead at a faster pace (accelerate), you must apply (by the application deadline) to write your exam early. Please attach an email/letter from your instructor indicating his/her permission to accelerate to the application form.

For information about course accelerations, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/course-acceleration Enrolment Services] website.

==Grades==
Your final grade will be entered approximately 2-3 weeks following the final examination on the [https://ssc.adm.ubc.ca/sscportal/servlets/SRVSSCFramework Student Service Centre].

You may appeal your final grade. Requests for formal appeal must be made through [http://students.ubc.ca/about/enrolment-services Enrolment Services].

'''Before considering a formal appeal, you should:'''

*Discuss your concern with your instructor
*Arrange to view your final exam. This must be arranged through the Academic Department to which the course belongs.

'''To appeal a final grade:'''

Please visit the [http://students.ubc.ca/enrolment/grades/review-assigned-standing Enrolment Services] website for information about appealing your final grade.

Click here for UBC [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,42,0,0 grading practices].

==Deadlines and Withdrawals==

For information about course withdrawals and refunds, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/withdrawal-and-refunds Enrolment Services] website.

==Course Repeats==

You may choose to repeat a course either to improve your GPA or to gain mastery over subject matter that is important to your degree and academic goals. However, before repeating a course, you should discuss this with your Faculty. Each Faculty may have different regulations and policies about repeating courses. You should also note the following:

*The grade received for the course first time around will remain on your academic record.
*You will not receive additional credit for the repeated course (Arts).
*Your instructor may require you to submit different assignments on a repeat course. You will need to discuss expectations and requirements with your instructor at the start of the term.

Here are some questions to ask yourself before you commit to repeating a course:

*Am I aware of the regulations for advancement for my faculty? See the resources below.
*Have I discussed the requirements for repeating my course with my instructor? Am I clear about whether or not I will be able to re-submit previous work with changes?
*Am I clear about my reasons for completing the course?

'''You might wish to repeat a course because:'''

*You withdrew the first time you attempted the course.
*You failed the course the first time you registered in it.
*You want to improve your grade.

Repeating a course means that you must re-register and pay the full tuition and related fees. Each attempt at a course appears on your transcript.

Here are some links to UBC policy regarding academic advancement, for your reference:

*[http://www.students.ubc.ca/calendar/index.cfm?tree=3,43,0,0 UBC-Vancouver: Policy on Academic Advancement]
*[http://okanagan.students.ubc.ca/calendar/index.cfm?tree=3,41,93,0#11162 UBC-Okanagan: Policy on Academic Advancement]
*[http://www.ubc.ca/our-campuses/vancouver/directories/faculties-schools.html UBC Faculties and Departments: Vancouver]

==Course Extensions==

Extending a course means completing the course and writing the final examination during the next available examination period immediately following the scheduled course completion date.

For information about course extensions, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/course-extensions Enrolment Services] website.

'''What do I do if I can’t complete the course before the end date?'''

Academic concessions such as course extensions are granted on medical or compassionate grounds as outlined by [http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,48,0,0 UBC policy] and require supporting documentation and permission from your course instructor.

==Plagiarism==

Plagiarism means that you have:

*Used another person’s words or ideas without acknowledging the source.
*Allowed a friend to complete all or a portion of your work.
*Submitted someone else’s work as your own.
*Allowed a reviewer to make extensive revisions to an assignment.
*Used information from an online discussion forum or website without proper citation.

To avoid plagiarism:

*Give credit with proper citation to all sources from which you have quoted directly or borrowed ideas. This includes any and all visual or verbal communication containing content which originates from an identifiable source.

For extensive policy info and resources, refer to [http://ctlt.ubc.ca/distance-learning/learner-support/learners-resources/ Learners’ Resources].

==Student Evaluation of Teaching==

Your feedback regarding your experience in the courses you take is valuable to instructors, faculty, administrators and course design teams as we revise and rework courses and curriculum to better meet the learning needs of students.

Distance courses supported by CTLT are evaluated online via a service called CoursEval. Near the end of your course, you will be sent a link to login to CoursEval and evaluate your course instructors.

For more information about student evaluation of teaching at UBC, see the [http://www.vpacademic.ubc.ca/ policy documents] on the VP Academic’s web page. To learn about how to evaluate your professor in the most useful way, see [http://teacheval.ubc.ca/resources/for-students/ Tips for Evaluating Instructors].

==Transfer Credits==

If you are planning to transfer credit for a UBC course to another institution, check with the other institution first about its policies regarding transfer credit. You may also consult the [http://bccat.ca/ BC Council on Admissions & Transfer website].

==Exams==

Enrolment Services manages examinations for all distance education courses supported by CTLT. Online examinations are not administered by Enrolment Services, and you should contact your instructor with any questions you may have. For more information, please visit the [http://students.ubc.ca/enrolment/courses-registration/distance-education/final-exam-deadlines Enrolment Services] website.

Documentation:CTLT programs/Gradute Student and TA Programs

2015-06-15T18:34:02Z

MichaelWong:

[[File:Free_Giant_Macro_Pencil_and_Pink_Eraser_Creative_Commons.jpg|right|thumb|250px|Original Photo by: [http://www.flickr.com/photos/pinksherbet/253412963/ D Sharon Pruitt]|link=http://www.flickr.com/photos/pinksherbet/253412963/]]

There are three main areas of graduate student programming currently offered through the Centre for Teaching, Learning and Technology: our Graduate Student Program, the support we offer departmental TA Training Programs, and our Graduate Student Certificate Program.

#Our Graduate Student Program consists of workshops, seminars, and one-on-one coaching on teaching and related topics (see list below).
#The support we offer for departmental [http://ctlt.ubc.ca/programs/all-our-programs/ta-training-program/ TA Training Programs] ranges from consultation on proposals for the [http://vpacademic.ubc.ca/ta-training-programs/ TA Training Fund], to offering customized sessions on various teaching topics.
#The [http://ctlt.ubc.ca/programs/all-our-programs/graduate-student-certificate-program/ Graduate Student Certificate Program] (GCP) is a 1.5 year cohort program with a practicum component, and a Scholarship in Teaching and Learning component. The program is intended for Teaching Assistants wishing to prepare for a career in teaching and learning in higher education. This program is currently under review and expected to re-launch in September 2015. GCP will be open to all graduate students who have completed an Instructional Skills Workshop and will remain graduate students until the end of the year 2016. '''UPDATE: The deadline to apply for the Graduate Certificate Program 2015-2016 cohort has been extended until June 30, 2015.''' Please [http://ctlt.ubc.ca/graduate-certificate-program-application/ apply here].

::For any questions you might have about GCP, please e-mail: [mailto:ctlt.gcpinfo@ubc.ca ctlt.gcpinfo@ubc.ca]

==Graduate Student Program==

Our Graduate Student Program offers the following professional development opportunities that may assist graduate students with building teaching skills.

*[http://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshops/ Instructional Skills Workshops (ISW)]
*[http://ctlt.ubc.ca/programs/all-our-programs/ctlt-institute/ CTLT and CTLT Summer Institutes]
*[http://ctlt.ubc.ca/programs/all-our-programs/graduate-formative-peer-review/peer-review-of-teaching-for-graduate-students/ Graduate Peer Review of Teaching]
*[http://ctlt.ubc.ca/programs/all-our-programs/graduate-formative-peer-review/graduate-peer-review-of-presentations/ Graduate Peer Review of Presentations]

Registration information is available on the [http://www.events.ctlt.ubc.ca/ CTLT Events website].

==Other CTLT Programs Open to Graduate Students==

In addition to our graduate student-specific programs, CTLT offers other professional development opportunities that are open to graduate students and we encourage you to explore them.

*[http://ctlt.ubc.ca/programs/aboriginal-initiatives/ Aboriginal Initiatives Programs]
*[http://ctlt.ubc.ca/programs/all-our-programs/course-design-institute/ Course Design Intensive]
*[http://ctlt.ubc.ca/programs/all-our-programs/peer-review-of-teaching/ Peer Review of Teaching]
*[http://ctlt.ubc.ca/programs/communities-of-practice/ Communities of Practice]
*[http://ctlt.ubc.ca/programs/all-our-programs/digital-tattoo/ Digital Tattoo]
*[http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching & Learning with Technology (TLT) Series]
*[http://ctlt.ubc.ca/programs/all-our-programs/tech-express/ Tech Express]

Graduate Student Programs are eligible for participation in the [http://ctlt.ubc.ca/programs/all-our-programs/passport-program/ Passport Program]

==Other Graduate Student Programs at UBC==

The Faculty of Graduate Studies (FoGS) leads the [http://www.grad.ubc.ca/current-students/gps-graduate-pathways-success Graduate Pathways to Success (GPS) program]. It is a palette of non-credit workshops, seminars and other activities designed to complement your graduate program’s academic curriculum and mentorship experience. FoGS has also compiled a listing of electronic resources for graduate school success, available [http://www.grad.ubc.ca/current-students/gps-graduate-pathways-success/e-resources-presentations here].

Documentation:Distance Learning Support/Before You Start for Learners

2015-06-08T18:11:53Z

MichaelWong:

[[File:Woodward26_resized-290x200.jpg]]

Here are some useful resources that you should consult before you start a course supported by the Centre for Teaching, Learning and Technology.

==Financial Assistance and Awards==

If you are taking distance education courses as part of your academic program, you may be eligible for government student loans to help pay for educational and living expenses. Depending on your financial need, you may also be eligible for other sources of funding such as:

* Grants
* Bursaries
* Work study
* Emergency loans

Please contact [http://students.ubc.ca/enrolment/finances/funding-your-studies Student Financial Assistance and Awards] for more information about the above programs. If you are studying part-time, you may also be eligible for a combination of loans and grants to assist you with the cost of your education.

Distance education students are required to complete courses within a specified time frame. It is very important that you consider this before registering for a distance education course.

You need to confirm with a Financial Assistance and Awards advisor that:

* The end date of your distance education course complies with student loan regulations.
* Minimum credit-loan requirements for each term have been met.

==Access: CWL, Email, Internet, UBC Card==

'''NOTE''': All UBC students are issued a CWL‘s account. Campus-Wide Login (CWL) is UBC custom single sign-on application designed to give you access privileges to many secure applications on campus, using the same login id and password. As campus applications begin the switch to CWL’s authentication service, your CWL account and password will replace the many different ones in use. For technical assistance with your CWL – contact IT Services at 604.822.2008.

UBC IT offers email accounts, Internet access, and web hosting to UBC students, faculty, staff, and the community. For more information, visit the [http://it.ubc.ca/ UBC IT website].

The UBCcard is the official University of British Columbia identification card for registered students and may be obtained from the Carding Office located within the UBC Bookstore at 6200 University Boulevard, Vancouver, BC. For more information, visit the [http://www.ubccard.ubc.ca/ UBCcard website].

Once you have your UBCcard and a Campus Wide Login (CWL), you will be able to access the Library’s licensed databases, indexes, and e-journals from home using the EZproxy login service. For more information about EZproxy and connecting to library resources from home, visit the [http://services.library.ubc.ca/off-campus-access/connect-from-home/ UBC Library website].

For more information about the UBC Library, visit the [http://ctlt.ubc.ca/distance-learning/new-to-distance-learning-at-ubc/campus-resources/ Campus Resources] page.

==Academic Support: Getting Started==

Check out the [http://learningcommons.ubc.ca UBC Learning Commons] for academic support resources. For information about study and time management skills go to the [http://students.ubc.ca/success/get-better-grades Student Services website].

Also, check out this resource for [http://www.dartmouth.edu/~acskills/videos/index.html Online Academic Success Videos] from Dartmouth College.

==Resources for Learning with Disabilities==

Support and assistance is available to students who have a disability or a specific challenge which makes learning more difficult. You will be required to provide suitable medical documentation to support your request for assistance.

[http://students.ubc.ca/about/access Access and Diversity] staff may provide the following services:

* Arranging for adaptation of course materials to meet your needs.
* Lending specialized equipment.
* Arranging for suitable accommodation for examinations.
* Providing student aides.

If you require adaptations to course materials (to accommodate visual impairments or other disabilities) you should contact the Access and Diversity office well in advance of your anticipated start date to discuss your requirements. See the [http://ctlt.ubc.ca/distance-learning/learner-support/key-contacts-2/ Key Contacts] section for contact information for [http://students.ubc.ca/about/access Access and Diversity]. Contact their advisors to find out if you are eligible for services.

Access and Diversity provides support and program initiatives designed to remove barriers for students with a disability or ongoing medical condition.

==Academic Advising==

Faculty and departmental websites are very useful tools when planning your program as they are specifically designed to answer many of the questions prospective students have.

Faculty based, academic advisors are available to distance education students by email. If you are not sure who your academic advisors are, please contact the [mailto:distance.education@ubc.ca Learner Support Advisors] and they will assist you in locating someone who can answer your questions.

The online course outlines indicate any prerequisites for our courses. If you have doubts as to whether you have fulfilled the course prerequisites, the [mailto:distance.education@ubc.ca Learner Support Advisors] can provide you with the instructor's contact information.

If you are taking courses as an Access Studies student, contact [mailto:non.degree@ubc.ca non.degree@ubc.ca] with your questions. The Non-Degree Studies office ([http://students.ubc.ca/enrolment/courses/non-degree Enrolment Services]) will serve as your academic advisor.

Academic Advisors can help you with:

* Approval to take a Distance Education course
* Program planning and course selection
* Advising with regard to your course load
* Increasing your per term credit limit (in certain circumstances) to accommodate extra credits
* Assessing pre-requisites
* Approving academic concessions such as late withdrawal from a course

UBC faculties and academic departments are responsible for setting program curriculum and academic credit requirements for all degree-granting programs. Students interested in pursuing the distance learning option as a means of meeting some of these requirements are advised to consult their faculty advisors or [http://students.ubc.ca/enrolment/courses/non-degree Non-Degree Studies] before choosing their courses.

You should be aware that some faculties have specific guidelines and policies with regard to distance education. Please check with your Faculty for more information. Other faculties have developed distance courses for which students can obtain credits toward their degree or professional certification. Students in such faculties as Agricultural Sciences, Dentistry, Education, Forestry, Nursing, and Rehab Sciences should consult with a faculty advisor prior to enroling in a distance education course.

Always identify yourself as a distance education student when contacting an advisor by email. Please refer to the list of [http://students.ubc.ca/enrolment/courses/academic-planning/advising Academic Advising offices] for contact information, or check out the relevant department or faculty website.

==Frequently Asked Questions==

'''''I don't see my distance education course on my Connect list?'''''

There are a few possible reasons for this. Here’s what to do:

* Check to make sure your course is an online course. The [https://courses.students.ubc.ca/cs/main?pname=subjarea&tname=subjareas&req=0 courses] listing on the Student Service Centre should clear this up.
* Once you are sure the course is online, check to be sure the course is listed on your registration. If it is not there and you know you registered contact [mailto:distance.education@ubc.ca Enrolment Services].
* If all of the above have been checked out and you are still having a problem, it may be technical. Contact the [mailto:dl.helpdesk@ubc.ca CTLT Helpdesk] with a description of your problem.

'''''I haven’t received any course materials in the mail yet and it is the second week of class!'''''

You need to order your materials from the Bookstore directly. To find out what you need, check the [http://ctlt.ubc.ca/distance-learning/courses/ course catalogue] on this site. Click on the link for the textbook order form for your course. It will contain all of the information you need.

'''''I haven’t heard from my instructor yet. What should I do?'''''

Most instructors won’t contact students until after the add/drop period. If you still haven’t heard from your instructor after that, send him or her an email to introduce yourself. Instructors in online courses will typically post their welcome message to all students in the discussions area.

'''''I haven’t heard anything about my distance course and don’t know where to start. What now?'''''

A welcome message is sent to you from our [mailto:susan.wong@ubc.ca Course Support Liaison] prior to the start of each term. If you did not receive this message, it could be that your email program treated it as spam and moved it to junk. What you may need to do is adjust your email preferences to always allow messages from UBC. Check your junk folder for messages that may have been placed there in error.

==How To Do Well in an Online Course==

There are a few things you probably need to learn how to do in order to boost your comfort level with learning online. Please visit the [http://learningcommons.ubc.ca/resource-guides/online-learners/ Learning Commons website] and check out the resource for Online Learners.

Documentation:Distance Learning Support/Key Contacts for Learners

2015-06-08T17:39:40Z

MichaelWong:

[[File:Infomration-centre_edited-290x160.jpg]]

==Learner Support==

'''Advice and Guidance for Learners'''

UBC Enrolment Services general contact information:
*Tel: 604-822-9836 or 1-877-272-1422
*Email: [mailto:distance.education@ubc.ca distance.education@ubc.ca]

Enrolment Services can assist you in the following ways. They will:

* Help you with course registration.
* Provide advice and guidance about distance education courses.
* Assist you with academic concessions when necessary (course extensions).
* Schedule exams for distance education students.
* Assist you in solving course related problems.

Paul Poole, Program Manager, Non-Degree Studies, Enrolment Services
*Tel: 604-822-9435
*Email: [mailto:paul.poole@ubc.ca paul.poole@ubc.ca]

Exams Coordinator, Enrolment Services

Direct assistance for learners with any exam questions or problems.
*Tel: 604-822-8116
*Email: [mailto:student.exams@ubc.ca student.exams@ubc.ca]

'''Course Support and Materials'''

Susan Wong, Course Support Liaison, CTLT
*Tel: 604-822-6550
*Email: [mailto:susan.wong@ubc.ca susan.wong@ubc.ca]

* Late force-ins for students on instructor approval.
* Provides emailed course information for students at start of term.
* Assists students with problems related to course materials.

'''Distance Education Course Operations'''

Chris Crowley, Senior Manager, Instructional Design and Distance Education Course Operations, CTLT
*Tel: 604-822-3621
*Email: [mailto:chris.crowley@ubc.ca chris.crowley@ubc.ca]

==Technical Help==

'''For requests related to your online course, contact the Distance Learning Helpdesk:''' [mailto:dl.helpdesk@ubc.ca dl.helpdesk@ubc.ca]

If you are a student who:
* Needs technical support for your online course.
* Has an access related question about your online course.

'''For general technical questions about IT issues not specific to courses, contact:''' UBC IT Helpdesk
* 604-822-2008
* http://it.ubc.ca/got-question-about-it-products-and-support

==UBC Resources==

'''UBC Bookstore'''

*Tel: 604-822-2665 or 1-800-661-3889 (in Canada)
*Fax: 604-822-8592
*Email: [mailto:ubc.bookstore@ubc.ca ubc.bookstore@ubc.ca]
*Web: [http://bookstore.ubc.ca http://bookstore.ubc.ca]

'''Disability Resources'''

*Tel: 604-822-5844 or TTY: 604-822-9049
*Fax: 604-822-6655
*Email: [mailto:access.diversity@ubc.ca access.diversity@ubc.ca]
*Web: [http://students.ubc.ca/about/access http://students.ubc.ca/about/access]

The [http://students.ubc.ca/about/access/ UBC Access and Diversity] office allows students to:
* Access support if you have a disability or illness which may affect your studies.
* Discuss your needs for accommodation.

'''Financial Assistance & Awards'''

Find out about scholarship and bursary possibilities and apply for government loans and grants.
*Tel: 604-822-5111
*Web: [http://students.ubc.ca/enrolment/finances/funding-your-studies/financial-advice http://students.ubc.ca/enrolment/finances/funding-your-studies/financial-advice]

'''English Language Institute'''

*Tel: 604-822-1555
*Email: [mailto:esl@eli.ubc.ca esl@eli.ubc.ca]
*Web: [http://www.eli.ubc.ca http://www.eli.ubc.ca]

'''Library'''

The UBC Library is the second largest research library in Canada. For more information about accessing library materials, as a distance education student, please visit the [http://services.library.ubc.ca/user-guides/distance-education-students/ Distance Education Students section on the UBC Library website]. The Library also offers reference assistance online. For more information, please visit the [http://help.library.ubc.ca/ask-colorbox Ask an Expert] page on the Library website.

==Exams, Records, and Registration==

'''Records & Registration - Exams Faculty Service Centre (FSC)'''

Exams Coordinator
*Tel: 604-822-8116
*Email: [mailto:student.exams@ubc.ca student.exams@ubc.ca]

Exam information for distance education courses is available on the [http://students.ubc.ca/enrolment/courses-registration/distance-education/final-exam-deadlines UBC Student Services website].

==Financial Assistance and Awards==

Find out about scholarship and bursary possibilities and apply for government loans and grants.
*Tel: 604-822-5111
*Web: [http://students.ubc.ca/enrolment/finances/funding-your-studies/financial-advice http://students.ubc.ca/enrolment/finances/funding-your-studies/financial-advice]

Documentation:Small Group Instructional Feedback

2015-06-01T19:40:28Z

MichaelWong:

==Overview==
Small Group Instructional Feedback (SGIF*) is a structured group process in which students provide feedback to an instructor in order to identify strengths and provide constructive suggestions for improvement.

==Process==
* An initial meeting between the course instructor and a facilitator from CTLT to discuss the instructor’s course goals and goals for the feedback session.
* Time for the CTLT facilitator to conduct a classroom interview with students in the instructor’s absence (this usually takes 30-35 minutes). These structured interviews ask groups of students what helps them learn and how improvements can be made (White, 1991).

==Summary of structured in-class interviews and follow-up==
* On a pre-arranged day, in the absence of the instructor, the facilitator asks the students to form groups of 4-6 people.
* The small student groups select a recorder and come to consensus on:
* What are the strengths of this course? and
* What suggestions do you have for improvements?
* The course instructor and the CTLT facilitator meet to review the students’ feedback and discuss possible strategies for responding to the feedback.
* When the instructor returns to class, they spend the first 5-10 minutes discussing and responding to the feedback, and outline the possible changes or adaptations that they will consider.

==Benefits to Students and Instructors==
* Increases communication between the students and the instructor
* Mid-term timing provides opportunity for instructor-implemented changes to benefit the students
* Heightened instructor awareness of student concerns
* Instructor receives concrete information and personal support from a colleague (this can help instructor to implement changes)
* Student suggestions provide diversity of perspective
* Student-generated suggestions may save the instructor time when s/he is generating problem-solving alternatives

==Resources==
Small Group Instructional Diagnosis: Student Feedback through Consensus (SFC) briefly outlines SGIF process and the benefits of taking part in this process. University of Minnesota’s Teaching and Learning Centre. http://www1.umn.edu/ohr/teachlearn/consultations/sfc

Arrange for a mid-term class interview. (n.d.). Retrieved February 22, 2007, from University of Washington’s Center for Instructional Development and Research at http://depts.washington.edu/cidrweb/OLD/consulting/sgid.html.

Note: SGIF may also be called Small Group Instructional Diagnosis (SGID)

===References===
White, K. (1991). Mid-course adjustments: Using group instructional diagnosis to improve teaching and learning. Washington Center News, 6 (1), 90-93.

==Contact==
Isabeau Iqbal
Educational Developer
604-827-0648
[mailto:isabeau.iqbal@ubc.ca isabeau.iqbal@ubc.ca]

[[Category: Qualitative Feedback]] [[Category: Student Feedback]] [[Category: Teaching and Learning]]

Documentation:Peer Review of Presentation Program - Information for Graduate Students - Information for Graduate Students

2015-06-01T19:29:39Z

MichaelWong: /* Resources */

==About==

In this section of our website, you will find information about the CTLT (formative) Peer Review Program addressed specifically to the unique context of graduate students.

Through the Graduate Formative Peer Review program (GPR) we offer Formative Peer Review of Teaching and Formative Peer Review of Presentations services for Graduate Students at UBC.

Peer review of presentations is a form of evaluation designed to provide feedback on presentations.

Peers may evaluate the following elements of presentations:

*Classroom presentations
*Conference presentations
*Thesis/dissertation defense presentations

Ideally, the peer review of presentations is a critically reflective and collaborative process in which the graduate student under review works closely with his/her peer or group of peers to discuss his or her presentation.

For information about Formative Peer Review of Teaching for Graduate Students, see [http://ctlt.ubc.ca/programs/all-our-programs/graduate-formative-peer-review/peer-review-of-teaching-for-graduate-students/ here]

For information about Formative Peer Review of Teaching for Faculty, see [http://ctlt.ubc.ca/programs/all-our-programs/peer-review-of-teaching/ here]

For information about the UBC Peer Review of Teaching Initiative, see [http://ctlt.ubc.ca/about-isotl/programs-events/ubc-peer-review-of-teaching-initiative/ here].

==Peer Review of Presentations Program==

'''What is it?'''

The Graduate Peer Review of Presentations (GPRP) Program coordinated by the Centre for Teaching, Learning and Technology offers you the chance to participate in a formative peer review of presentations process. The peer review of presentations program described below is open to all UBC graduate students who plan to present their work in conferences, defenses, or as part their classrooms assignments.
In addition, graduate students are welcome to take part in workshops on peer review of presentations in order to acquire the necessary skills as reviewers.

'''How does it work?'''

The Graduate Student Peer Review of Presentations (GPRP) program coordinated by CTLT is a voluntary and confidential process. As a reviewee, you will select and meet with up to two volunteer peer reviewers. The reviewers are selected graduate students at UBC who have completed at least one workshop (4 hours) offered by CTLT on becoming a peer reviewer. The reviewers will discuss your presentations objectives, observe your presentation and presentation, and give you formative feedback.

'''How will I benefit?'''

The GPRP Program aims to encourage dialogue about presentation amongst graduate students of all levels at UBC. By talking with your reviewers, you will likely gain new insight into your presentation skills and styles and get feedback about improving your presentation.

'''How it works'''

The peer review process is generally organized around an informal presentation observation. A peer reviewer will observe a presentation and provide the reviewee with formative feedback based on what she or he observed.

==Process==

Anyone interested in participating in the peer review of their presentation may contact an individual reviewer listed on our website. Details of the peer review process will be worked out between the reviewer and the reviewee. For example, you will discuss “what” you want to have peer reviewed, where are you planning on presenting your research/work? What are your objectives for this presentation?, etc.

The following describes what happens before, during and after the presentation observation:

'''Part 1: Before the presentation observation'''

* The reviewee and reviewer decide on the date and location of observation.
* Before the observation, the reviewee should plan and prepare his/her as s/he normally would. In addition, the reviewee must also prepare to brief the peer reviewer about their objective(s) for this presentation.
* No less than one week before the presentation observation, the peer reviewer and reviewee either meet in person for 10-30 minutes, or connect via e-mail to set goals for the peer review process and to discuss the reviewee’s development goals, and his/her plans for the presentation to be observed.

'''Part 2: Presentation Observation'''

* The reviewee presents his/her work while the peer reviewer observes the session. The peer reviewers’ observation is guided by any goals set at the pre-observation meeting/communication.

'''Part 3: After the presentation observation'''

* Either immediately after the observation or within a week after the observation, the reviewee and peer reviewer will meet for approximately 30 minutes to discuss the presentation.

[[Category:Peer Review of Teaching]]

==Reviewers==

All graduate peer reviewers have completed the Centre for Teaching, Learning and Technology workshop: "Developing Your Skills as a Peer Reviewers of Presentations: Introductory Workshop". In addition, the reviewers have shown a commitment to teaching and learning in higher education.
For a full description of the formative peer review process, please read the Peer Review Process section of our website.

When you email a reviewer for a request, please indicate:

- a brief statement of your goal for peer review

- an on campus location for the observation

- a time range within which you are hoping to be peer reviewed and a few possible dates for the observation

- your contact information

'''List of peer reviewers'''

Note: The first GPRP training workshop will take place in February 2015. The participants of that workshop may be invited as reviewers in this program.
'''LIST OF REVIEWERS: COMING SOON'''

==FAQs==

'''Frequently asked questions about the Peer Review of Teaching Program'''

'''DEFINITION'''

'''Formative peer review'''

Promotes the development of an instructor’s teaching practice. The formative model is said to contribute to continuing professional development and to enhance teaching quality through reflective practice and collective learning (Gosling, 2005; Peel, 2005; Shortland, 2004). It is commonly assumed that this improved teaching quality will ultimately boost student learning (Bovill, 2008; Cavanaugh, 1996).

===FREQUENTLY ASKED QUESTIONS ABOUT THE FORMATIVE PEER REVIEW PROGRAM===

*[[#q1|What is the purpose of the peer review?]]
*[[#q7|Do academic rank or classification matter in the process?]]
*[[#q8|How is confidentiality handled in the formative peer review program?]]
*[[#q11|What control do reviewees have over and during the process?]]
*[[#q12|Who will review my presentation?]]
*[[#q13|What training do the peer reviewers receive?]]
*[[#q14|When should peer reviews take place?]]
*[[#q15|How will reviewees receive feedback?]]
*[[#q16|What is formative feedback?]]
*[[#q17|How much time will the process take?]]

<div id="q1"></div>'''What is the purpose of the peer review?'''

Within the context of higher education, peer review assists graduate students enhance their presentation skills.

<div id="q7"></div>'''Do academic rank or classification matter in the process?'''

Professorial rank and job classification are disregarded in the program. All graduate students are invited to participate and learn from one another.

<div id="q8"></div>'''How is confidentiality handled in the formative peer review program?'''

The only people involved in the discussions will be the reviewee and the reviewers. The process is confidential, unless you decide to include reflections or documentation about the process to your portfolio or personnel file.

<div id="q11"></div>'''What control do reviewees have over and during the process?'''

Each reviewee selects the peer reviewer with whom they will work, sets the objectives and focus for the observation, and decides what to do with the feedback they receive from the reviewers.

<div id="q12"></div>'''Who will review my presentation?'''

The list of reviewers is available on a section of this website. You will choose a reviewer among the people listed.

<div id="q13"></div>'''What training do the peer reviewers receive?'''

All peer reviewers complete an intensive training course run by CTLT which teaches them how to conduct peer reviews and to observe presentations. All reviewers have also completed an Instructional Skills Workshop (ISW).

<div id="q14"></div>'''When should peer reviews take place?'''

The peer review can happen any time deemed suitable for you and your reviewer. Each reviewee may decide when to schedule the observations. Scheduling them earlier will give you timely and relevant feedback that may be useful in your actual presentation. Also keep in mind that reviewers are all graduate students and may be busy towards the end of semester with their own classes and assignments.

<div id="q15"></div>'''How will reviewees receive feedback?'''

Reviewees will receive verbal. Reviewees will meet with their reviewers after the observation and engage in a friendly, collegial dialogue about the presentation that the reviewer observed.

<div id="q16"></div>'''What is formative feedback?'''

Formative feedback is information that is intended to support a graduate student's growth towards becoming a better presenter. The feedback aims to be non-evaluative and is not intended to be a snapshot or final judgement of the presenter's fitness or competence. Rather the goal is to provide information that can help you reflect on your teaching and plan changes for the future. Formative peer review aims to help you better understand how you approach the task of university teaching, and who you are as a teacher.

<div id="q17"></div>'''How much time will the process take?'''

The process will take approximately 1.5 to 2 hours to complete.

[[Category:Peer Review of Teaching]]

==Workshop==

'''Developing Your Skills as a Peer Reviewer of Presentation: Introductory Workshop for Graduate Students (4 hours)'''

Description: The peer review process introduced in this experiential workshop is intended primarily as a form of formative (and developmental) feedback.

By the end of this workshop participants will be able to:

* Describe the peer review of presentation process
* Conduct appropriate Pre- and Post-observation interviews
* Respond to various peer review of presentation situations
* Provide constructive feedback for the person being reviewed

This workshop is open to all graduate students in the UBC who have completed an Instructional Skills Workshop (ISW).

==Resources==

Below are links to websites that focus on the subject, a list of academic references (journal articles, book chapters) and UBC resources on the peer review of presentation.

If you have a resource that you would like to add, please email [mailto:isabeau.iqbal@ubc.ca Isabeau Iqbal].

* '''COMING SOON'''

[[Category:Peer Review of Teaching]]

Documentation:Peer Review of Teaching Program - Information for Graduate Students

2015-06-01T19:27:40Z

MichaelWong: /* Resources */

==About==

In this section of our website, you will find information about the CTLT Graduate Peer Review of Teaching Program (GPRT).

Peer review of teaching is a form of evaluation designed to provide feedback to instructors about their teaching.

Peers may evaluate the following elements of teaching:
* classroom teaching
* teaching materials (i.e. syllabi, assignments)
* feedback on student work
* instructor’s written statement of teaching philosophy
* self-assessment documentation such as a teaching portfolio; and
* comments from graduate students supervisees

Ideally, the peer review of teaching is a critically reflective and collaborative process in which the instructor under review works closely with a colleague or group of colleagues to discuss his or her teaching.

For information about Formative Peer Review of Teaching for faculty, see [http://ctlt.ubc.ca/programs/all-our-programs/peer-review-of-teaching/ here]

For information about the UBC Peer Review of Teaching Initiative, see [http://ctlt.ubc.ca/about-isotl/programs-events/ubc-peer-review-of-teaching-initiative/ here].

[[Category:Peer Review of Teaching]]

==Peer Review of Teaching Program==

'''What is it?'''

The Graduate Peer Review of Teaching Program (GPRT) coordinated by the Centre for Teaching, Learning and Technology offers you the chance to participate in a cross-faculty formative peer review of teaching process. The formative program described below is open to all graduate students who teaches at UBC.

'''How does it work?'''

As a reviewee, you will select and meet with up to two volunteer peer reviewers. The reviewers are experienced in the peer review of teaching at UBC and have completed at least one workshop (4 hours) offered by CTLT on becoming a peer reviewer. The reviewers will learn about your teaching, observe your class, and give you formative feedback.

'''How will I benefit?'''

The Peer Review Program aims to encourage dialogue about teaching amongst graduate students at UBC. By talking with your reviewers, you will likely gain new insight into your teaching and information about different teaching strategies or ideas. You will receive written feedback that you may choose to use as evidence in your teaching portfolio, and in future course and lesson planning.

'''How it works'''

The peer review process is generally organized around a structured classroom observation. A peer reviewer will observe a participating educator (reviewee) teach a class and provide the reviewee with formative feedback based on what she or he observed during the class.

[[Category:Peer Review of Teaching]]

==Process==

Anyone interested in participating in the peer review of teaching may contact an individual reviewer listed on our website. Details of the peer review process will be worked out between the reviewer and the reviewee. For example, you will discuss “what” you want to have peer reviewed (i.e. Will it be a class observation? Would you like someone to look at some of your teaching documents, such as assignments or syllabi? Do you want feedback on the way you provide feedback to your students? etc.).

The following describes what happens before, during and after the classroom observation:

'''Part 1: Before the classroom observation'''

* The reviewee decides which course will be observed and prepares a list of classes the reviewer can choose from in scheduling an observation.
* Before the classroom observation, the reviewee should plan and prepare for the class as s/he normally would. In addition, the reviewee must also prepare to brief the peer reviewer about the course and the class they will observe. A [http://wiki.ubc.ca/images/b/b8/Pre_Observation_Questions_PRT_2010_09.pdf list of pre-observation questions] (PDF) ([http://wiki.ubc.ca/File:PRT_Pre-Observation_Questions.docx Word Document]) is available to help the reviewee prepare to meet with his/her peer reviewer.
* No less than one week before the classroom observation, the peer reviewers and reviewee meet for approximately one hour to set goals for the peer review process and to discuss the course, the reviewee’s development goals, and his/her plans for the class to be observed.

'''Part 2: Classroom Observation'''

* The reviewee teaches his/her class while the peer reviewer observes the session. The peer reviewers’ observation is guided by a [http://wiki.ubc.ca/images/d/d5/Classroom_Observation_Questions_Peer_Review_of_Teaching_05_2010.pdf set of classroom observation questions] (PDF)([http://wiki.ubc.ca/File:PRT_In_class_Observation_Questions.docx Word Document]) and any goals set at the pre-observation meeting.

'''Part 3: After the classroom observation'''

* The peer reviewers will prepare a [http://wiki.ubc.ca/images/1/18/Guidelines_for_written_report_PRT_2010_10.pdf written report] (PDF) based on the observation and the reviewee’s particular goals.
* No more than a week after the classroom observation, the reviewee and peer reviewer will meet for approximately an hour to discuss the classroom observation and the peer reviewer’s reports. See here for [http://wiki.ubc.ca/images/7/73/Post_Observation_Questions_PRT_2010_10.pdf post observation discussion questions] (PDF)
* Following the meeting the peer reviewer may revise his/her reports and send it to the reviewee. The reviewee may then choose to use the reports to guide future curriculum or professional development or, in some cases, as evidence in a teaching portfolio, tenure and promotion request.

See the [http://wiki.ubc.ca/images/a/ab/Process_Checklist_PRT_2014_11.pdf Process Checklist for Peer Review Program Participants] (PDF).
[[Category:Peer Review of Teaching]]

'''Part 4: Feedback to reviewers'''
* Reviewees fill out the following electronic feedback form to reviewers:
https://isw.sites.olt.ubc.ca/?gf_page=preview&id=9

==Reviewers==

All peer reviewers have completed the Centre for Teaching, Learning and Technology workshop: "Developing Your Skills as a Peer Reviewer: Introductory Workshop" and have completed an Isntructional Skills Workshop (ISW).

For a full description of the formative peer review process, please read the Peer Review Process section of our website.

When you email a reviewer for a request, please indicate:

- type of peer review you would like (classroom observation, review of assignments or syllabi or other material, PBL review, other)

- a brief statement of your goal for peer review

- a time range within which you are hoping to be peer reviewed

- your contact information

'''List of peer reviewers'''

*[[#Genevieve Breau|Genevieve Breau]] (PhD Candidate, Interdisciplinary Oncology, Faculty of Medicine)

*[[#Tim Came|Tim Came]] (Graduate Student Facilitator - Centre for Teaching, Learning and Technology)

*[[#Oralia Gómez-Ramírez|Oralia Gómez-Ramírez]] (PhD Candidate, Anthropology)

*[[#Grace Truong|Grace Truong]] (Dept. of Psychology)

'''Additional information on reviewers:'''

* <div id="Tim Came"></div>'''Tim Came''', Graduate Student Facilitator at the Centre for Teaching, Learning and Technology
My experience includes teaching small (6-30 student) first- and second-year undergraduate classes in my discipline (political science) and working with graduate students on a range of teaching-related skills as a CTLT facilitator. In nine years with CTLT, I have enjoyed opportunities to work with (and learn from) graduate students from a wide range of disciplines in workshops on specific skills such as lesson planning, leading discussions, and assessment, and in the Instructional Skills Workshop (ISW). Part of my role as an ISW facilitator has been working one-on-one with participants to help them to develop their ability to reflect on their own experience of their teaching as a source of valuable insights. While I will be prepared to provide feedback as a peer reviewer, I will also encourage you to reflect on your teaching practice. I am available to review classroom teaching (including tutorials) and teaching materials such as syllabi, lesson plans, assignments, etc. If you contact me to discuss working together on a review of your teaching, please include the standard information (what you would like reviewed, when, and what you hope to gain from the peer review process), any experience that you have had reviewing teaching or having your teaching reviewed, and any experience with the ISW. Thank you.

Email: [http://mailto:tcame@alumni.sfu.ca tcame(at)alumni.sfu.ca]

* <div id="Oralia Gómez-Ramírez"></div>'''Oralia Gómez-Ramírez''', PhD Candidate, Department of Anthropology
I have taught a third-year undergraduate ethnographic seminar in the Department of Sociology and Anthropology at Simon Fraser University, and the International Teaching Assistants and Graduate Students (ITA) Program in the Centre for Intercultural Communication at the University of British Columbia. Additionally, I have facilitated workshops and have extensive TA experience in first-, third-, and fourth-year undergraduate courses in the fields of anthropology, sociology/family studies, and gender/sexuality/women’s studies. I am keen on applying anti-racist and feminist principles to promote social change from within the classroom. My preferred peer review activities include reviewing classroom teaching practices and lesson plans.

Email: oraliagr[-at-]alumni[-dot-]ubc[-dot-]ca; please write “GPRT” in the subject line.

* <div id="Genevieve Breau"></div>'''Genevieve Breau''', PhD Candidate, Interdisciplinary Oncology, Faculty of Medicine
Currently, I am a PhD candidate in the Interdisciplinary Oncology Program in the Faculty of Medicine at UBC. All of my teaching assistant experience during my PhD is in the School of Nursing. I am currently the teaching assistant for NURS 552, which is the research methods course for students in the Master of Science in Nursing (MSN) program, and have also been the teaching assistant for NURS 549, the advanced statistics course for MSN students. I am also the Senior TA for the School of Nursing: I coordinate the ongoing TA training for the School of Nursing, and act in a mentorship role.
My background is in the health professions: my MA is in Health Promotion, and my BSc. (Hons) is in Neuroscience, both from Dalhousie University. In addition, during my MA studies I was a Problem-Based Learning Tutor for the Dalhousie College of Pharmacy, and the Study Skills Coach for health professional students within the Studying for Success Program. Thus, I am well qualified to provide assessments for classes in the health sciences , life sciences, and social sciences.
I am able to provide a peer review of classroom and tutorial teaching: the majority of my experience is with small seminar classes (6-20 students). I am also able to provide feedback on curriculum development and developing assessments. Finally, I have experience with online courses using Connect, thus I am able to give feedback in these areas.

Email: genevieve.breau@alumni.ubc.ca; please write “GPRT” in the subject line.

* <div id="Grace Truong"></div>'''Grace Truong''', Dept. of Psychology.
Over the course of 3.5 years as a graduate student, I have experience teaching at all levels of psychology, from first year intro classes to graduate-level statistics seminars. These courses have ranged in size from 8 to 270 students and have included in-class as well as lab-based teaching components.
For a second year class on research methods, I facilitated my students’ brainstorming sessions for research ideas, assessed their presentation skills and research designs, managed their experiment sessions, taught them how to use Microsoft Excel for data analysis, and discussed with them the main parts of the American Psychological Association (APA)-style format.
For a third year class on sensory systems, I prepared a series of in-class group activities for the chapter on psychophysical perception.
For both of the graduate-level statistics courses that I have TA’d, I have been the lab co-instructor for two years. In this role, I have co-created the lab outline, selected required readings, designed and conducted in-lab activities, crafted assignments and tests, led exam review sessions, and brought in outside speakers to discuss the importance of statistics skills in research and the job market.
As part of my professional development in the teaching field, I have participated in a number of teaching-related workshops on instructional skills, research assignment design, assessment, teaching assistant mentoring, and peer review of teaching.
Beyond the classroom, I have volunteered with Let’s Talk Science to promote science education through a variety of programs like the Teacher Partnership Program, All Science Challenge, and Brain Bee.

Email: gracet@psych.ubc.ca; please write “GPRT” in the subject line.

==FAQs==

Frequently asked questions about the Peer Review of Teaching Program

===DEFINITIONS===

'''Peer review of teaching'''

Peer review of teaching is a form of evaluation designed to provide feedback to instructors about their teaching.

Peers may evaluate the following elements of teaching:
*classroom teaching
*teaching materials (i.e. syllabi, assignments)
*feedback on student work
*instructor’s written statement of teaching philosophy
*self-assessment documentation such as a teaching portfolio; and
*comments from graduate students supervisees

Ideally, the peer review of teaching is a critically reflective and collaborative process in which the instructor under review works closely with a colleague or group of colleagues to discuss his or her teaching.

'''Formative peer review'''

Promotes the development of an instructor’s teaching practice. The formative model is said to contribute to continuing professional development and to enhance teaching quality through reflective practice and collective learning (Gosling, 2005; Peel, 2005; Shortland, 2004). It is commonly assumed that this improved teaching quality will ultimately boost student learning (Bovill, 2008; Cavanaugh, 1996).

'''Summative peer review'''

Consists of the evaluation of an instructor’s teaching efforts by colleagues in his or her scholarly department or field which are done to rank that individual within a unit or profession for the purpose of personnel decisions such as appointment, promotion, tenure, or salary (Cavanaugh,1996, p. 236)

===FREQUENTLY ASKED QUESTIONS ABOUT THE FORMATIVE PEER REVIEW PROGRAM===

*[[#q1|What is the purpose of peer review of teaching?]]
*[[#q2|What is the difference between a formative and summative peer review?]]
*[[#q3|What is the benefit of having more than one person review my teaching?]]
*[[#q4|What is the benefit of selecting a reviewer from outside the faculty?]]
*[[#q5|What is the advantage of participating in this program, if there is already a departmental peer review of teaching process?]]
*[[#q6|Is this peer review summative or formative?]]
*[[#q7|Do academic rank or job classification matter in the process?]]
*[[#q8|How is confidentiality handled in the formative peer review of teaching program?]]
*[[#q9|I teach a PBL class. May I participate in the program?]]
*[[#q10|What will be done with the information about my teaching generated during the peer review?]]
*[[#q11|What control do reviewees have over and during the process?]]
*[[#q12|Who will review my teaching?]]
*[[#q13|What training do the peer reviewers receive?]]
*[[#q14|When should peer reviews take place?]]
*[[#q15|How will reviewees receive feedback?]]
*[[#q16|What is formative feedback?]]
*[[#q17|How much time will the process take?]]
*[[#q18|What form will the reviewers' reports take?]]

<div id="q1"></div>'''What is the purpose of the peer review of teaching?'''

Within the context of higher education, the peer review of teaching has two broad purposes: 1. to assist instructors enhance their teaching, and 2. to assess an instructor’s teaching as part of a formal reward system linked to the individual’s career advancement (i.e. tenure, promotion and other personnel decisions).

<div id="q2"></div>'''What is the difference between a formative and a summative peer review?'''

In the formative peer review of teaching process, colleagues generate information for you about your classroom teaching that you can use to improve your teaching and your students′ learning. You control the process and how the resulting information is used. For example, in the formative process, you would select the person who conducts the observation and would then decide whether the written comments—if there are any—would be kept confidential or added to your personnel file. In a summative peer review, colleagues observe you teach and report back to the department head or dean for the purpose of reappointment, promotion or tenure.

<div id="q3"></div>'''What is the benefit of having more than one person review my teaching?'''

Two reviewers will give you two different perspectives on your teaching. Because teaching is such a complex activity, the reviewers may focus on different aspects of your teaching and the students′ learning. Having two reviewers may give you more reliable information about your teaching.

<div id="q4"></div>'''What is the benefit of selecting a reviewer from outside the faculty?'''

Because they are unfamiliar with the discipline and learning environment, external reviewers are like new students encountering your class for the first time. They will be able to give you an outsider’s perspective on your class. External reviewers can provide feedback on aspects of teaching like how you structure learning activities, facilitate discussions, and communicate with students. They also will be able to share teaching ideas and strategies used in their discipline.

<div id="q5"></div>'''What is the advantage of participating in this program, if there is already a departmental peer review of teaching process?'''

Too often, institutional boundaries prevent colleagues interested in teaching from having sincere conversations about common educational issues and challenges. The program seeks to foster cross-faculty discussions about teaching and seeks to address the concept of advancing knowledge and understanding within and across disciplines outlined in Place and Promise: The UBC Plan.

<div id="q6"></div>'''Is this peer review summative or formative?'''

This program is intended to be formative. However, if you think your department would value knowing about your progress over time, then you may consider including the reviewers′ reports in your teaching portfolio, tenure and promotion request, or in your annual review.

<div id="q7"></div>'''Do academic rank or job classification matter in the process?'''

Professorial rank and job classification are disregarded in the program. All educators are invited to participate and learn from one another.

<div id="q8"></div>'''How is confidentiality handled in the formative peer review of teaching program?'''

The only people involved in the discussions will be the reviewee and the reviewers. The process is confidential, unless you decide to include reflections or documentation about the process to your teaching portfolio or personnel file.

<div id="q9"></div>'''I teach a PBL class. May I participate in the program?'''

Yes, because the peer review process is designed for various forms of teaching and learning.

<div id="q10"></div>'''What will be done with the information about my teaching generated during the peer review?'''

Reviewees receive written reports from their reviewer(s). Reviewees decide how they will use the information contained in the reports and with whom they will share the information. The aim of the program is to generate useful feedback that a reviewee may be able to use to develop and/or revise aspects of his/her teaching, to incorporate into a teaching portfolio or to bolster an argument for tenure and promotion.

<div id="q11"></div>'''What control do reviewees have over and during the process?'''

Each reviewee selects the peer reviewer with whom they will work, decides which class the reviewer will attend, sets the objectives and focus for the classroom observation, and decides what to do with the feedback they receive from the reviewers.

<div id="q12"></div>'''Who will review my teaching?'''

The list of reviewers is available on a section of this website. You will choose a reviewer among the people listed.

<div id="q13"></div>'''What training do the peer reviewers receive?'''

All peer reviewers complete an intensive training course run by CTLT which teaches them how to conduct peer reviews and to observe classroom teaching. All of the reviewers have also completed an Instructional Skills Workshop.

<div id="q14"></div>'''When should peer reviews take place?'''

The peer review can happen any time deemed suitable for you and your reviewer. Each reviewee may decide when to schedule the classroom observations. Scheduling them earlier or towards the middle of the term will give you timely and relevant feedback that may be useful in the later stages of your course. Also keep in mind that reviewers will be busy towards the end of semester with their own teaching.

<div id="q15"></div>'''How will reviewees receive feedback?'''

Reviewees will receive verbal and written feedback. Reviewees will meet with their reviewers after the classroom observation and engage in a friendly, collegial dialogue about the class that the reviewer observed. The reviewers will also summarize their feedback and suggestions in a written report.

<div id="q16"></div>'''What is formative feedback?'''

Formative feedback is information that is intended to support an educator′s growth towards becoming a better teacher. The feedback aims to be non-evaluative and is not intended to be a snapshot or final judgement of an educator′s fitness or competence. Rather the goal is to provide information that can help you reflect on your teaching and plan changes for the future. Formative peer review aims to help you better understand how you approach the task of university teaching, and who you are as a teacher.

<div id="q17"></div>'''How much time will the process take?'''

The process will take approximately three to five hours to complete.

<div id="q18"></div>'''What form will the reviewers′ reports take?'''

The report consists of the following materials:

# Notes from the pre-observation meeting. This may include notes taken by the reviewer during the meeting, a summary that the reviewer writes after the meeting, emailed or written answers that the reviewee wrote (if they wish to submit them to the report), or similar kind of notes.
# Notes that the reviewer takes during the classroom observation, or a summary they write immediately after. It may take the form of prose, a chart or other similar kinds of notes.
# Notes taken during the post-observation meeting. This may include notes or a summary that the reviewer may take during the conversation and notes that summarize the conversation between the reviewer and the reviewee.

These notes/summaries make up the report, which is shared with the reviewee during the post-observation meeting and left with them at the end of the meeting.

[[Category:Peer Review of Teaching]]

==Workshop==

===Developing Your Skills as a Peer Reviewer of Teaching: Introductory Workshop (4 hours)===
Description: The peer review of teaching process introduced in this experiential workshop is intended primarily as a form of formative (and developmental) feedback.

By the end of this workshop participants will be able to:

*Describe the peer review of teaching process
*Provide constructive feedback for the person being reviewed
*Conduct appropriate Pre- and Post-observation interviews
*Respond to various peer review of teaching situations
*Write a relevant and concise report to be discussed in the post-observation meeting

This workshop is open to all graduate students who teach at UBC.

==Resources==

You can find a variety of resources on the Peer Review of Teaching. Below are links to websites that focus on the subject, a list of academic references (journal articles, book chapters) and UBC resources on the peer review of teaching (i.e. departmental protocols and other).

If you have a resource that you would like to add, please email [mailto:isabeau.iqbal@ubc.ca Isabeau Iqbal].

*[[Documentation:CTLT_Resources/Webliography_Peer_Review_of_Teaching|Websites]]
*[[Documentation:CTLT_Resources/Peer_Review_of_Teaching_Academic_References|Academic References]]
*[[Documentation:CTLT_programs/PRT/UBC_docs|UBC Resources]]
*[http://ctlt.ubc.ca/about-isotl/programs-events/ubc-peer-review-of-teaching-initiative/ UBC Summative Peer Review of Teaching Initiative]

[[Category:Peer Review of Teaching]]

===Sample Classroom Observation Forms===
*Peer review of teaching for promotion purposes (2009), Australian Learning and Teaching Council, The University of Adelaide, Australia. [[File:Adelaide_Forms_PRT.pdf|Adelaide_Forms_PRT.pdf]]

*[http://www.google.ca/url?q=http://www.ben.edu/fac_staff/ctle/resources/upload/LL-Peer-Mentoring-Guidelines.doc&sa=U&ei=H5vMUcmcJ6r-iwLhqICIAQ&ved=0CBoQFjAA&usg=AFQjCNErvCNfDg1JkyOwXUmJpjLrK5jdCA Class Observation Form], Department of Languages and Literature's Peer Mentoring Program.

*[http://www1.umn.edu/ohr/teachlearn/resources/peer/instruments/index.html Peer Review of Teaching Classroom Observation Instruments], University of Minnesota Center for Teaching and Learning.

*[http://www.umflint.edu/cas/leo LEO classroom observation form]. University of Michigan-Flint. Retrieved from: http://www.umflint.edu/cas/leo.htm.

*[http://www.google.com/url?q=http://www.wilmu.edu/faculty/documents/RubricExamples.pdf&sa=U&ei=dtDMUf-hGqO2iwKC7oDgDw&ved=0CBgQFjAA&usg=AFQjCNE_NBU7UOlvMjH4M5X8hlcgV1EzfA Rubric examples]. Dimension of Teaching. Utah Valley University.

*[http://www.google.ca/url?q=http://www.teaching-learning.utas.edu.au/__data/assets/pdf_file/0010/1054/Peer_review_of_teaching.pdf&sa=U&ei=NtfNUcbhNIrMiQLJmYG4BQ&ved=0CB0QFjAB&usg=AFQjCNF1UG3S_sMemMYO49xgqj3zXzi8cw Guide to peer review of teaching]. Prepared by the Flexible Education Unit. Based on material prepared by Associate Professor Jackie Lublin (2002). University of Tasmania.

*[https://www.lmu.edu/Assets/Centers+$!2b+Institutes/Center+for+Teaching+Excellence/USAF+Observation+Rubric.pdf Classroom Observation Rubric]. Teaching and Learning Center. UTSA.
::'''NOTE:''' This form is filled out as an example.

*[http://www.google.com/url?q=http://www.aacu.org/meetings/engaging_science/CS8LearningFocusedObservationRubric.pdf.pdf&sa=U&ei=783MUfrROMnxigK6_ICwCA&ved=0CBsQFjAA&usg=AFQjCNGsaNvvsq0XGvJCyKPdon3gJ75OJQ Learning-Focused Observation Rubric]. Created by: [http://www.aacu.org/ Association of American Colleges and Universities].

*[http://www.docstoc.com/docs/158937766/Rubric-for-Evaluating-Engaged-Teaching Rubric for Evaluating Engaged Teaching in RTP proceedings] (2011). Faculty Center for Teaching Excellence.

[[Category:Peer Review of Teaching]]

Documentation:CTLT Resources/Peer Review of Teaching Resources

2015-06-01T19:20:54Z

MichaelWong: /* Resources */

==Resources==

You can find a variety of resources on the Peer Review of Teaching. Below are links to websites that focus on the subject, a list of academic references (journal articles, book chapters) and UBC resources on the peer review of teaching (i.e. departmental protocols and other).

If you have a resource that you would like to add, please email [mailto:isabeau.iqbal@ubc.ca Isabeau Iqbal].

*[[Documentation:CTLT_Resources/Webliography_Peer_Review_of_Teaching|Websites]]
*[[Documentation:CTLT_Resources/Peer_Review_of_Teaching_Academic_References|Academic References]]
*[[Documentation:CTLT_programs/PRT/UBC_docs|UBC Resources]]
*[http://ctlt.ubc.ca/about-isotl/programs-events/ubc-peer-review-of-teaching-initiative/ UBC Summative Peer Review of Teaching Initiative]

[[Category:Peer Review of Teaching]]

===Sample Classroom Observation Forms===
*Peer review of teaching for promotion purposes (2009), Australian Learning and Teaching Council, The University of Adelaide, Australia. [[File:Adelaide_Forms_PRT.pdf|Adelaide_Forms_PRT.pdf]]

*[http://www.google.ca/url?q=http://www.ben.edu/fac_staff/ctle/resources/upload/LL-Peer-Mentoring-Guidelines.doc&sa=U&ei=H5vMUcmcJ6r-iwLhqICIAQ&ved=0CBoQFjAA&usg=AFQjCNErvCNfDg1JkyOwXUmJpjLrK5jdCA Class Observation Form], Department of Languages and Literature's Peer Mentoring Program.

*[http://www1.umn.edu/ohr/teachlearn/resources/peer/instruments/index.html Peer Review of Teaching Classroom Observation Instruments], University of Minnesota Center for Teaching and Learning.

*[http://www.umflint.edu/cas/leo LEO classroom observation form]. University of Michigan-Flint. Retrieved from: http://www.umflint.edu/cas/leo.htm.

*[http://www.google.com/url?q=http://www.wilmu.edu/faculty/documents/RubricExamples.pdf&sa=U&ei=dtDMUf-hGqO2iwKC7oDgDw&ved=0CBgQFjAA&usg=AFQjCNE_NBU7UOlvMjH4M5X8hlcgV1EzfA Rubric examples]. Dimension of Teaching. Utah Valley University.

*[http://www.google.ca/url?q=http://www.teaching-learning.utas.edu.au/__data/assets/pdf_file/0010/1054/Peer_review_of_teaching.pdf&sa=U&ei=NtfNUcbhNIrMiQLJmYG4BQ&ved=0CB0QFjAB&usg=AFQjCNF1UG3S_sMemMYO49xgqj3zXzi8cw Guide to peer review of teaching]. Prepared by the Flexible Education Unit. Based on material prepared by Associate Professor Jackie Lublin (2002). University of Tasmania.

*[https://www.lmu.edu/Assets/Centers+$!2b+Institutes/Center+for+Teaching+Excellence/USAF+Observation+Rubric.pdf Classroom Observation Rubric]. Teaching and Learning Center. UTSA.
::'''NOTE:''' This form is filled out as an example.

*[http://www.google.com/url?q=http://www.aacu.org/meetings/engaging_science/CS8LearningFocusedObservationRubric.pdf.pdf&sa=U&ei=783MUfrROMnxigK6_ICwCA&ved=0CBsQFjAA&usg=AFQjCNGsaNvvsq0XGvJCyKPdon3gJ75OJQ Learning-Focused Observation Rubric]. Created by: [http://www.aacu.org/ Association of American Colleges and Universities].

*[http://www.docstoc.com/docs/158937766/Rubric-for-Evaluating-Engaged-Teaching Rubric for Evaluating Engaged Teaching in RTP proceedings] (2011). Faculty Center for Teaching Excellence.

Documentation:CTLT programs/PRT/CoP

2015-06-01T19:20:01Z

MichaelWong:

==Community of Practice==

The Peer Review of Teaching Community of Practice (PRCoP) provides opportunities for people to build skills as peer reviewers, explore alternative approaches to peer review, discuss challenges, share resources, and learn from each others’ expertise and ideas. This community of practice is open to everyone from the UBC teaching and learning community and beyond.

The PRCoP meets regularly. To find out about upcoming meetings or to join the PRCoP, please email [mailto:isabeau.iqbal@ubc.ca Isabeau Iqbal] or join through your CTLT profile at [http://events.ctlt.ubc.ca events.ctlt.ubc.ca]. Everyone is welcome to attend these meetings.

As part of our Formative Peer Review Program, we not only offer the CoP, but also two different workshops on peer review of teaching.

==Workshops==

===Developing Your Skills as a Peer Reviewer of Teaching: Introductory Workshop (4 hours)===
The peer review of teaching process introduced in this experiential workshop is intended primarily as a form of formative (and developmental) feedback.

By the end of this workshop participants will be able to:

*Describe the peer review of teaching process
*Provide constructive feedback for the person being reviewed
*Conduct appropriate pre- and post-observation interviews
*Respond to various peer review of teaching situations
*Write a relevant and concise report to be discussed in the post-observation meeting

This workshop is open to everyone in the UBC teaching and learning community.

===Professional Development for Peer Reviewers: Practical Approaches to Issues and Challenges in the Peer Review of Teaching===
In this interactive workshop, participants will address peer review of teaching challenges and successes from their collective experiences of the process. Using real-life scenarios and role plays, participants will simulate pre- and post- review conversations between reviewees and reviewers. The focus will be on developing practical approaches to ‘difficult’ situations (anticipated or real) in peer reviews of teaching. This workshop provides participants with a chance to try out feedback and communication techniques, and receive feedback from peers in a supportive atmosphere.

This workshop is for people who have some experience conducting peer reviews of teaching or who have completed the '''Developing Your Skills as a Peer Reviewer of Teaching: Introductory Workshop'''. If you are unsure about whether you should attend, please contact [mailto:isabeau.iqbal@ubc.ca Isabeau Iqbal].

For more information, or to join the Community of Practice, please email [mailto:isabeau.iqbal@ubc.ca Isabeau Iqbal].

[[Category:Peer Review of Teaching]][[Category:Community of Practice]][[Category:CoP]]

Documentation:CTLT programs/PRT/CoP

2015-06-01T19:18:44Z

MichaelWong: /* Community of Practice */

==Community of Practice==

The Peer Review of Teaching Community of Practice (PRCoP) provides opportunities for people to build skills as peer reviewers, explore alternative approaches to peer review, discuss challenges, share resources, and learn from each others’ expertise and ideas. This community of practice is open to everyone from the UBC teaching and learning community and beyond.

The PRCoP meets regularly. To find out about upcoming meetings or to join the PRCoP, please email [mailto:isabeau.iqbal@ubc.ca Isabeau Iqbal] or join through your CTLT profile at [http://events.ctlt.ubc.ca events.ctlt.ubc.ca]. Everyone is welcome to attend these meetings.

As part of our Formative Peer Review Program, we not only offer the CoP, but also two different workshops on peer review of teaching.

==Workshops==

===Developing Your Skills as a Peer Reviewer of Teaching: Introductory Workshop (4 hours)===
The peer review of teaching process introduced in this experiential workshop is intended primarily as a form of formative (and developmental) feedback.

By the end of this workshop participants will be able to:

*Describe the peer review of teaching process
*Provide constructive feedback for the person being reviewed
*Conduct appropriate pre- and post-observation interviews
*Respond to various peer review of teaching situations
*Write a relevant and concise report to be discussed in the post-observation meeting

This workshop is open to everyone in the UBC teaching and learning community.

===Professional Development for Peer Reviewers: Practical Approaches to Issues and Challenges in the Peer Review of Teaching===
In this interactive workshop, participants will address peer review of teaching challenges and successes from their collective experiences of the process. Using real-life scenarios and role plays, participants will simulate pre- and post- review conversations between reviewees and reviewers. The focus will be on developing practical approaches to ‘difficult’ situations (anticipated or real) in peer reviews of teaching. This workshop provides participants with a chance to try out feedback and communication techniques, and receive feedback from peers in a supportive atmosphere.

This workshop is for people who have some experience conducting peer reviews of teaching or who have completed the '''Developing Your Skills as a Peer Reviewer of Teaching: Introductory Workshop'''. If you are unsure about whether you should attend, please contact [mailto:janet.dhanani@ubc.ca Janet Dhanani].

For more information, or to join the Community of Practice, please email [mailto:janet.dhanani@ubc.ca Janet Dhanani].

[[Category:Peer Review of Teaching]][[Category:Community of Practice]][[Category:CoP]]

Documentation:CTLT programs/Gradute Student and TA Programs

2015-05-26T22:45:00Z

MichaelWong:

[[File:Free_Giant_Macro_Pencil_and_Pink_Eraser_Creative_Commons.jpg|right|thumb|250px|Original Photo by: [http://www.flickr.com/photos/pinksherbet/253412963/ D Sharon Pruitt]|link=http://www.flickr.com/photos/pinksherbet/253412963/]]

There are three main areas of graduate student programming currently offered through the Centre for Teaching, Learning and Technology: our Graduate Student Program, the support we offer departmental TA Training Programs, and our Graduate Student Certificate Program.

#Our Graduate Student Program consists of workshops, seminars, and one-on-one coaching on teaching and related topics (see list below).
#The support we offer for departmental [http://ctlt.ubc.ca/programs/all-our-programs/ta-training-program/ TA Training Programs] ranges from consultation on proposals for the [http://vpacademic.ubc.ca/ta-training-programs/ TA Training Fund], to offering customized sessions on various teaching topics.
#The [http://ctlt.ubc.ca/programs/all-our-programs/graduate-student-certificate-program/ Graduate Student Certificate Program] (GCP) is a 1.5 year cohort program with a practicum component, and a Scholarship in Teaching and Learning component. The program is intended for Teaching Assistants wishing to prepare for a career in teaching and learning in higher education. This program is currently under review and expected to re-launch in September 2015. GCP will be open to all graduate students who have completed an Instructional Skills Workshop and will remain graduate students until the end of the year 2016. We are now accepting applications until June 15, 2015. Please [http://ctlt.ubc.ca/graduate-certificate-program-application/ apply here].

::For any questions you might have about GCP, please e-mail: [mailto:ctlt.gcpinfo@ubc.ca ctlt.gcpinfo@ubc.ca]

==Graduate Student Program==

Our Graduate Student Program offers the following professional development opportunities that may assist graduate students with building teaching skills.

*[http://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshops/ Instructional Skills Workshops (ISW)]
*[http://ctlt.ubc.ca/programs/all-our-programs/ctlt-institute/ CTLT and CTLT Summer Institutes]
*[http://ctlt.ubc.ca/programs/all-our-programs/graduate-formative-peer-review/peer-review-of-teaching-for-graduate-students/ Graduate Peer Review of Teaching]
*[http://ctlt.ubc.ca/programs/all-our-programs/graduate-formative-peer-review/graduate-peer-review-of-presentations/ Graduate Peer Review of Presentations]

Registration information is available on the [http://www.events.ctlt.ubc.ca/ CTLT Events website].

==Other CTLT Programs Open to Graduate Students==

In addition to our graduate student-specific programs, CTLT offers other professional development opportunities that are open to graduate students and we encourage you to explore them.

*[http://ctlt.ubc.ca/programs/aboriginal-initiatives/ Aboriginal Initiatives Programs]
*[http://ctlt.ubc.ca/programs/all-our-programs/course-design-institute/ Course Design Intensive]
*[http://ctlt.ubc.ca/programs/all-our-programs/peer-review-of-teaching/ Peer Review of Teaching]
*[http://ctlt.ubc.ca/programs/communities-of-practice/ Communities of Practice]
*[http://ctlt.ubc.ca/programs/all-our-programs/digital-tattoo/ Digital Tattoo]
*[http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching & Learning with Technology (TLT) Series]
*[http://ctlt.ubc.ca/programs/all-our-programs/tech-express/ Tech Express]

Graduate Student Programs are eligible for participation in the [http://ctlt.ubc.ca/programs/all-our-programs/passport-program/ Passport Program]

==Other Graduate Student Programs at UBC==

The Faculty of Graduate Studies (FoGS) leads the [http://www.grad.ubc.ca/current-students/gps-graduate-pathways-success Graduate Pathways to Success (GPS) program]. It is a palette of non-credit workshops, seminars and other activities designed to complement your graduate program’s academic curriculum and mentorship experience. FoGS has also compiled a listing of electronic resources for graduate school success, available [http://www.grad.ubc.ca/current-students/gps-graduate-pathways-success/e-resources-presentations here].

Documentation:CTLT programs/Gradute Student and TA Programs

2015-05-26T22:37:34Z

MichaelWong:

[[File:Free_Giant_Macro_Pencil_and_Pink_Eraser_Creative_Commons.jpg|right|thumb|250px|Original Photo by: [http://www.flickr.com/photos/pinksherbet/253412963/ D Sharon Pruitt]|link=http://www.flickr.com/photos/pinksherbet/253412963/]]

There are three main areas of graduate student programming currently offered through the Centre for Teaching, Learning and Technology: our Graduate Student Program, the support we offer departmental TA Training Programs, and our Graduate Student Certificate Program.

#Our Graduate Student Program consists of workshops, seminars, and one-on-one coaching on teaching and related topics (see list below).
#The support we offer for departmental [http://ctlt.ubc.ca/programs/all-our-programs/ta-training-program/ TA Training Programs] ranges from consultation on proposals for the [http://vpacademic.ubc.ca/ta-training-programs/ TA Training Fund], to offering customized sessions on various teaching topics.
#The [http://ctlt.ubc.ca/programs/all-our-programs/graduate-student-certificate-program/ Graduate Student Certificate Program] (GCP) is a 1.5 year cohort program with a practicum component, and a Scholarship in Teaching and Learning component. The program is intended for Teaching Assistants wishing to prepare for a career in teaching and learning in higher education. This program is currently under review and expected to re-launch in September 2015. GCP will be open to all graduate students who have completed an Instructional Skills Workshop and will remain graduate students until the end of the year 2016. We are now accepting applications until June 15, 2015, please [http://ctlt.ubc.ca/graduate-certificate-program-application/ apply here].

::For any questions you might have about GCP, please e-mail: [mailto:ctlt.gcpinfo@ubc.ca ctlt.gcpinfo@ubc.ca]

==Graduate Student Program==

Our Graduate Student Program offers the following professional development opportunities that may assist graduate students with building teaching skills.

*[http://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshops/ Instructional Skills Workshops (ISW)]
*[http://ctlt.ubc.ca/programs/all-our-programs/ctlt-institute/ CTLT and CTLT Summer Institutes]
*[http://ctlt.ubc.ca/programs/all-our-programs/graduate-formative-peer-review/peer-review-of-teaching-for-graduate-students/ Graduate Peer Review of Teaching]
*[http://ctlt.ubc.ca/programs/all-our-programs/graduate-formative-peer-review/graduate-peer-review-of-presentations/ Graduate Peer Review of Presentations]

Registration information is available on the [http://www.events.ctlt.ubc.ca/ CTLT Events website].

==Other CTLT Programs Open to Graduate Students==

In addition to our graduate student-specific programs, CTLT offers other professional development opportunities that are open to graduate students and we encourage you to explore them.

*[http://ctlt.ubc.ca/programs/aboriginal-initiatives/ Aboriginal Initiatives Programs]
*[http://ctlt.ubc.ca/programs/all-our-programs/course-design-institute/ Course Design Intensive]
*[http://ctlt.ubc.ca/programs/all-our-programs/peer-review-of-teaching/ Peer Review of Teaching]
*[http://ctlt.ubc.ca/programs/communities-of-practice/ Communities of Practice]
*[http://ctlt.ubc.ca/programs/all-our-programs/digital-tattoo/ Digital Tattoo]
*[http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching & Learning with Technology (TLT) Series]
*[http://ctlt.ubc.ca/programs/all-our-programs/tech-express/ Tech Express]

Graduate Student Programs are eligible for participation in the [http://ctlt.ubc.ca/programs/all-our-programs/passport-program/ Passport Program]

==Other Graduate Student Programs at UBC==

The Faculty of Graduate Studies (FoGS) leads the [http://www.grad.ubc.ca/current-students/gps-graduate-pathways-success Graduate Pathways to Success (GPS) program]. It is a palette of non-credit workshops, seminars and other activities designed to complement your graduate program’s academic curriculum and mentorship experience. FoGS has also compiled a listing of electronic resources for graduate school success, available [http://www.grad.ubc.ca/current-students/gps-graduate-pathways-success/e-resources-presentations here].

Documentation:CTLT programs/Course Design Intensive

2015-05-26T22:28:36Z

MichaelWong:

'''Overview'''

Will you be teaching a course in the next year? Design or re-design your course now, by participating in the Centre for Teaching, Learning and Technology (CTLT) and Partners Course Design Intensive.

'''What'''

An intensive 3 days in a supportive atmosphere, working both individually and collaboratively, to design or re-design a course that you teach or are planning to teach. You must register for and attend the entire 3 day Intensive.

Upon completion of the Course Design Intensive you will be able to:

* Design a learner-centred course by identifying your learners situational factors and their course context
* Develop course goals (themes) and learning objectives
* Apply lesson planning methods that allow you to select learner-centred learning activities
* Identify engaging teaching strategies
* Create a learning evaluation plan for your course, including formative and summative assessment
* Share course design knowledge with your department or faculty

'''Who'''

You are a post-secondary educator or instructor, faculty, post-doc, staff, or graduate student. You teach or lead a course, program, or other initiative in any discipline, credit or non-credit. To participate, you must have a course that you would like to design or re-design, regardless of the mode (face-to-face, blended, or online). You will be asked to bring any existing course documents and materials with you to the Intensive.

'''When'''

The Intensive will be offered twice per year. See the [http://events.ctlt.ubc.ca/ CTLT Events website] for details.

For more information, please email [mailto:erin.yun@ubc.ca Erin Yun].

[[Category:Faculty]][[Category:Post-Docs]][[Category:Course Design]][[Category:Graduate Students]][[Category:Staff]]

Documentation:CTLT programs/Course Design Intensive

2015-05-26T22:27:59Z

MichaelWong:

'''Overview'''

Will you be teaching a course in the next year? Design or re-design your course now, by participating in the Centre for Teaching, Learning and Technology (CTLT) and Partners Course Design Intensive.

'''What:''' An intensive 3 days in a supportive atmosphere, working both individually and collaboratively, to design or re-design a course that you teach or are planning to teach. You must register for and attend the entire 3 day Intensive.

Upon completion of the Course Design Intensive you will be able to:

* Design a learner-centred course by identifying your learners situational factors and their course context
* Develop course goals (themes) and learning objectives
* Apply lesson planning methods that allow you to select learner-centred learning activities
* Identify engaging teaching strategies
* Create a learning evaluation plan for your course, including formative and summative assessment
* Share course design knowledge with your department or faculty

'''Who:''' You are a post-secondary educator or instructor, faculty, post-doc, staff, or graduate student. You teach or lead a course, program, or other initiative in any discipline, credit or non-credit. To participate, you must have a course that you would like to design or re-design, regardless of the mode (face-to-face, blended, or online). You will be asked to bring any existing course documents and materials with you to the Intensive.

'''When:''' The Intensive will be offered twice per year. See the [http://events.ctlt.ubc.ca/ CTLT Events website] for details.

For more information, please email [mailto:erin.yun@ubc.ca Erin Yun].

[[Category:Faculty]][[Category:Post-Docs]][[Category:Course Design]][[Category:Graduate Students]][[Category:Staff]]

Documentation:Peer Review of Presentation Program - Information for Graduate Students - Information for Graduate Students

2015-04-02T18:26:06Z

MichaelWong:

==About==

In this section of our website, you will find information about the CTLT (formative) Peer Review Program addressed specifically to the unique context of graduate students.

Through the Graduate Formative Peer Review program (GPR) we offer Formative Peer Review of Teaching and Formative Peer Review of Presentations services for Graduate Students at UBC.

Peer review of presentations is a form of evaluation designed to provide feedback on presentations.

Peers may evaluate the following elements of presentations:

*Classroom presentations
*Conference presentations
*Thesis/dissertation defense presentations

Ideally, the peer review of presentations is a critically reflective and collaborative process in which the graduate student under review works closely with his/her peer or group of peers to discuss his or her presentation.

For information about Formative Peer Review of Teaching for Graduate Students, see [http://ctlt.ubc.ca/programs/all-our-programs/graduate-formative-peer-review/peer-review-of-teaching-for-graduate-students/ here]

For information about Formative Peer Review of Teaching for Faculty, see [http://ctlt.ubc.ca/programs/all-our-programs/peer-review-of-teaching/ here]

For information about the UBC Peer Review of Teaching Initiative, see [http://ctlt.ubc.ca/about-isotl/programs-events/ubc-peer-review-of-teaching-initiative/ here].

==Peer Review of Presentations Program==

'''What is it?'''

The Graduate Peer Review of Presentations (GPRP) Program coordinated by the Centre for Teaching, Learning and Technology offers you the chance to participate in a formative peer review of presentations process. The peer review of presentations program described below is open to all UBC graduate students who plan to present their work in conferences, defenses, or as part their classrooms assignments.
In addition, graduate students are welcome to take part in workshops on peer review of presentations in order to acquire the necessary skills as reviewers.

'''How does it work?'''

The Graduate Student Peer Review of Presentations (GPRP) program coordinated by CTLT is a voluntary and confidential process. As a reviewee, you will select and meet with up to two volunteer peer reviewers. The reviewers are selected graduate students at UBC who have completed at least one workshop (4 hours) offered by CTLT on becoming a peer reviewer. The reviewers will discuss your presentations objectives, observe your presentation and presentation, and give you formative feedback.

'''How will I benefit?'''

The GPRP Program aims to encourage dialogue about presentation amongst graduate students of all levels at UBC. By talking with your reviewers, you will likely gain new insight into your presentation skills and styles and get feedback about improving your presentation.

'''How it works'''

The peer review process is generally organized around an informal presentation observation. A peer reviewer will observe a presentation and provide the reviewee with formative feedback based on what she or he observed.

==Process==

Anyone interested in participating in the peer review of their presentation may contact an individual reviewer listed on our website. Details of the peer review process will be worked out between the reviewer and the reviewee. For example, you will discuss “what” you want to have peer reviewed, where are you planning on presenting your research/work? What are your objectives for this presentation?, etc.

The following describes what happens before, during and after the presentation observation:

'''Part 1: Before the presentation observation'''

* The reviewee and reviewer decide on the date and location of observation.
* Before the observation, the reviewee should plan and prepare his/her as s/he normally would. In addition, the reviewee must also prepare to brief the peer reviewer about their objective(s) for this presentation.
* No less than one week before the presentation observation, the peer reviewer and reviewee either meet in person for 10-30 minutes, or connect via e-mail to set goals for the peer review process and to discuss the reviewee’s development goals, and his/her plans for the presentation to be observed.

'''Part 2: Presentation Observation'''

* The reviewee presents his/her work while the peer reviewer observes the session. The peer reviewers’ observation is guided by any goals set at the pre-observation meeting/communication.

'''Part 3: After the presentation observation'''

* Either immediately after the observation or within a week after the observation, the reviewee and peer reviewer will meet for approximately 30 minutes to discuss the presentation.

[[Category:Peer Review of Teaching]]

==Reviewers==

All graduate peer reviewers have completed the Centre for Teaching, Learning and Technology workshop: "Developing Your Skills as a Peer Reviewers of Presentations: Introductory Workshop". In addition, the reviewers have shown a commitment to teaching and learning in higher education.
For a full description of the formative peer review process, please read the Peer Review Process section of our website.

When you email a reviewer for a request, please indicate:

- a brief statement of your goal for peer review

- an on campus location for the observation

- a time range within which you are hoping to be peer reviewed and a few possible dates for the observation

- your contact information

'''List of peer reviewers'''

Note: The first GPRP training workshop will take place in February 2015. The participants of that workshop may be invited as reviewers in this program.
'''LIST OF REVIEWERS: COMING SOON'''

==FAQs==

'''Frequently asked questions about the Peer Review of Teaching Program'''

'''DEFINITION'''

'''Formative peer review'''

Promotes the development of an instructor’s teaching practice. The formative model is said to contribute to continuing professional development and to enhance teaching quality through reflective practice and collective learning (Gosling, 2005; Peel, 2005; Shortland, 2004). It is commonly assumed that this improved teaching quality will ultimately boost student learning (Bovill, 2008; Cavanaugh, 1996).

===FREQUENTLY ASKED QUESTIONS ABOUT THE FORMATIVE PEER REVIEW PROGRAM===

*[[#q1|What is the purpose of the peer review?]]
*[[#q7|Do academic rank or classification matter in the process?]]
*[[#q8|How is confidentiality handled in the formative peer review program?]]
*[[#q11|What control do reviewees have over and during the process?]]
*[[#q12|Who will review my presentation?]]
*[[#q13|What training do the peer reviewers receive?]]
*[[#q14|When should peer reviews take place?]]
*[[#q15|How will reviewees receive feedback?]]
*[[#q16|What is formative feedback?]]
*[[#q17|How much time will the process take?]]

<div id="q1"></div>'''What is the purpose of the peer review?'''

Within the context of higher education, peer review assists graduate students enhance their presentation skills.

<div id="q7"></div>'''Do academic rank or classification matter in the process?'''

Professorial rank and job classification are disregarded in the program. All graduate students are invited to participate and learn from one another.

<div id="q8"></div>'''How is confidentiality handled in the formative peer review program?'''

The only people involved in the discussions will be the reviewee and the reviewers. The process is confidential, unless you decide to include reflections or documentation about the process to your portfolio or personnel file.

<div id="q11"></div>'''What control do reviewees have over and during the process?'''

Each reviewee selects the peer reviewer with whom they will work, sets the objectives and focus for the observation, and decides what to do with the feedback they receive from the reviewers.

<div id="q12"></div>'''Who will review my presentation?'''

The list of reviewers is available on a section of this website. You will choose a reviewer among the people listed.

<div id="q13"></div>'''What training do the peer reviewers receive?'''

All peer reviewers complete an intensive training course run by CTLT which teaches them how to conduct peer reviews and to observe presentations. All reviewers have also completed an Instructional Skills Workshop (ISW).

<div id="q14"></div>'''When should peer reviews take place?'''

The peer review can happen any time deemed suitable for you and your reviewer. Each reviewee may decide when to schedule the observations. Scheduling them earlier will give you timely and relevant feedback that may be useful in your actual presentation. Also keep in mind that reviewers are all graduate students and may be busy towards the end of semester with their own classes and assignments.

<div id="q15"></div>'''How will reviewees receive feedback?'''

Reviewees will receive verbal. Reviewees will meet with their reviewers after the observation and engage in a friendly, collegial dialogue about the presentation that the reviewer observed.

<div id="q16"></div>'''What is formative feedback?'''

Formative feedback is information that is intended to support a graduate student's growth towards becoming a better presenter. The feedback aims to be non-evaluative and is not intended to be a snapshot or final judgement of the presenter's fitness or competence. Rather the goal is to provide information that can help you reflect on your teaching and plan changes for the future. Formative peer review aims to help you better understand how you approach the task of university teaching, and who you are as a teacher.

<div id="q17"></div>'''How much time will the process take?'''

The process will take approximately 1.5 to 2 hours to complete.

[[Category:Peer Review of Teaching]]

==Workshop==

'''Developing Your Skills as a Peer Reviewer of Presentation: Introductory Workshop for Graduate Students (4 hours)'''

Description: The peer review process introduced in this experiential workshop is intended primarily as a form of formative (and developmental) feedback.

By the end of this workshop participants will be able to:

* Describe the peer review of presentation process
* Conduct appropriate Pre- and Post-observation interviews
* Respond to various peer review of presentation situations
* Provide constructive feedback for the person being reviewed

This workshop is open to all graduate students in the UBC who have completed an Instructional Skills Workshop (ISW).

==Resources==

Below are links to websites that focus on the subject, a list of academic references (journal articles, book chapters) and UBC resources on the peer review of presentation.

If you have a resource that you would like to add, please [mailto:janet.dhanani@ubc.ca/ email Janet Dhanani].

* '''COMING SOON'''

[[Category:Peer Review of Teaching]]

Documentation:Peer Review of Teaching Program - Information for Graduate Students

2015-04-02T18:24:03Z

MichaelWong:

==About==

In this section of our website, you will find information about the CTLT Graduate Peer Review of Teaching Program (GPRT).

Peer review of teaching is a form of evaluation designed to provide feedback to instructors about their teaching.

Peers may evaluate the following elements of teaching:
* classroom teaching
* teaching materials (i.e. syllabi, assignments)
* feedback on student work
* instructor’s written statement of teaching philosophy
* self-assessment documentation such as a teaching portfolio; and
* comments from graduate students supervisees

Ideally, the peer review of teaching is a critically reflective and collaborative process in which the instructor under review works closely with a colleague or group of colleagues to discuss his or her teaching.

For information about Formative Peer Review of Teaching for faculty, see [http://ctlt.ubc.ca/programs/all-our-programs/peer-review-of-teaching/ here]

For information about the UBC Peer Review of Teaching Initiative, see [http://ctlt.ubc.ca/about-isotl/programs-events/ubc-peer-review-of-teaching-initiative/ here].

[[Category:Peer Review of Teaching]]

==Peer Review of Teaching Program==

'''What is it?'''

The Graduate Peer Review of Teaching Program (GPRT) coordinated by the Centre for Teaching, Learning and Technology offers you the chance to participate in a cross-faculty formative peer review of teaching process. The formative program described below is open to all graduate students who teaches at UBC.

'''How does it work?'''

As a reviewee, you will select and meet with up to two volunteer peer reviewers. The reviewers are experienced in the peer review of teaching at UBC and have completed at least one workshop (4 hours) offered by CTLT on becoming a peer reviewer. The reviewers will learn about your teaching, observe your class, and give you formative feedback.

'''How will I benefit?'''

The Peer Review Program aims to encourage dialogue about teaching amongst graduate students at UBC. By talking with your reviewers, you will likely gain new insight into your teaching and information about different teaching strategies or ideas. You will receive written feedback that you may choose to use as evidence in your teaching portfolio, and in future course and lesson planning.

'''How it works'''

The peer review process is generally organized around a structured classroom observation. A peer reviewer will observe a participating educator (reviewee) teach a class and provide the reviewee with formative feedback based on what she or he observed during the class.

[[Category:Peer Review of Teaching]]

==Process==

Anyone interested in participating in the peer review of teaching may contact an individual reviewer listed on our website. Details of the peer review process will be worked out between the reviewer and the reviewee. For example, you will discuss “what” you want to have peer reviewed (i.e. Will it be a class observation? Would you like someone to look at some of your teaching documents, such as assignments or syllabi? Do you want feedback on the way you provide feedback to your students? etc.).

The following describes what happens before, during and after the classroom observation:

'''Part 1: Before the classroom observation'''

* The reviewee decides which course will be observed and prepares a list of classes the reviewer can choose from in scheduling an observation.
* Before the classroom observation, the reviewee should plan and prepare for the class as s/he normally would. In addition, the reviewee must also prepare to brief the peer reviewer about the course and the class they will observe. A [http://wiki.ubc.ca/images/b/b8/Pre_Observation_Questions_PRT_2010_09.pdf list of pre-observation questions] (PDF) ([http://wiki.ubc.ca/File:PRT_Pre-Observation_Questions.docx Word Document]) is available to help the reviewee prepare to meet with his/her peer reviewer.
* No less than one week before the classroom observation, the peer reviewers and reviewee meet for approximately one hour to set goals for the peer review process and to discuss the course, the reviewee’s development goals, and his/her plans for the class to be observed.

'''Part 2: Classroom Observation'''

* The reviewee teaches his/her class while the peer reviewer observes the session. The peer reviewers’ observation is guided by a [http://wiki.ubc.ca/images/d/d5/Classroom_Observation_Questions_Peer_Review_of_Teaching_05_2010.pdf set of classroom observation questions] (PDF)([http://wiki.ubc.ca/File:PRT_In_class_Observation_Questions.docx Word Document]) and any goals set at the pre-observation meeting.

'''Part 3: After the classroom observation'''

* The peer reviewers will prepare a [http://wiki.ubc.ca/images/1/18/Guidelines_for_written_report_PRT_2010_10.pdf written report] (PDF) based on the observation and the reviewee’s particular goals.
* No more than a week after the classroom observation, the reviewee and peer reviewer will meet for approximately an hour to discuss the classroom observation and the peer reviewer’s reports. See here for [http://wiki.ubc.ca/images/7/73/Post_Observation_Questions_PRT_2010_10.pdf post observation discussion questions] (PDF)
* Following the meeting the peer reviewer may revise his/her reports and send it to the reviewee. The reviewee may then choose to use the reports to guide future curriculum or professional development or, in some cases, as evidence in a teaching portfolio, tenure and promotion request.

See the [http://wiki.ubc.ca/images/a/ab/Process_Checklist_PRT_2014_11.pdf Process Checklist for Peer Review Program Participants] (PDF).
[[Category:Peer Review of Teaching]]

'''Part 4: Feedback to reviewers'''
* Reviewees fill out the following electronic feedback form to reviewers:
https://isw.sites.olt.ubc.ca/?gf_page=preview&id=9

==Reviewers==

All peer reviewers have completed the Centre for Teaching, Learning and Technology workshop: "Developing Your Skills as a Peer Reviewer: Introductory Workshop" and have completed an Isntructional Skills Workshop (ISW).

For a full description of the formative peer review process, please read the Peer Review Process section of our website.

When you email a reviewer for a request, please indicate:

- type of peer review you would like (classroom observation, review of assignments or syllabi or other material, PBL review, other)

- a brief statement of your goal for peer review

- a time range within which you are hoping to be peer reviewed

- your contact information

'''List of peer reviewers'''

*[[#Genevieve Breau|Genevieve Breau]] (PhD Candidate, Interdisciplinary Oncology, Faculty of Medicine)

*[[#Tim Came|Tim Came]] (Graduate Student Facilitator - Centre for Teaching, Learning and Technology)

*[[#Oralia Gómez-Ramírez|Oralia Gómez-Ramírez]] (PhD Candidate, Anthropology)

*[[#Grace Truong|Grace Truong]] (Dept. of Psychology)

'''Additional information on reviewers:'''

* <div id="Tim Came"></div>'''Tim Came''', Graduate Student Facilitator at the Centre for Teaching, Learning and Technology
My experience includes teaching small (6-30 student) first- and second-year undergraduate classes in my discipline (political science) and working with graduate students on a range of teaching-related skills as a CTLT facilitator. In nine years with CTLT, I have enjoyed opportunities to work with (and learn from) graduate students from a wide range of disciplines in workshops on specific skills such as lesson planning, leading discussions, and assessment, and in the Instructional Skills Workshop (ISW). Part of my role as an ISW facilitator has been working one-on-one with participants to help them to develop their ability to reflect on their own experience of their teaching as a source of valuable insights. While I will be prepared to provide feedback as a peer reviewer, I will also encourage you to reflect on your teaching practice. I am available to review classroom teaching (including tutorials) and teaching materials such as syllabi, lesson plans, assignments, etc. If you contact me to discuss working together on a review of your teaching, please include the standard information (what you would like reviewed, when, and what you hope to gain from the peer review process), any experience that you have had reviewing teaching or having your teaching reviewed, and any experience with the ISW. Thank you.

Email: [http://mailto:tcame@alumni.sfu.ca tcame(at)alumni.sfu.ca]

* <div id="Oralia Gómez-Ramírez"></div>'''Oralia Gómez-Ramírez''', PhD Candidate, Department of Anthropology
I have taught a third-year undergraduate ethnographic seminar in the Department of Sociology and Anthropology at Simon Fraser University, and the International Teaching Assistants and Graduate Students (ITA) Program in the Centre for Intercultural Communication at the University of British Columbia. Additionally, I have facilitated workshops and have extensive TA experience in first-, third-, and fourth-year undergraduate courses in the fields of anthropology, sociology/family studies, and gender/sexuality/women’s studies. I am keen on applying anti-racist and feminist principles to promote social change from within the classroom. My preferred peer review activities include reviewing classroom teaching practices and lesson plans.

Email: oraliagr[-at-]alumni[-dot-]ubc[-dot-]ca; please write “GPRT” in the subject line.

* <div id="Genevieve Breau"></div>'''Genevieve Breau''', PhD Candidate, Interdisciplinary Oncology, Faculty of Medicine
Currently, I am a PhD candidate in the Interdisciplinary Oncology Program in the Faculty of Medicine at UBC. All of my teaching assistant experience during my PhD is in the School of Nursing. I am currently the teaching assistant for NURS 552, which is the research methods course for students in the Master of Science in Nursing (MSN) program, and have also been the teaching assistant for NURS 549, the advanced statistics course for MSN students. I am also the Senior TA for the School of Nursing: I coordinate the ongoing TA training for the School of Nursing, and act in a mentorship role.
My background is in the health professions: my MA is in Health Promotion, and my BSc. (Hons) is in Neuroscience, both from Dalhousie University. In addition, during my MA studies I was a Problem-Based Learning Tutor for the Dalhousie College of Pharmacy, and the Study Skills Coach for health professional students within the Studying for Success Program. Thus, I am well qualified to provide assessments for classes in the health sciences , life sciences, and social sciences.
I am able to provide a peer review of classroom and tutorial teaching: the majority of my experience is with small seminar classes (6-20 students). I am also able to provide feedback on curriculum development and developing assessments. Finally, I have experience with online courses using Connect, thus I am able to give feedback in these areas.

Email: genevieve.breau@alumni.ubc.ca; please write “GPRT” in the subject line.

* <div id="Grace Truong"></div>'''Grace Truong''', Dept. of Psychology.
Over the course of 3.5 years as a graduate student, I have experience teaching at all levels of psychology, from first year intro classes to graduate-level statistics seminars. These courses have ranged in size from 8 to 270 students and have included in-class as well as lab-based teaching components.
For a second year class on research methods, I facilitated my students’ brainstorming sessions for research ideas, assessed their presentation skills and research designs, managed their experiment sessions, taught them how to use Microsoft Excel for data analysis, and discussed with them the main parts of the American Psychological Association (APA)-style format.
For a third year class on sensory systems, I prepared a series of in-class group activities for the chapter on psychophysical perception.
For both of the graduate-level statistics courses that I have TA’d, I have been the lab co-instructor for two years. In this role, I have co-created the lab outline, selected required readings, designed and conducted in-lab activities, crafted assignments and tests, led exam review sessions, and brought in outside speakers to discuss the importance of statistics skills in research and the job market.
As part of my professional development in the teaching field, I have participated in a number of teaching-related workshops on instructional skills, research assignment design, assessment, teaching assistant mentoring, and peer review of teaching.
Beyond the classroom, I have volunteered with Let’s Talk Science to promote science education through a variety of programs like the Teacher Partnership Program, All Science Challenge, and Brain Bee.

Email: gracet@psych.ubc.ca; please write “GPRT” in the subject line.

==FAQs==

Frequently asked questions about the Peer Review of Teaching Program

===DEFINITIONS===

'''Peer review of teaching'''

Peer review of teaching is a form of evaluation designed to provide feedback to instructors about their teaching.

Peers may evaluate the following elements of teaching:
*classroom teaching
*teaching materials (i.e. syllabi, assignments)
*feedback on student work
*instructor’s written statement of teaching philosophy
*self-assessment documentation such as a teaching portfolio; and
*comments from graduate students supervisees

Ideally, the peer review of teaching is a critically reflective and collaborative process in which the instructor under review works closely with a colleague or group of colleagues to discuss his or her teaching.

'''Formative peer review'''

Promotes the development of an instructor’s teaching practice. The formative model is said to contribute to continuing professional development and to enhance teaching quality through reflective practice and collective learning (Gosling, 2005; Peel, 2005; Shortland, 2004). It is commonly assumed that this improved teaching quality will ultimately boost student learning (Bovill, 2008; Cavanaugh, 1996).

'''Summative peer review'''

Consists of the evaluation of an instructor’s teaching efforts by colleagues in his or her scholarly department or field which are done to rank that individual within a unit or profession for the purpose of personnel decisions such as appointment, promotion, tenure, or salary (Cavanaugh,1996, p. 236)

===FREQUENTLY ASKED QUESTIONS ABOUT THE FORMATIVE PEER REVIEW PROGRAM===

*[[#q1|What is the purpose of peer review of teaching?]]
*[[#q2|What is the difference between a formative and summative peer review?]]
*[[#q3|What is the benefit of having more than one person review my teaching?]]
*[[#q4|What is the benefit of selecting a reviewer from outside the faculty?]]
*[[#q5|What is the advantage of participating in this program, if there is already a departmental peer review of teaching process?]]
*[[#q6|Is this peer review summative or formative?]]
*[[#q7|Do academic rank or job classification matter in the process?]]
*[[#q8|How is confidentiality handled in the formative peer review of teaching program?]]
*[[#q9|I teach a PBL class. May I participate in the program?]]
*[[#q10|What will be done with the information about my teaching generated during the peer review?]]
*[[#q11|What control do reviewees have over and during the process?]]
*[[#q12|Who will review my teaching?]]
*[[#q13|What training do the peer reviewers receive?]]
*[[#q14|When should peer reviews take place?]]
*[[#q15|How will reviewees receive feedback?]]
*[[#q16|What is formative feedback?]]
*[[#q17|How much time will the process take?]]
*[[#q18|What form will the reviewers' reports take?]]

<div id="q1"></div>'''What is the purpose of the peer review of teaching?'''

Within the context of higher education, the peer review of teaching has two broad purposes: 1. to assist instructors enhance their teaching, and 2. to assess an instructor’s teaching as part of a formal reward system linked to the individual’s career advancement (i.e. tenure, promotion and other personnel decisions).

<div id="q2"></div>'''What is the difference between a formative and a summative peer review?'''

In the formative peer review of teaching process, colleagues generate information for you about your classroom teaching that you can use to improve your teaching and your students′ learning. You control the process and how the resulting information is used. For example, in the formative process, you would select the person who conducts the observation and would then decide whether the written comments—if there are any—would be kept confidential or added to your personnel file. In a summative peer review, colleagues observe you teach and report back to the department head or dean for the purpose of reappointment, promotion or tenure.

<div id="q3"></div>'''What is the benefit of having more than one person review my teaching?'''

Two reviewers will give you two different perspectives on your teaching. Because teaching is such a complex activity, the reviewers may focus on different aspects of your teaching and the students′ learning. Having two reviewers may give you more reliable information about your teaching.

<div id="q4"></div>'''What is the benefit of selecting a reviewer from outside the faculty?'''

Because they are unfamiliar with the discipline and learning environment, external reviewers are like new students encountering your class for the first time. They will be able to give you an outsider’s perspective on your class. External reviewers can provide feedback on aspects of teaching like how you structure learning activities, facilitate discussions, and communicate with students. They also will be able to share teaching ideas and strategies used in their discipline.

<div id="q5"></div>'''What is the advantage of participating in this program, if there is already a departmental peer review of teaching process?'''

Too often, institutional boundaries prevent colleagues interested in teaching from having sincere conversations about common educational issues and challenges. The program seeks to foster cross-faculty discussions about teaching and seeks to address the concept of advancing knowledge and understanding within and across disciplines outlined in Place and Promise: The UBC Plan.

<div id="q6"></div>'''Is this peer review summative or formative?'''

This program is intended to be formative. However, if you think your department would value knowing about your progress over time, then you may consider including the reviewers′ reports in your teaching portfolio, tenure and promotion request, or in your annual review.

<div id="q7"></div>'''Do academic rank or job classification matter in the process?'''

Professorial rank and job classification are disregarded in the program. All educators are invited to participate and learn from one another.

<div id="q8"></div>'''How is confidentiality handled in the formative peer review of teaching program?'''

The only people involved in the discussions will be the reviewee and the reviewers. The process is confidential, unless you decide to include reflections or documentation about the process to your teaching portfolio or personnel file.

<div id="q9"></div>'''I teach a PBL class. May I participate in the program?'''

Yes, because the peer review process is designed for various forms of teaching and learning.

<div id="q10"></div>'''What will be done with the information about my teaching generated during the peer review?'''

Reviewees receive written reports from their reviewer(s). Reviewees decide how they will use the information contained in the reports and with whom they will share the information. The aim of the program is to generate useful feedback that a reviewee may be able to use to develop and/or revise aspects of his/her teaching, to incorporate into a teaching portfolio or to bolster an argument for tenure and promotion.

<div id="q11"></div>'''What control do reviewees have over and during the process?'''

Each reviewee selects the peer reviewer with whom they will work, decides which class the reviewer will attend, sets the objectives and focus for the classroom observation, and decides what to do with the feedback they receive from the reviewers.

<div id="q12"></div>'''Who will review my teaching?'''

The list of reviewers is available on a section of this website. You will choose a reviewer among the people listed.

<div id="q13"></div>'''What training do the peer reviewers receive?'''

All peer reviewers complete an intensive training course run by CTLT which teaches them how to conduct peer reviews and to observe classroom teaching. All of the reviewers have also completed an Instructional Skills Workshop.

<div id="q14"></div>'''When should peer reviews take place?'''

The peer review can happen any time deemed suitable for you and your reviewer. Each reviewee may decide when to schedule the classroom observations. Scheduling them earlier or towards the middle of the term will give you timely and relevant feedback that may be useful in the later stages of your course. Also keep in mind that reviewers will be busy towards the end of semester with their own teaching.

<div id="q15"></div>'''How will reviewees receive feedback?'''

Reviewees will receive verbal and written feedback. Reviewees will meet with their reviewers after the classroom observation and engage in a friendly, collegial dialogue about the class that the reviewer observed. The reviewers will also summarize their feedback and suggestions in a written report.

<div id="q16"></div>'''What is formative feedback?'''

Formative feedback is information that is intended to support an educator′s growth towards becoming a better teacher. The feedback aims to be non-evaluative and is not intended to be a snapshot or final judgement of an educator′s fitness or competence. Rather the goal is to provide information that can help you reflect on your teaching and plan changes for the future. Formative peer review aims to help you better understand how you approach the task of university teaching, and who you are as a teacher.

<div id="q17"></div>'''How much time will the process take?'''

The process will take approximately three to five hours to complete.

<div id="q18"></div>'''What form will the reviewers′ reports take?'''

The report consists of the following materials:

# Notes from the pre-observation meeting. This may include notes taken by the reviewer during the meeting, a summary that the reviewer writes after the meeting, emailed or written answers that the reviewee wrote (if they wish to submit them to the report), or similar kind of notes.
# Notes that the reviewer takes during the classroom observation, or a summary they write immediately after. It may take the form of prose, a chart or other similar kinds of notes.
# Notes taken during the post-observation meeting. This may include notes or a summary that the reviewer may take during the conversation and notes that summarize the conversation between the reviewer and the reviewee.

These notes/summaries make up the report, which is shared with the reviewee during the post-observation meeting and left with them at the end of the meeting.

[[Category:Peer Review of Teaching]]

==Workshop==

===Developing Your Skills as a Peer Reviewer of Teaching: Introductory Workshop (4 hours)===
Description: The peer review of teaching process introduced in this experiential workshop is intended primarily as a form of formative (and developmental) feedback.

By the end of this workshop participants will be able to:

*Describe the peer review of teaching process
*Provide constructive feedback for the person being reviewed
*Conduct appropriate Pre- and Post-observation interviews
*Respond to various peer review of teaching situations
*Write a relevant and concise report to be discussed in the post-observation meeting

This workshop is open to all graduate students who teach at UBC.

==Resources==

You can find a variety of resources on the Peer Review of Teaching. Below are links to websites that focus on the subject, a list of academic references (journal articles, book chapters) and UBC resources on the peer review of teaching (i.e. departmental protocols and other).

If you have a resource that you would like to add, please [mailto:janet.dhanani@ubc.ca/ email Janet Dhanani].

*[[Documentation:CTLT_Resources/Webliography_Peer_Review_of_Teaching|Websites]]
*[[Documentation:CTLT_Resources/Peer_Review_of_Teaching_Academic_References|Academic References]]
*[[Documentation:CTLT_programs/PRT/UBC_docs|UBC Resources]]
*[http://ctlt.ubc.ca/about-isotl/programs-events/ubc-peer-review-of-teaching-initiative/ UBC Summative Peer Review of Teaching Initiative]

[[Category:Peer Review of Teaching]]

===Sample Classroom Observation Forms===
*Peer review of teaching for promotion purposes (2009), Australian Learning and Teaching Council, The University of Adelaide, Australia. [[File:Adelaide_Forms_PRT.pdf|Adelaide_Forms_PRT.pdf]]

*[http://www.google.ca/url?q=http://www.ben.edu/fac_staff/ctle/resources/upload/LL-Peer-Mentoring-Guidelines.doc&sa=U&ei=H5vMUcmcJ6r-iwLhqICIAQ&ved=0CBoQFjAA&usg=AFQjCNErvCNfDg1JkyOwXUmJpjLrK5jdCA Class Observation Form], Department of Languages and Literature's Peer Mentoring Program.

*[http://www1.umn.edu/ohr/teachlearn/resources/peer/instruments/index.html Peer Review of Teaching Classroom Observation Instruments], University of Minnesota Center for Teaching and Learning.

*[http://www.umflint.edu/cas/leo LEO classroom observation form]. University of Michigan-Flint. Retrieved from: http://www.umflint.edu/cas/leo.htm.

*[http://www.google.com/url?q=http://www.wilmu.edu/faculty/documents/RubricExamples.pdf&sa=U&ei=dtDMUf-hGqO2iwKC7oDgDw&ved=0CBgQFjAA&usg=AFQjCNE_NBU7UOlvMjH4M5X8hlcgV1EzfA Rubric examples]. Dimension of Teaching. Utah Valley University.

*[http://www.google.ca/url?q=http://www.teaching-learning.utas.edu.au/__data/assets/pdf_file/0010/1054/Peer_review_of_teaching.pdf&sa=U&ei=NtfNUcbhNIrMiQLJmYG4BQ&ved=0CB0QFjAB&usg=AFQjCNF1UG3S_sMemMYO49xgqj3zXzi8cw Guide to peer review of teaching]. Prepared by the Flexible Education Unit. Based on material prepared by Associate Professor Jackie Lublin (2002). University of Tasmania.

*[https://www.lmu.edu/Assets/Centers+$!2b+Institutes/Center+for+Teaching+Excellence/USAF+Observation+Rubric.pdf Classroom Observation Rubric]. Teaching and Learning Center. UTSA.
::'''NOTE:''' This form is filled out as an example.

*[http://www.google.com/url?q=http://www.aacu.org/meetings/engaging_science/CS8LearningFocusedObservationRubric.pdf.pdf&sa=U&ei=783MUfrROMnxigK6_ICwCA&ved=0CBsQFjAA&usg=AFQjCNGsaNvvsq0XGvJCyKPdon3gJ75OJQ Learning-Focused Observation Rubric]. Created by: [http://www.aacu.org/ Association of American Colleges and Universities].

*[http://www.docstoc.com/docs/158937766/Rubric-for-Evaluating-Engaged-Teaching Rubric for Evaluating Engaged Teaching in RTP proceedings] (2011). Faculty Center for Teaching Excellence.

[[Category:Peer Review of Teaching]]

Documentation:CTLT programs/PRT/Reviewers

2015-04-02T18:21:00Z

MichaelWong:

==Reviewers==

All peer reviewers have completed the Centre for Teaching, Learning and Technology workshop: "Developing Your Skills as a Peer Reviewer: Introductory Workshop". In addition, many of the reviewers have a university degree in education and/or have completed the UBC Faculty Certificate Program on Teaching and Learning in Higher Education. Several of the peer reviewers for this program are teaching award winners.

For a full description of the formative peer review process, please read the Peer Review Process section of our website.

When you email a reviewer for a request, please indicate:

- type of peer review you would like (classroom observation, review of assignments or syllabi or other material, PBL review, other)

- a brief statement of your goal for peer review

- a time range within which you are hoping to be peer reviewed

- your contact information

'''List of peer reviewers'''
* [[#Eric Accili|Eric Accili]] (Department of Cellular and Physiological Sciences)
* [[#Sunaina Assanand|Sunaina Assanand]] (Department of Psychology)
* [[#Jolanta Aleksejuniene|Jolanta Aleksejuniene]] (Faculty of Dentistry)
* [[#Mario Brondani|Mario Brondani]] (Faculty of Dentistry)
* [[#Luisa Canuto|Luisa Canuto]] (Faculty of Arts)
* [[#Judy Chan|Judy Chan]] (Centre for Teaching, Learning and Technology and Faculty of Land and Food Systems)
* [[#Josephine Chung|Josephine Chung]] (Faculty of Dentistry)
* [[#Lamia El-Adwar|Lamia El-Adwar]] (Faculty of Dentistry)
* [[#Majid Doroudi|Majid Doroudi]] (Faculty of Medicine)
* [[#Kele Fleming|kele fleming]] (Centre for Teaching, Learning and Technology)
* [[#Florian Gassner|Florian Gassner]] (Faculty of Arts)
* [[#Brett Gilley|Brett Gilley]] (Faculty of Science)
* [[#Gail Hammond|Gail Hammond]], (Faculty of Land and Food Systems)
* [[#Isabeau Iqbal|Isabeau Iqbal]] (Faculty of Education and Office of Educational Support and Development Faculty of Pharmaceutical Sciences)
* [[#Suzanne James|Suzanne James]] (Faculty of Arts)
* [[#Sandra Jarvis-Selinger|Sandra Jarvis-Selinger]] (Faculty of Medicine)
* [[#Michael Lee|Michael Lee]] (Faculty of Medicine)
* [[#Azita Madadi Noei|Azita Madadi Noei]] (Faculty of Land and Food Systems)
* [[#Sue Murphy|Sue Murphy]] (Faculty of Medicine)
* [[#Catherine Rawn|Catherine Rawn]] (Faculty of Arts)
* [[#Darlene Redenbach|Darlene Redenbach]] (Faculty of Medicine)
* [[#Allen Stevens|Allen Stevens]] (Centre for Teaching, Learning and Technology)
* [[#Ranga Venkatachary|Ranga Venkatachary]]
* [[#Roselynn Verwoord|Roselynn Verwoord]] (Centre for Teaching, Learning and Technology)

'''Additional Information on Reviewers'''

* <div id="Eric Accili"></div> [http://cps.med.ubc.ca/faculty/accili/ '''Eric Accili''', Associate Professor, Department of Cellular and Physiological Sciences]
*:As a faculty member, I have been teaching since 1998. I have taught mainly 3rd and fourth year courses in human physiology, in a lecture format, to classes ranging in size from 10 or so to 600. I have taught seminar style courses also to both undergraduate and graduate students, and have been involved in teaching labs for human physiology. I have developed a new course and contributed to the development of an online course while at SFU for undergraduates. In my lab and as a member of graduate and undergraduate thesis committees, I spend a great deal of time preparing students for presentations, oral examinations and thesis defences. I am also involved in evaluating oral presentations of undergraduates in our department.
*:email: eaaccili@mail.ubc.ca

* <div id="Sunaina Assanand"></div>'''Sunaina Assanand''', PhD. Instructor-I, Department of Psychology.
*:I have taught advanced undergraduate courses, ranging in size from 50 to 300 students. My classes involve lectures and active learning exercises. I have experience in the implementation of community service learning in large classes. My preferred peer review activities include reviewing course syllabi, classroom teaching practices, and assignments.
*:email: assanand@psych.ubc.ca

* <div id="Jolanta Aleksejuniene"></div>'''Jolanta Aleksejuniene''', Assistant Professor, Faculty of Dentistry
*:email: jolantaa@interchange.ubc.ca

* <div id="Mario Brondani"></div>[http://www.elders.dentistry.ubc.ca/research/our_people/brondani.asp '''Mario Brondani''', PhD. Assistant Professor, Department of Community Dentistry and Prosthodontics and Dental Geriatrics]
*:I have experience with PBL, small group (in-class) activities, clinical instruction (students in pairs and individually) and lectures (average 50 students) at the undergraduate level of single or interdisciplines. At the graduate level, I have experience with graduate seminars and directed studies (up to 5 students). I am available in Term 2 to conduct some classroom observations of teaching and/or provide feedback on syllabi.
*:email: brondani@interchange.ubc.ca

* <div id="Luisa Canuto"></div>[http://www.fhis.ubc.ca/people/faculty/details/canuto-luisa.html?no_cache=1 '''Luisa Canuto''', Sessional Lecturer, French, Hispanic and Italian Studies]
*:I have been teaching first and second year language courses for more than 15 years for the Department of French, Hispanic and Italian Studies. I have also developed a number of both credit and non-credit courses for UBC. I have facilitated several workshops and seminars on various teaching topics, including 'writing learner centered syllabi; First Day of teaching; Interactive teaching, etc. I coordinated the mentoring program for the Faculty of Arts and was a mentor for junior faculty until recently.
*:email: luisa.canuto@ubc.ca

* <div id="Judy Chan"></div>'''Judy Chan''', PhD. Faculty Associate, Centre for Teaching, Learning and Technology and Advisor, Faculty of Land and Food Systems
*:I have taught a large undergraduate class (FNH 200, with 150 students), an on-line class (FNH 200, 30 students in each session); in addition, I have PBL experience and lab tutorial experience. I am available to peer review someone’s classroom teaching and PBL case writing.
*:email: judy.chan@ubc.ca

* <div id="Josephine Chung"></div>[http://www.drjosephinechung.ca/ '''Josephine Chung, Dr.''', Clinical Instructor, Integrated Clinical Course, Faculty of Dentistry]
*:email: josephine-chung@shaw.ca

* <div id="Lamia El-Adwar"></div>[http://www.dentistry.ubc.ca/faculty-profiles/a-e/Lamia-El-Adwar/ '''Lamia El-Adwar''', PhD. Clinical Assistant Professor, Dentistry]
*:email: lamia_eladwar@yahoo.com

* <div id="Majid Doroudi"></div>'''Majid Doroudi''', B.Sc. (PT), M.Sc., Ph.D. Senior instructor, Department of Cellular and Physiological Sciences, Faculty of Medicine.
*:I have been teaching the anatomical sciences to medical, dental, undergraduate, and allied health students for over 22 years. This includes teaching large classes with around 500 students to small group teaching in the lab and problem-based learning settings. I currently teach an undergraduate anatomy course, the anatomy of several blocks in Faculty of Medicine curriculum, the anatomy, histology and neuroanatomy labs in medicine and dentistry and a graduate course in the faculty of dentistry. My preferred peer review activities include reviewing classroom teaching practices and course syllabi. I have completed the UBC Faculty Certificate Program in the Scholarship of Teaching and Learning in Higher Education in April 2013 and have won several teaching awards at the university and faculty levels.
*:email: mdoroudi@mail.ubc.ca

* <div id="Kele Fleming"></div>'''kele fleming''', Associate Director, Teaching & Learning Professional Development, Centre for Teaching, Learning and Technology
*:I bring twelve years experience developing and delivering professional development programs for faculty, graduate students and staff, with a particular focus on learning technology. Preferred peer review activities include providing feedback on using technology to support teaching goals in the face-to-face, blended and online classroom (e-portfolios, LMS/Connect, Web 2.0 tools, clickers, blogs, wikis) & on specific topics (digital tools for feedback & assessment, reflective writing, integrating technology into your learning outcomes). I have also led technology professional development days for K-12 classroom teachers. Developed & delivered a Web Architecture course at Emily Carr University. If you are contacting me about conducting a peer review, please let me know: What is your previous experience with using technology in the classroom?; what are your goals with using technology? (interest, address specific need, departmental/faculty mandate).
*:email: kele.fleming@ubc.ca

* <div id="Florian Gassner"></div>'''Florian Gassner''', Instructor, Department of Central, Eastern and Northern European Studies
*:My teaching duties in the Department of Central, Eastern and Northern European Studies include all levels of German language instruction as well as courses on the cultures and literatures of Central and Eastern Europe. My current portfolio features lectures on German Cinema, the cultural history of Ukraine, and ‘Words and Music in German Literature.’ I serve as a peer reviewer for both the Department of Asian Studies and the Department of French, Hispanic and Italian Studies. As an educational leader, I am particularly interested in effective ways to engage ever larger groups of students in our classrooms.
*:email: florian.gassner@ubc.ca

* <div id="Brett Gilley"></div>'''Brett Gilley''', Science Teaching and Learning Fellow, Earth and Ocean Sciences and the Carl Wieman Science Education Initiative
*:I have taught large undergraduate classes, small undergraduate classes and done instruction in seminars, labs, and tutorials. I am happy to give feedback on classroom teaching, assignments or any other aspect of teaching. I can also do engagement observations in people’s classes, this would give you a measure of how engaged students are through any given class.
*:email: bgilley@eos.ubc.ca

* <div id="Gail Hammond"></div> '''Gail Hammond''', Lecturer, Faculty of Land and Food Systems: Food, Nutrition & Health Program
*:At UBC, I have taught large undergraduate nutrition courses using lecture and PBL instruction, and smaller undergraduate courses using primarily seminar and formal debate pedagogies. I recently graduated from the UBC Faculty SoTL Leadership Program with a Faculty Certificate on Teaching and Learning in Higher Education.
*:As a peer reviewer, I will observe with a critical eye and provide supportive feedback to assist the reviewee in meeting her/his goal(s) for improvement. I enjoy participating in reviews of classroom teaching and providing feedback on course syllabi, lesson plans, and teaching activities for both large and small classes. I have conducted peer reviews in the faculties of Applied Biology, Law, and Land and Food Systems.
*:When contacting me, please provide information about your teaching history, current teaching practices, challenging teaching situations that you have faced and why you perceived them as challenges, and what you would like to gain by participating in a peer review of your teaching. If you have completed the Teaching Perspectives Inventory, please also include your dominant teaching perspective(s).
*:email: gail.hammond@ubc.ca

* <div id="Isabeau Iqbal"></div>'''Isabeau Iqbal''', PhD. Sessional Instructor, Faculty of Education and Educational Developer, Office of Educational Support and Development (Faculty of Pharmaceutical Sciences)
*:I teach classes of 30-40 students in the Bachelor of Education program where I use various active learning strategies, such as discussion (large and small group), reflective writing, collage, and concept mapping. I am an experienced Instructional Skills Workshop facilitator and have designed and facilitated numerous workshops on enhancing teaching and learning in post-secondary education. I would be happy to peer review in any discipline or Faculty, in classes of any size.
*:When contacting me, please provide information on your teaching context (course name, class size, Faculty etc) and your predominant teaching methods.
*:Please see isabeauiqbal.ca for more information.
*:email: isabeau.iqbal@ubc.ca

* <div id="Suzanne James"></div> '''Suzanne James''', PhD. Sessional Instructor, Department of English
*:In a teaching career of almost thirty years, I have taught English literature and language, as well as English as an Additional Language, to students from grade six through graduate studies. A lot of this teaching took place internationally, in Zimbabwe, Tanzania and Romania. During the last nine years, I have worked as a lecturer at UBC and SFU. I currently teach small seminar writing classes (16 students at SFU; 35 students at UBC), classes in African and Canadian literature of 45 students, and larger lecture courses in introductory literature with 150 first-year students. Over my teaching career I have supervised and mentored student teachers and currently supervise TA’s who run seminars supporting my lecture classes. In 2011, I was awarded an Ian Fairclough Prize for Excellence in Teaching. I am a dynamic teacher who believes in actively engaging students in learning and in constructing meaning for themselves.
*:email: sujames@mail.ubc.ca

* <div id="Sandra Jarvis-Selinger"></div>'''Sandra Jarvis-Selinger''', PhD. Assistant Professor, Department of Surgery, and Associate Director, eHealth Strategy Office, Faculty of Medicine
*:I currently teach graduate seminars. I have a PhD in Educational Psychology (specialization in human learning, development and instruction). In addition, I am an Educational Scholar for the Department of Surgery, American Academy of Orthopaedic Surgeons, American Orthopaedic Association. I also work as an Educational consultant for the Department of Emergency Medicine and the Division of Adolescent Medicine.
*:email: sandra.js@ubc.ca

* <div id="Michael Lee"></div>'''Michael Lee''', PDOT, MBA. Curriculum Coordinator, Occupational Therapy
*:I currently teach in the Master of Occupational Therapy programme and, in the past, have taught at the Undergraduate level. Though I enjoy using small group teaching, I also teach in clinical lab sessions, lecture, small group work, large group discussion, tutorials, on-line discussions and many other formats. Other than teaching graduate students, I also offer workshops for clinical instructors, clinicians educated outside Canada, and am interested at adult teaching principles. I am happy to review classroom teaching, small group tutorials, lesson planning, assignment and evaluation outline; as I see those are my valuable learning opportunities as well.
*:I have completed the UBC Faculty Certificate of Teaching and Learning in Higher Education, and am participating in various CTLT workshops to keep my skills sharp.
*:email: michael.lee@ubc.ca

* <div id="Azita Madadi Noei"></div>'''Azita Madadi Noei''', PhD. RD. Lecturer, Faculty of Land and Food Systems: Food, Nutrition & Health Program
*:I started my teaching career in 1989 teaching nutrition short courses in high school. My teaching responsibility at UBC began in 2002 as Distance Education instructor for introductory course in Food Science and expanded over the years to teach large undergraduate (100-170) and smaller graduate courses and lab sections. I have developed new courses and redesigned evaluation methods to accommodate versatile learning styles. I use blended, student-centered and interactive approach in my teaching. With enough lead time, I would be more than happy to provide feedback on your teaching.
*:email: amadadi@mail.ubc.ca

* <div id="Sue Murphy"></div>'''Sue Murphy''', Senior Instructor, Department of Physical Therapy
*:I currently teach in the professional stream in the Master of Physical Therapy (MPT) program. The MPT program has a case-based curriculum, which encompasses clinical lab sessions, lecture, small group work, large group discussion, tutorials, and many other formats. Although I do not directly facilitate pure PBL classes, I have been quite involved with our “case based weeks” which are a quasi-PBL format. We currently have a class size of 80 so I am used to teaching larger classes in various formats. I am also involved in the Clinical education of the MPT students, and run workshops for clinicians interested in becoming clinical preceptors. In the past I have taught undergraduate students, as well in certificate and diploma level courses.
*:I have a Master’s degree in Adult Education and in 2012 was honoured to receive a Killam Teaching Prize from UBC. I have also completed the UBC Faculty Certificate of Teaching and Learning in Higher Education, and would be happy to review classroom teaching, lesson planning, evaluation of students, or any other teaching and learning activity.
*:email: sue.murphy@ubc.ca

* <div id="Catherine Rawn"></div>[http://blogs.ubc.ca/catherinerawn/ '''Catherine Rawn''', PhD. Instructor 1, Psychology]
*:I have 4 years experience teaching first and second year undergraduate classes sized 30-500 focusing mainly on introductory topics (e.g., intro psychology, intro to quantitative research methods, intro to statistics), and an additional 2 years as a teaching fellow leading weekly labs/tutorials in statistics for behavioural sciences, in both advanced undergraduate and graduate levels. My primary approach to teaching promotes active learning; in any class period I typically use a blend of lecture, i<clicker responses, peer-to-peer discussion, large group discussion, and written comprehension checks. Moreover, I am an experienced Instructional Skills Workshop facilitator and I create and facilitate teaching training for graduate students in the psychology department.
*:email: cdrawn@psych.ubc.ca

* <div id="Darlene Redenbach"></div>[http://physicaltherapy.med.ubc.ca/person/darlene-redenbach/''' Darlene Redenbach''', PhD. Senior Instructor, Department of Physical Therapy]
*:I began teaching in clinical setting over 40 years ago. I have taught anatomy at Brown University, Faculty of Medicine and was a guest lab instructor at Harvard Medical Scientist program involving students in research project over 3 years. I began teaching at UBC in late 80s as a TA, sessional and since 1996 as Faculty. I designed and taught fully online courses in Neuroanatomy and Gross Anatomy. I am also a member of CTLT’s ISW (Instructional Skills Workshop) team and a Facilitator Trainer for the ISW program. I have completed the Faculty Certificate in Teaching and Learning in Higher Education and am a recipient of Killam Teaching Prize (2009). I have done formative and summative peer reviews in clinical labs, gross lab, classrooms, and online settings. Currently, I am the Coordinator of Instructional Support for the Department of Physical Therapy.
*:email: darlene.redenbach@ubc.ca

* <div id="Allen Stevens"></div>'''Allen Stevens''', EdD., Faculty ISW Facilitator at the Centre for Teaching, Learning and Technology
*:In addition to facilitating Instructional Skills Workshops, I also teach part-time in the Faculty of Health and Education at Capilano University.
*:I have been teaching undergraduate and graduate-level university courses in Special Education, Research Methodology in Education, and the History of Education since 1981 (at UBC, SFU, Kwantlen Polytechnical Univ. and Capilano U.). These classes have ranged in size from 20 – 90 participants. I would be happy to peer review syllabi, classroom teaching, and (written) feedback on assignments. With enough lead time, I can accommodate the schedule of almost any of our colleagues.
*:email: astevens@sd38.bc.ca

* <div id="Ranga Venkatachary"></div>'''Ranga Venkatachary,''' PhD
*:I co-teach a 400 level PBL course in Research Methods (FNH 477 – Diet and Disease Prevention) with Dr. Tim Green. In the Faculty of Arts, I facilitated curriculum renewal and program reform in collaboration with faculty leaders and curriculum committees in departments and schools.
*:
*:I bring experience in developing professional development programs for new and mid career faculty in a variety of disciplinary and institutional contexts such as the Centre for Educational Development at the Republic Polytechnic in Singapore, the Faculty of Business Administration, SFU and the Faculty of Land and Food Systems, UBC to the formative peer review process. I completed the UBC Faculty Certificate Program in the Scholarship of Teaching and Learning in April 2011.
*:
*:''Expertise''
*:*Inquiry-based pedagogy including problem-based learning and case-based learning (curriculum and teaching, assessment and enabling technologies)
*:*Holistic & student-centered assessment of learning in small, mid-sized and large classes (rubrics & instruments)
*:Tel: 604-318-6163
*:email: ranga.venkatachary@ubc.ca

* <div id="Roselynn Verwoord"></div>[http://blogs.ubc.ca/rverwoord/ '''Roselynn Verwoord''', Curriculum Support, Strategic Curriculum Services, CTLT]
*:I have taught small undergraduate seminar-based classes in social work and I have conducted peer reviews in a variety of settings including large lecture-based classes. Preferred peer review activities include providing feedback on classroom teaching (in any setting), and providing feedback on lesson plans and course syllabi.
*:I currently facilitate workshops on a variety of teaching and learning topics both within and outside UBC; facilitate Instructional Skills Workshops (ISW); facilitate Presentation Skills Workshops (PSW); and am a trainer for the Facilitator Development Workshop (FDW).
*:When contacting me, please provide information on your teaching experience including courses taught and your predominant teaching methods.
*:email: roselynn.verwoord@ubc.ca

[[Category:Peer Review of Teaching]]

Documentation:CTLT programs/Learning Technology Institute

2015-04-02T18:13:50Z

MichaelWong:

[[File:NewLTISMALL.gif|right]]
Members of the e-learning community at UBC collaborate with the Centre for Teaching, Learning and Technology to contribute their talent to UBC’s Learning Technology Institute (LTI). The LTI offers regularly scheduled online and face-to-face sessions throughout the calendar year on topics such as ''Connect'', emerging web-based technologies, course showcases, and roundtable discussions about merging pedagogy and technology. These sessions are open to all faculty, librarians, students, and staff and are a great way to fine-tune your existing skills, help build a strong foundation to start from, or connect with colleagues.

Keep your eye on the [http://ctlt.ubc.ca/programs/all-our-programs/learning-technology-institute-lti/ CTLT] and [http://www.elearning.ubc.ca/training-support/workshop-calendar/ e-Learning] websites for session offerings and registration details. Don’t forget to register early since most sessions fill up quickly.

* Register for LTI sessions on the [http://www.events.ctlt.ubc.ca/ CTLT Events site].

[[Category:Faculty]]

Documentation:CTLT programs/ISW Faculty

2015-04-01T18:04:05Z

MichaelWong:

[[image:ISW_1.jpg|frame]]

'''Program Description'''

This 3-day Instructional Skills Workshop (ISW), which focuses on teaching groups of students, is designed to enhance the teaching effectiveness of both new and experienced educators. In a supportive atmosphere, you will have a chance to try new teaching approaches and to sharpen existing skills. During the workshop, you will design and conduct three “mini-lessons” and receive verbal, written, and video feedback from your peers. In addition, you will reflect on your own teaching practices. The success of this program relies on the active participation and collaboration of all participants who, as a team, work together to support each other in enhancing their teaching effectiveness. A certificate of completion will be awarded to each participant.

'''Who can apply?'''

We use the term “faculty” to mean that:

* You teach a credit course
* You coordinate programs for students enrolled in credit courses
* You lead or design teaching and learning events, not mentioned above, that are for, or otherwise support, students enrolled in credit courses

[[image:ISW-2.JPG|frame]]

'''What past participants have said about ISWs'''

'' "I will recommend this to colleagues without hesitation." ''

'' "[The ISW] changed the way I think about teaching for the better!" ''

'' "[Taking the ISW] was a wonderful experience, both personally and professionally. It exceeded my expectations." ''

'' "I would love to take it again." ''

'' "[I get] tips I can apply from both peers and facilitators." ''

'''Program goals'''

By the end of this workshop participants should be able to:

* Use learning objectives to organize teaching and to help students consider what they are expected to learn
* Write a useful, practical lesson plan
* Incorporate active learning strategies
* Consider students’ differing learning needs
* Use simple techniques during lessons to test learning
* Use common instructional aids effectively
* Use good questioning techniques during a classroom session
* Give constructive feedback
* Increase confidence and competence in the classroom

'''A typical ISW includes:'''

* A review of important concepts in group teaching situations, such as planning a lesson, increasing participatory learning, and providing feedback to students
* The opportunity to teach three short lessons in a group setting, and to receive constructive feedback from a facilitator and peers
* Sessions on a variety of teaching and learning topics such as learning styles, questioning skills, classroom activities, and evaluation of student learning
* Role modelling of teaching styles by workshop facilitators

[[image:ISW-3.JPG|frame]]

'''It is an opportunity to:'''

* Work closely with peers and facilitators from across disciplines to reflect upon and improve your teaching
* Practise a variety of instructional techniques in a supportive atmosphere
* Receive valuable feedback immediately following your teaching
* “Recharge your batteries”

'''This workshop may be for you if:'''

* You are interested in practising teaching skills and sharing goals and reflections in a supportive, peer-based atmosphere
* You are available for the full three days of the workshop, 8:15 am – 5:00 pm each day

'''ISW Dates in 2015'''

* May 12, 13, 14
* July 14, 15, 16
* August 11, 12, 13
* December 8, 9, 10

Registration for each workshop opens 4-6 weeks prior.

For more information about ISWs for faculty, please contact [mailto:lucas.wright@ubc.ca Lucas Wright] or [mailto:mischa.makortoff@ubc.ca Mischa Makortoff].

[[Category:Faculty]][[Category:ISW]]

Documentation:CTLT programs/New Faculty

2015-04-01T16:43:29Z

MichaelWong:

[[File:NewFac1.png|link=|thumb|300px|right|Photo by [http://hr.ubc.ca UBC HR].]]
This group is for people who want to meet like-minded colleagues to share tips, problems, and solutions.

By joining you will have the opportunity to:
* Reflect on your own teaching
* Take steps to enhance your teaching throughout your career
* Engage with current research on student learning and university teaching
* Document your teaching
* Become part of a supportive university-wide community of teachers

This Community of Practice operates on a mix of events planned in advance, and events decided on by the community. In addition, the community may decide to create seminar events, collaborate with other communities, organize resources, or even suggest new programs. Come with your questions and ideas to learn from and contribute to this community.

* Bookmark [http://events.ctlt.ubc.ca events.ctlt.ubc.ca] to stay updated on events in this community and beyond.

The New Faculty Community of Practice is co-facilitated by a group of three faculty members with years of experience teaching in the Faculties of Arts and Science at UBC.

*'''Luisa Canuto''' teaches in French, Hispanic and Italian Studies. In 2000 she was awarded the UBC Killam Teaching Prize. She has also successfully applied for a number of teaching funding opportunities (TLEF and ARTS Innovation Funds) to bring innovations to her courses and add new ones.
*:
*'''Joanne Fox''' is a faculty member with the educational facilities of the Michael Smith Laboratories and the Department of Microbiology and Immunology, and directed and helped to develop the Faculty of Science first year seminar, Science 113. She was awarded the UBC Killam Teaching Prize in 2013.
*:
*'''Tiffany Potter''' teaches in the Department of English and was awarded the Fairclough Prize for Teaching in 2006. She is the First-year English Coordinator at UBC and holds a SSHRC Standard Research Grant to study eighteenth-century women and popular culture.

For more information about the community, or to make suggestions for upcoming events, email [mailto:tiffany.potter@ubc.ca Tiffany Potter], [mailto:joanne@msl.ubc.ca Joanne Fox], or [mailto:luisa.canuto@ubc.ca Luisa Canuto].

[[Category:Community of Practice]][[Category:CoP]]

Documentation:CTLT programs/Faculty Orientations

2015-04-01T16:38:30Z

MichaelWong:

This event is designed to introduce new faculty members to the structure and people of UBC. It provides an excellent opportunity to meet new colleagues from different departments as well as members of the senior administration and representatives from other units that will be important to faculty at the University.

The orientation begins with an optional campus tour, a light lunch, and ends with a reception hosted by senior administrators. This half-day event is designed to help new faculty and new staff members:

* Hear first-hand from colleagues on how to have a successful first year;
* Connect with peers and colleagues who are also new to UBC;
* Navigate effectively through UBC's resources and services; and
* Understand UBC's organizational structure and current initiatives.

For more information, please contact Judy Chan at [mailto:judy.chan@ubc.ca judy.chan@ubc.ca].

This event is coordinated with the [http://www.research.ubc.ca VP Research Office Orientation Day]. The two events have different foci and provide information regarding key aspects of your life on campus.

Documentation:CTLT Resources/Internal Listservs

2015-04-01T16:36:26Z

MichaelWong:

===CTLT Listservs===
Keep informed of programs, services and resources by joining the Centre for Teaching, Learning and Technology Listservs! We will do our best to email the list whenever there are new seminars, special events, or resources added or when other news specific to teaching and learning in higher education comes to our attention. A regular list that forwards each individual message, and a daily digest (gathers all messages in a 24 hour period into a single outbound message) are available.

===Atlas.ti Listserv===

To subscribe, please follow this two-step subscription process:

#Send an e-mail with the subject heading blank to [mailto:majordomo@interchange.ubc.ca majordomo@interchange.ubc.ca] with only the following command in the body of the message:
#:'''subscribe atlasti-ubc'''
#A confirmation e-mail will be sent to you almost immediately with a code that looks like ''ab12cd3e4''. Send a confirmation e-mail to [mailto:majordomo@interchange.ubc.ca majordomo@interchange.ubc.ca] with the following command in the body of the message:
#:'''auth ab12cd3e4 subscribe atlasti-ubc\'''
#:'''yourname@youremail.com'''

A second confirmation will be sent to you, but no action will be needed. To send a message to everyone on the listserv, simply send an e-mail to [mailto:atlasti-ubc@interchange.ubc.ca atlasti-ubc@interchange.ubc.ca]. To contact the administrator of the listserv, send an e-mail to [mailto:owner-atlasti-ubc@interchange.ubc.ca owner-atlasti-ubc@interchange.ubc.ca]. If you need any other information, please feel free to contact Judy Chan at [mailto:judy.chan@ubc.ca judy.chan@ubc.ca].

Documentation:CTLT programs/PRT/About

2015-03-31T18:59:09Z

MichaelWong:

==About==

In this section of our website, you will find information about the CTLT (formative) Peer Review of Teaching Program and the Peer Review of Teaching Community of Practice.

Peer review of teaching is a form of evaluation designed to provide feedback to instructors about their teaching.

Peers may evaluate the following elements of teaching:
* classroom teaching
* teaching materials (i.e. syllabi, assignments)
* feedback on student work
* instructor’s written statement of teaching philosophy
* self-assessment documentation such as a teaching portfolio; and
* comments from graduate students supervisees

Ideally, the peer review of teaching is a critically reflective and collaborative process in which the instructor under review works closely with a colleague or group of colleagues to discuss his or her teaching.

<hr>

For information about the Peer Review of Teaching Community of Practice, click [http://ctlt.ubc.ca/programs/communities-of-practice/peer-review-of-teaching/ here].

For information about the UBC Peer Review of Teaching Initiative, click [http://ctlt.ubc.ca/about-isotl/programs-events/ubc-peer-review-of-teaching-initiative/ here].

For information about the Graduate Formative Peer Review (for graduate students), click [http://ctlt.ubc.ca/programs/all-our-programs/graduate-formative-peer-review/ here].

For information about the Instructional Skills Workshops (for faculty), click [http://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshop-isw/ here].

[[Category:Peer Review of Teaching]]

Documentation:CTLT programs/PRT/About

2015-03-31T18:56:42Z

MichaelWong:

==About==

In this section of our website, you will find information about the CTLT (formative) Peer Review of Teaching Program and the Peer Review of Teaching Community of Practice.

Peer review of teaching is a form of evaluation designed to provide feedback to instructors about their teaching.

Peers may evaluate the following elements of teaching:
* classroom teaching
* teaching materials (i.e. syllabi, assignments)
* feedback on student work
* instructor’s written statement of teaching philosophy
* self-assessment documentation such as a teaching portfolio; and
* comments from graduate students supervisees

Ideally, the peer review of teaching is a critically reflective and collaborative process in which the instructor under review works closely with a colleague or group of colleagues to discuss his or her teaching.

For information about the Peer Review of Teaching Community of Practice, click [http://ctlt.ubc.ca/programs/communities-of-practice/peer-review-of-teaching/ here].

For information about the UBC Peer Review of Teaching Initiative, click [http://ctlt.ubc.ca/about-isotl/programs-events/ubc-peer-review-of-teaching-initiative/ here].

For information about the Graduate Formative Peer Review (for graduate students), click [http://ctlt.ubc.ca/programs/all-our-programs/graduate-formative-peer-review/ here].

[[Category:Peer Review of Teaching]]

Documentation:Peer Review of Teaching/UBC PRT Leaders Training

2015-03-31T18:51:57Z

MichaelWong: /* Support for formative PRT */

==Capacity building for summative PRT==

During 2010-11, a program was initiated to train nominated representatives from each Faculty in the principles and practice of the summative peer review of teaching process.

===UBC leadership team for capacity building in summative PRT===

*Dr. Harry Hubball, Faculty of Education
*Dr. Dan Pratt, Professor, Department of Educational Studies
*Dr. Anthony Clarke, Professor, Department of Curriculum and Pedagogy
*Fran Watters, Director, Faculty Relations

===Initial (2010-11) UBC Peer Review of Teaching Leaders===

*Professor Eric Hall (Applied Sciences),
*Professor Claire Young (Law),
*Professor David Fielding (Faculty of Pharmaceutical Sciences),
*Professor Anthony Clarke (Education),
*Dr Simon Ellis (Forestry),
*Professor Louise Nasmith (College of Health Disciplines),
*Dr. Eli Whitney (Dentistry),
*Dr. Ken Baimbridge (Medicine),
*Professor Richard Price (Arts),
*Professor Eunice Li-Chan (LFS),
*Dr. Nora Angeles (College for Interdisciplinary Studies),
*Professor Barbara Evans (Graduate Studies),
*Professor Dan Skarlicki (Sauder School of Business)
*Dr. Ian Cavers (Science)

===Documentation and material from capacity building workshops===

The ''UBC Peer Review of Teaching Initiative: Building on Faculty-specific Practices'' materials can be accessed below.

*[http://wiki.ubc.ca/images/a/a3/PRT_init_facult_days1-2.pdf PowerPoint Presentation Notes]
*[http://wiki.ubc.ca/images/b/ba/Workshop_Handout.pdf Scholarly Approaches to Peer Review of Teaching (PRT) in UBC’s Research-intensive University Context Handout]
*[http://wiki.ubc.ca/images/7/73/DAY_2_workshop_format.pdf Scholarly Approaches to Peer Review of Teaching (PRT) in UBC’s Research-intensive University Context Day 2 Handout]

[[Category:Peer Review of Teaching]]

==Support for formative PRT==

The Centre for Teaching, Learning and Technology (CTLT) has well-established programs and events designed to foster a community of practice around the formative aspects of peer review of teaching.
*[http://ctlt.ubc.ca/programs/all-our-programs/peer-review-of-teaching/peer-review-of-teaching-2/ Formative Peer Review of Teaching]
*[http://ctlt.ubc.ca/programs/communities-of-practice/peer-review-of-teaching/ Formative Peer Review of Teaching Community of Practice]
*[http://events.ctlt.ubc.ca/ CTLT Events Site]

[[Category:Peer Review of Teaching]]

Documentation:Peer Review of Teaching/Principles for Summative Peer Review of Teaching

2015-03-30T22:15:48Z

MichaelWong:

==Principles for Summative Peer Review of Teaching==

Principles to guide the Summative Peer Review of Teaching processes developed and implemented within each Faculty were developed from the 2009 working group study and have been recently revised to explicitly incorporate peer review in distance and blended online contexts.

View the [http://ctlt.ubc.ca/files/2010/12/SPRTprinciplesR.pdf Principles of Summative Peer Review]

[[Category:Peer Review of Teaching]]

Documentation:CTLT Programs/CoP Overview WhatIsACoP

2015-03-30T21:52:10Z

MichaelWong:

[[File:CoP-Driftwood-CCMikeBairdFlickr.jpg|thumb|480px|right|link=http://www.flickr.com/photos/mikebaird/6562297081/|Mike Baird, flickr.bairdphotos.com]]

===What is a Community of Practice?===

Communities of Practice (CoPs) are groups of practitioners who “share a passion for something they know how to do and who interact regularly to learn how to do it better” ([http://wenger-trayner.com/introduction-to-communities-of-practice/ Wenger, 2006]). The CTLT Community of Practice program provides a suite of services to numerous learning communities across disciplines at UBC to facilitate new knowledge development and to support the teaching and learning development of faculty. Services that CTLT provides to learning communities in order to achieve these goals include:
* Customized consultation for life-cycle community development;
* Training and general support to community facilitators; and
* Events support and logistics

=== Why join? ===

Have you ever wished you could connect with others on campus who are doing work similar to yours? Do you have a great idea or approach that you'd love to pass on to those who work in your field? Communities of practice are a great way to share with and learn from others on the UBC campus and beyond. You will share ideas and suggestions, both face-to-face and electronically, about teaching and learning topics most relevant to you.

===Who can join?===
Anyone with an interest in teaching and learning! We welcome undergraduate and graduate students, faculty, staff, and all others with a teaching or learning role or interest. To join a community of practice, visit the links on the left or email [mailto:ctlt.copdeveloper@ubc.ca ctlt.copdeveloper@ubc.ca].

[[Category:Community_of_Practice]]

Documentation:CTLT Programs/CoP Overview WhatIsACoP

2015-03-30T21:10:41Z

MichaelWong:

[[File:CoP-Driftwood-CCMikeBairdFlickr.jpg|thumb|480px|right|link=http://www.flickr.com/photos/mikebaird/6562297081/|Mike Baird, flickr.bairdphotos.com]]

===What is a Community of Practice?===

Communities of Practice (CoPs) are groups of practitioners who “share a passion for something they know how to do and who interact regularly to learn how to do it better” ([http://wenger-trayner.com/introduction-to-communities-of-practice/ Wenger, 2006]). The CTLT Community of Practice program provides a suite of services to numerous learning communities across disciplines at UBC to facilitate new knowledge development and to support the teaching and learning development of faculty. Services that CTLT provides to learning communities in order to achieve these goals include:
* Customized consultation for life-cycle community development;
* Training and general support to community facilitators; and
* Events support and Logistics

=== Why join? ===

Have you ever wished you could connect with others on campus who are doing work similar to yours? Do you have a great idea or approach that you'd love to pass on to those who work in your field? Communities of practice are a great way to share with and learn from others on the UBC campus and beyond. You will share ideas and suggestions, both face-to-face and electronically, about teaching and learning topics most relevant to you.

===Who can join?===
Anyone with an interest in teaching and learning! We welcome undergraduate and graduate students, faculty, staff, and all others with a teaching or learning role or interest. To join a community of practice, visit the links on the left or email [mailto:ctlt.copdeveloper@ubc.ca ctlt.copdeveloper@ubc.ca].

[[Category:Community_of_Practice]]

Documentation:CTLT Programs/CoP Overview WhatIsACoP

2015-03-30T21:10:00Z

MichaelWong:

[[File:CoP-Driftwood-CCMikeBairdFlickr.jpg|thumb|480px|right|link=http://www.flickr.com/photos/mikebaird/6562297081/|Mike Baird, flickr.bairdphotos.com]]

===What is a Community of Practice?===

Communities of Practice (CoPs) are groups of practitioners who “share a passion for something they know how to do and who interact regularly to learn how to do it better” ([http://www.ewenger.com/theory/ Wenger, 2006]). The CTLT Community of Practice program provides a suite of services to numerous learning communities across disciplines at UBC to facilitate new knowledge development and to support the teaching and learning development of faculty. Services that CTLT provides to learning communities in order to achieve these goals include:
* Customized consultation for life-cycle community development;
* Training and general support to community facilitators; and
* Events support and Logistics

=== Why join? ===

Have you ever wished you could connect with others on campus who are doing work similar to yours? Do you have a great idea or approach that you'd love to pass on to those who work in your field? Communities of practice are a great way to share with and learn from others on the UBC campus and beyond. You will share ideas and suggestions, both face-to-face and electronically, about teaching and learning topics most relevant to you.

===Who can join?===
Anyone with an interest in teaching and learning! We welcome undergraduate and graduate students, faculty, staff, and all others with a teaching or learning role or interest. To join a community of practice, visit the links on the left or email [mailto:ctlt.copdeveloper@ubc.ca ctlt.copdeveloper@ubc.ca].

[[Category:Community_of_Practice]]

Documentation:CTLT programs/ALDP

2015-03-18T22:58:19Z

MichaelWong:

'''Background:'''

For a number of years various initiatives have been undertaken to identify the needs of academic leaders to ensure their success in their roles. In 2006, a consulting firm, Leading by Design Inc. (Glenn Harris and Alice Mansell) was approached to conduct an assessment of the learning needs of heads and directors in their administrative roles at UBC.

'''Elements:'''

The following 5 key elements are the main components of the Academic Leaders Development Program (ALDP). These may be expanded and/or refined over time:

* Program for Heads and Directors – first and second year
* Coaching
* Peer mentoring
* Workshops/seminars on topical matters
* Consideration of an ongoing initiative for leadership training

For information about this program, please visit the [http://aldp.ubc.ca ALDP website].

[[Category:Faculty]]