Instructional development for faculty and teaching assistants is a priority for the Centre for Pedagogical Innovation. CPI is available for individual consultations, facilitated gatherings, and workshops.
The Instructional Skills Workshop (ISW) is a 30-year-old, peer-based, experiential instructional development program and is one of the most successful approaches to pedagogy in post secondary institutions. Held over three days, the ISW is designed to enhance the teaching effectiveness of both new and veteran instructors. Online Submission of Intent to Register now available.
Graduate teaching assistants can request financial assistance to attend the ISW from the department of Graduate Studies via the following PDF Form.
CPI offers a certificate program for TAs interested in attending a series of workshops, kicking off in early September with TA Day.
Although all Brock TAs are invited to attend any of the workshops offered throughout the year, TAs who complete any of the Certification Programs, are presented with their certificates at the TA Reception, hosted by the Vice President Academic and the Centre for Pedagogical Innovation at the end of the academic year. TAs earning the Advanced Certificate are also invited to participate in Faculty workshops.
The Graduate Teaching Assistant Practicum is a self-directed program of professional development in university teaching. The practicum consists of a number of components that together reflect growth as a facilitator of student learning. The practicum is documented within a teaching dossier. For more details, visit the GTA Practicum page.
Theory and Practice of University Teaching and Service-Learning Graduate Courses
The Centre for Pedagogical Innovation and the Faculty of Graduate Studies are pleased to offer the following non-credit grad level courses. Registration is open.
The Theory and Practice of University Teaching (GRST 5P01)
The credit course explores the theories and practices of teaching in the post-secondary environment. Students will engage in experiential approaches to course planning, instructional methods, evaluation and assessment, and reflective practice. For additional information contact Jill Grose at firstname.lastname@example.org or Lianne Fisher at email@example.com.
The Theory and Practice of Service-Learning (GRST 5P02)
The credit course provides an opportunity for graduate students to join together in discussions about the value and implementation of service-learning in our lives. For additional information contact Prof. Madelyn Law at firstname.lastname@example.org.
These courses can be found in the Graduate Calendar.
Each December, CPI hosts Tribute to Teaching to celebrate the accomplishments of award winning teachers at Brock University. In May, Spring Perspectives brings together voices across the campus to share the triumphs and challenges in the past year. Every September, CPI hosts the Teaching Assistant day to kick off the new year.
Whether you are new or experienced, developing a teaching dossier is essential to your professional development as an instructor in higher education. In addition to the practical aspect of maintaining a comprehensive account of your teaching career, a teaching dossier also allows you to reflect on your personal growth as a teacher and articulate a theory of practice.
Communities of Practice (CoPs) are gatherings of practitioners who “share a passion for something they know how to do and who interact regularly to learn how to do it better” (Wenger, 2015).
CPI is dedicated to facilitating a variety of communities of practice, providing space for teachers with common passions, interests and concerns to learn from each other. Some active communities include Mindfulness, Teaching large classes, Course Coordinators, and Teaching Assistants.