General,  Graduate Education

Teaching Goals, the Learning Charter, and the Fall Fortnight

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It’s hard to believe, as we sit on a 30+ day, that the fall term is coming up fast! It is even warm in my office today as I write. (And for those of you who have stopped by on other days and needed to put on a jacket, you know how hot it must be out there to warm it up in here!!) At the Centre we have been busy planning for the start of the fall turn and, as always, our guiding star is the University of Saskatchewan’s Learning Charter.

It reminds us of our responsibilities and commitments to the university community. There are specific commitments and responsibilities for instructors. We use these to guide the support we offer to instructors.

One of the ways we cluster opportunities are the seasonal fortnights—two weeks of an eclectic mix of sessions offered in a variety of formats. The next Fortnight runs from August 17th through to the 28t. Information for instructors is here: and for graduate students and post-docs is here:

We look forward to getting together again soon! For more information on any of these sessions, or to suggest sessions, please contact GMCTE.

Just a reminder—the commitments and responsibilities for instructors are:

  1. Exemplify Learning: Create a learning context which values and facilitates active learning and broad thinking; Act according to ethical principles; Create a learning environment where all participants engage respectfully.
  1. Teach Effectively: Be aware of the range of appropriate instructional strategies for teaching the course content; Select & utilize effective methods of instruction. Provide graduate teaching assistants with the proper guidance and supervision.
  1. Assess Fairly: Clearly communicate & uphold academic expectations and standards; Ensure that assessment of student learning is transparent, consistent and congruent with course outcomes; Regularly provide prompt & constructive feedback to students.
  1. Solicit Feedback: Provide opportunities for students to give candid feedback on their learning experience without fear of repercussions; Solicit feedback on teaching effectiveness from other areas; Reflect on feedback and continually strive to improve.
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