Resources for Faculty
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.
The Haskayne Office of Teaching and Learning has developed and compiled a number of resources for faculty in order to meet their teaching needs at Haskayne.
Classroom
- How to book an exam in a computer lab
- How to know if your classroom has all the equipment you need
- How to Navigate SH 117 – Instructor access
- How to Navigate SH 117 – Student access
Teaching
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 manuals and handcrafted Haskayne videos 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.
- Haskayne D2L how-tos
- University of Calgary D2L resources
- How to auto-email new students or students who have not logged in recently
- How to copy a grade scheme from one course to another in D2L
- How to copy components from one D2L site to another
- How to create a news item in D2L
- How to create a quiz in D2L
- How to download and print all documents from a Dropbox in D2L
- How to email specific sections of a multi-section course in D2L
- How to email your whole class in D2L
- How to enroll students, other instructors, and TAs in your D2L course
- How to export your gradebook to a CSV file
- How to get help in D2L
- How to grade assessments using letter grades as opposed to points grades or percentages in D2L
- How to hide a grade item
- How to hide the class email address book from students
- How to import grades to your gradebook with a CSV file
- How to instruct students on how to sign into D2L
- How to make your course visible to students
- How to pin a course in D2L
- How to release final grades to students
- How to see your course from a student’s perspective
- How to self-enrol in groups (instructions for students)
- How to set up grade schemes in D2L
- How to setup rubric with Dropbox and gradebook item
- How to sign into D2L and access your course sites
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.
Teaching Dossier –
Also known as a teaching portfolio or profile, a teaching dossier is a living document that embodies one's teaching practice. It includes a teaching philosophy statement, teaching history, professional development, goals and reflections, a summary of relevant community and committee involvement, and supporting evidence (artifacts).
- an introductory overview
- a teaching philosophy
- discussion of instructional methods, responsibilities, and pedagogical goals
- specific contributions to leadership in teaching and learning
- evidence of research dissemination on the scholarship of teaching and learning
- reflective dialogue on teaching experience
- supporting artifacts and relevant documentation
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 facilitates a workshop that delves deeper into constructing and understanding your teaching dossier (upcoming dates will be communicated as they are announced from the Taylor Institute). You can also consult with Scott Radford or Victoria Reid for additional resources and support.
Resources:
Creating your Teaching Dossier:
- Canadian Association of University Teachers Teaching Dossier document
- Writing a teaching philosophy early in your career
- Why should I create a teaching portfolio?
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 Desire2Learn, 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
- LanSchool 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.
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. Often, blended learning takes the form of the ‘flipped’ classroom, whereby students are expected to come to class having done some pre-work online prior to the in-person meeting. In this configuration, class time is utilized for 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).
Resources:
Haskayne School of Business at the University of Calgary is one of only nineteen 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.
In alignment with the AACSB Assurance of Learning process, and within the scope of regular curriculum review and the University of Calgary Quality Assurance Review Process, Haskayne is undertaking curriculum mapping of course-level learning outcomes with program goals.