At UVic, we take a learning-centred approach to teaching. That means the focus is on student learning. Defined in this way, teaching excellence equates to the combination of two important aspects of teaching: holding high expectations of students and providing high support for students. Holding students to high academic standards indicates the quality of education that UVic students can expect. Providing high academic support highlights the quality of instructors’ teaching. By aiming to ensure these two components are balanced in your teaching, UVic students can attain their academic goals.

As you begin to revise or redesign your course, you want to first consider the context of the learning environment. To do so, think through the following course context information.

An intended learning outcome (ILO) describes the learning intention by clarifying what the learner will think, value, do, or more by the end of the course/lesson. The following information will guide you as you develop or revise your ILOs for your course and lessons.

Assessment is any mechanism instituted in a course to provide feedback and measure student learning. Many factors contribute to how assessment is approached.

Instructional strategies includes facilitating and engaging students while teaching by being present as an instructor, communicating with your students, and providing interactive lesson plans and activities. There are many different instructional strategies that you can use but most important is that what you use aligns with your intended learning outcomes and assessment strategies. In the links below, you will find examples of possible instructional strategies that promote active learning.

You have built a new educational technology into your course and now you’re ready to start teaching. How will your practice change? Teaching online, in a blended format, or with a new technology in your face-to-face course changes the options available to you and may change the teaching strategies you use. 

No single syllabus format or content applies to every university course. However, a number of components can make the course syllabus more informative, useful, and engaging. Your course syllabus engages and informs students and focuses your teaching. It reflects the overall organization and purpose of the course. It is a structured snapshot of the course that you can preserve in your teaching dossier. It also facilitates the evaluation of your teaching.

As a faculty or staff member, you can play a vital role in integrating CEL opportunities into course work. Student learning is enhanced by critical reflection on community engagement and course content. Through these experiences, you and your students can make a vital impact on the community through contributing skills, enthusiasm and knowledge to community endeavours.