Resources for Faculty

Teaching and Learning

The Office of Teaching and Learning at the Haskayne School of Business coordinates initiatives supporting faculty members to pursue Scholarship of Teaching and Learning (SoTL), explore new learning technologies and teaching practices, and participate in the AACSB Assurance of Learning and curriculum review processes. These instructional development resources explore some of the tools and approaches for deepening the teaching and learning experience.

Desire2Learn is the University wide learning management system that is used to facilitate course communication and delivery. During office hours, your friendly Haskayne Office of Teaching and Learning team are available for support; however, these downloadable guides are accessible to you at all times. This is a great resource whether you are beginning your journey here at the University or if you wish to advance your proficiency with Desire2Learn.

D2L Basics:

Assignments in D2L

Grades in D2L

D2L Quizzes

D2L Groups

If you prefer a classroom style learning environment, Desire2Learn workshops are held frequently at the Taylor Institute of Teaching and Learning where you can reserve a seat.

Student learning is assessed in a variety of ways at the Haskayne School of Business. The Office of Teaching and Learning supports faculty in both formative and summative assessment of their students, through a multitude of assessment methods including:

  • Quizzes and exams, both individual and team-based, online and paper-based
  • Oral presentations
  • Group projects
  • Case studies
  • Simulations
  • Assignments
  • Written submissions including research papers, reflection papers, and journal entries
  • Portfolios
  • In-class activities
  • Peer and self-assessment

There are many different tools available to help faculty implement a variety of assessments in their courses. Please consult with the Office of Teaching and Learning if you would like information about available tools or would like help implementing a specific tool into your course.

The Taylor Institute for Teaching and Learning also offers a wide variety of workshops on creating course outcomes, building effective assessments, and creating rubrics, and we encourage interested faculty members to widen their breadth of knowledge by attending these workshops.

Also known as a teaching portfolio or profile, a teaching dossier is a living document that embodies one's teaching practice. It includes:

  • an introductory overview
  • a teaching philosophy statement
  • teaching history with discussion of instructional methods and responsibilities
  • professional development
  • goals and reflections
  • a summary of relevant community and committee involvement
  • supporting evidence (artifacts)

Ideally a teaching dossier is a continually updated document, like a resume, that is revised and amended with relevant material as it is created.   A dossier may be required when applying for post-secondary employment, awards or grants.  

For further help with preparing your teaching dossier, the Taylor Institute for Teaching and Learning has a variety of resources that delve deeper into constructing and understanding your teaching dossier, including samples, videos, and learning modules. You can also consult with the Haskayne Office of Teaching & Learning for additional resources and support.


Teaching Dossier Templates:

Creating your Teaching Dossier:

Teaching Philosophy Statements:

Supporting evidence and artifacts:

The Haskayne School of Business supports its faculty to use technology to support the delivery and administration of their courses.

All faculty utilize D2L (Brightspace), the learning management system at the University of Calgary, as a tool to assist with administration of courses. Desire2Learn is a versatile platform, which supports content delivery, virtual interaction, online quizzes, online assignment submission and grading, discussion forums, and an integrative gradebook that can help connect struggling students to the Thrive program.  Several other programs, platforms, tools, and technologies are supported by IT and the Teaching and Learning team, including:

  • Top Hat Interactive Teaching Platform
  • Adobe products, including Connect and Presenter
  • Impero Classroom Management Software (available in the computer labs – please see your Area’s T&L Coordinator for more information on holding a class, assessment, or exam in the lab).
  • Swivl for lecture capture or presentation recording
  • Individual licenses for programs such as Adobe Captivate (for online content creation) and Mobius Slip (an online peer evaluation tool for written work) are available.  Please see your Area’s T&L Coordinator for more information.

Faculty are encouraged to try new methods to deliver content and assess students, and new technologies can be helpful in this endeavor. The Office of Teaching and Learning can help find appropriate technologies, explore licensing options, and help implement them into your classes. The Office will also assist with grant applications for new technologies and will support Faculty in conducting SoTL publications outlining the use and effectiveness of innovative learning and assessment tools.

A note that there are some learning tools and teaching technologies that we are not permitted to implement due to FOIP concerns. The Office of Teaching and Learning can help find alternative technologies that adhere to the U of C’s policies.  Please contact Dave Hawes (Learning Technologies Specialist) with any questions.

The Haskayne School of Business supports its faculty to use blended learning teaching techniques for content delivery.

Blended learning is a method of teaching where students receive course content through a variety of sources, combining online and face-to-face modalities. This type of instruction allows students to have more control over the online elements, where they can choose the location, time, and pace of their learning.

The 'flipped’ classroom is one in which students are expected to come to class having done some pre-work prior to the in-person meeting. In this configuration, class time is utilized for experiential activities, working through questions, collaboration, and problem-solving instead of lecture, ultimately resulting in greater student engagement and academic success.

The Flipped Learning Network defines flipped learning as a “pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (Flipped Learning Network, 2014).


The Haskayne School of Business at the University of Calgary is one of only twenty-five Canadian business schools to gain accreditation from the prestigious Association to Advance Collegiate Schools of Business (AACSB International).

AACSB accreditation is the hallmark of excellence in business education, and has been earned by less than 5% of the world's more than 16,000 business schools.

As an AACSB accredited institution, Haskayne School of Business participates in an ongoing process of annual reporting and five-year reviews of our continuous improvement.  AACSB Assurance of Learning Standards require regular curriculum assessment processes to ensure achievement of students’ learning outcomes and continual improvement of programs, courses, and student experience.

In accordance with AACSB Assurance of Learning standards and the Haskayne Strategic Vision, program learning goals and objectives have been identified for each of the major programs.



Resources for Markers

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Teaching Development and Initiatives

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