The GMCTE

The Gwenna Moss Centre for Teaching Effectiveness is the wing of the University Learning Centre dedicated to championing teaching at the University of Saskatchewan. We offer campus instructors various programs and workshops aimed at improving teaching effectiveness; we work with academic units to assist with their curriculum and course development activities; and we offer courses on teaching for graduate students and faculty.

The Gwenna Moss Centre endeavours to be a welcoming place for all who value teaching and learning. We welcome visitors to drop in any time to learn about our programming, to chat with our staff, and to enjoy a complimentary cup of coffee or tea. On behalf of our staff and all the friends of The Gwenna Moss Centre, I invite you to explore our website and visit our office in Murray 50.

- Jim Greer, Director

Our mission

Our Mission is "to place Learning at the Centre" by:

• Promoting Mentorship as a Foundation for Learning and Teaching
• Connecting Theory and Practice in Learning and Teaching
• Building An Environment that Fosters a Culture of Learning and Teaching
• Nurturing Proficient and Effective Learning and Teaching

Our Vision

The University of Saskatchewan’s Learning Charter calls us to be both a place and a community conducive to learning.  The University Learning Centre and the Gwenna Moss Centre, and the Centre for Discovery in Learning rise to this call; we dedicate ourselves to the principles of both service and leadership in inspiring students, instructors, and the University to meet their respective Learning Charter commitments.  The learning to which we aspire is deep, joyful, and transformative for faculty and students alike. We advocate for learning that allows students to better understand the wholeness and unity of knowledge, the fullness of reality, and the possibilities of human community.  We seek for both faculty and students to realize their potential within the context of their past failures as well as their successes, adopting a position of humility that characterizes successful, open-ended learning. We see teaching as foundational in discovering, building, and sharing knowledge, but just as vital is its role to inspire students in the belief that deep and effortful learning is not only worthwhile, but fundamental to life.

Our Centres seek to foster a culture of learning that begins within individual courses and programs, but which we assert can be more fully consolidated through the hospitable environment of a welcoming place in the heart of the U of S campus.  We encourage students to learn actively, think broadly, act ethically, and engage respectfully.   In acknowledging that deep learning encompasses both focused, solitary study and collaborative, experiential engagement with ideas, we nurture a respect not only for learning itself, but also for different ways of communicating and engaging knowledge.  We view faculty, instructors, and students from an integrated perspective, one which engages and recognizes the whole person.  We value reflection about the connections among discovery, service, and learning as a means of deepening the discourse of teaching and learning.

Recognizing and contributing to the burgeoning area of scholarship devoted to teaching and learning, we advocate for exemplary, effective, evidence-informed practices.  We value innovations which meet the standards of research and which take into account the natural gifts of faculty; the nature of knowledge in particular disciplines; and the targeted needs of students in particular settings.  Our sensitivity to these factors is firmly rooted in the value we place upon diversity – of people, their points of view, and the places from which they come.  In keeping with our respect for the standards of scholarship, we encourage assessment of all educational practices, and are devoted to regular evaluation of our own programs, practices, and perspectives.  

Our staff value and work within a highly collaborative environment built upon individual areas of expertise and independent scholarship.  In acknowledging the important role that others play in our own mission, our Centres aspire to consolidate and grow our many valued collaborative, synergistic partnerships with faculty, teaching and learning specialists, colleges, departments, and other academic support units.  Building and nurturing reciprocal relationships with others in the larger university community and beyond will make it possible for us to be appropriately nimble as we coordinate or conduct programs and initiatives that meet the needs of students and faculty.  

Mission Statement

To place learning at the centre

We develop and offer facilities, programs, resources, and opportunities for all faculty, instructors, and students in order to enhance the teaching and learning environment; to foster effective teaching and learning; and to champion and celebrate quality education at the University of Saskatchewan.  Our success is dependent upon connection, collaboration, and cooperation—we acknowledge our role in building bridges and partnerships between and among people, academic and support units, and ideas as we play our part in fostering learning and creating growth, excitement, and discovery in the University.

• Promoting Mentorship as a Foundation for Learning and Teaching
• In acknowledging the intrinsic link between teaching and learning, we give undergraduate students the opportunity to be mentored, and to enhance their own learning by becoming mentors.  
• We offer courses and opportunities for mentorship of graduate students as they transition into teaching and other professional roles.
• We deliver programs to orient and support faculty and instructors in their professional journey.
• We invite faculty to serve as mentors to other faculty and to our staff.
• Building An Environment that Fosters a Culture of Learning and Teaching
• We assess our perspectives, strategies, and programs and engage scholarship devoted to evidence-informed practices in teaching and learning.  
• We continue to communicate our vision, programs, and resources to all university teachers to expand the discourse of teaching and build a university environment in which self-reflection around teaching becomes second nature.  We thus support the normalization of effective teaching both in discourse and practice.
• Recognizing our sense of place, the heritage of the peoples of our locale, and the diversity of our students, we work to ensure that the cultures and perspectives of Indigenous peoples become core to the fabric of the University.
• We encourage and invite all students to regard the University as an intellectual home in which they can explore, reflect, grow, and develop a sense of purpose.
• Connecting Theory and Practice in Learning and Teaching
• We facilitate curricular, multidisciplinary learning communities that validate intellectual life on campus, connect students and faculty with common interests and goals, and encourage everyone to regard knowledge holistically.
• We vigorously explore and promote innovations in curriculum and instruction, focusing particularly on experiential learning and International and Aboriginal curricula as a means of addressing the diverse needs of our students and larger community.  We aid faculty in planning, developing and delivering program and course curricula.
• We validate the link between life and learning by providing opportunities for community-engaged learning.
• Nurturing Proficient and Effective Learning and Teaching
• We seek to ensure that all students, especially those who have traditionally encountered barriers to access or conditions that may compromise learning, will have access to supports that enrich their learning experience.  
• We target areas of vulnerability in student performance, and seek to address these through the provision of training in skills, habits, and paradigms.    
• We assist faculty and instructors as they build teaching skills and create synergies between their programs of research and teaching.

History

In September, 1999, University Council endorsed, in principle, the terms of reference for The Centre for Teaching Effectiveness. This action was the result of a year-long planning and needs assessment process undertaken jointly by the Instructional Development Committee of Council and the Instructional Development Program, which was located within the Extension Division from 1992-2000. Beginning on July 1, 2000, the Centre was established as an independent unit, reporting to the Vice-President (Academic). In August, 2000, The Centre was renamed The Gwenna Moss Teaching & Learning Centre, in honour of Dr. Gwenna Moss, Professor of Extension, who was responsible for instructional development at the university for more than a decade.

In 2004, the original Director, Dr. Ron Marken, and Program Director, Eileen Herteis, left The Gwenna Moss Teaching and Learning Centre to pursue other careers in teaching and scholarship.  The leadership of the Centre from 2004 to 2006 was provided by Dr. Walter Archer, who also served as Dean of Extension during that period.  In 2006, Dr. Jim Greer became the Director of the Gwenna Moss Centre. In 2007, when the Centre became part of the new University Learning Centre, it was renamed The Gwenna Moss Centre for Teaching Effectiveness. 

The terms of reference of The Gwenna Moss Centre for Teaching Effectiveness reflect the values of the University of Saskatchewan's mission statement. Learn about the ULC History and how The GMCTE and the ULC collaborate to improve students' learning experiences.

Dr. Gwenna Moss

"Diverse" is the term which could be used to describe Gwenna's career at the University, beginning as Professor of Extension in the Extension Division, moving to the College of Education as Professor of Continuing Education, followed by appointments as Dean of Home Economics (1982-86), Associate Vice-President, Academic (1986-1990), Acting Vice-President, Academic (1990-91), and returning full-circle as Professor of Extension in 1992. Along the way she has taught graduate courses in adult and continuing education, and research methods, and undergraduate courses in history, professional development, and research methods in home economics. Her publications are likewise diverse, including evaluation, needs assessment, women academics, distance education, and women in developing countries.

Gwenna's involvement with instructional development dates to her appointment as the University's first Associate Vice-President (Academic) in 1986. Part of her responsibilities included working with an advisory committee to organize two or three instructional development events each year, and publish a twice-yearly newsletter, building on the base established first by Vice-President (Academic) Mel Preston and later by Vice-President Bruce Schnell. Gwenna assumed responsibility for the University's instructional development program in 1992, and laid the foundation on which the new Centre for Teaching Effectiveness has been built.

Gwenna's work has been recognized by the community and by her peers. She is the recipient of the United Way's W.S. Milne Memorial Award for the Outstanding United Way Volunteer (1999), the University of Saskatchewan Alumni Association Award of Achievement (1998), and the Saskatchewan Association for Lifelong Learning Roby Kidd Award for outstanding contributions to the field of adult education (1996). Her current community involvement includes serving as Chair of the Board of Oliver Lodge Special Care Home. She is also active in Hope Cancer Help Centre, a survivor-led support group for women who live with cancer.

A native of Saskatoon, Gwenna has lived away at various times (Madison, Wisconsin; Ghana, West Africa; Australia and New Zealand), but she continues to think that Saskatoon is one of the best places to live and work.

Advisory Board

The Centre reports directly to the Vice President (Academic). The Advisory Board of the University Learning Centre has membership from every college on campus, as well as key administrative and service departments.

• Dan Pennock, Acting Vice-Provost, Teaching & Learning
• Alec Aitken, Master Teacher, Department of Geography
• Alison Renny, Edwards School of Business
• Bob Cram, Executive Director, Centre for Continuing & Distance Education
• Bruce Grahn, College of Veterinary Medicine
• Ed Pokraka, Director, ICT Governance
• Elizabeth Lulchak, Director, eMAP
• Gary Linassi, College of Medicine
• Gordon Desbrisay, Associate Dean (Students), College of Arts & Science
• Jo Ann Murphy, University Library Designate
• Kelsey Topola, University of Saskatchewan Students' Union
• Len Gusthart, Master Teacher, College of Kinesiology
• Louise Humbert, College of Kinesiology
• Lynn Lemisko, College of Education
• Aaron Phoenix, College of Engineering
• Norman Zlotkin, College of Law
• Patti McDougall, St. Thomas More College
• Paul Teplitsky, College of Dentistry
• Peta Bonham-Smith, Vice-Dean (Science), College of Arts & Science
• Peter Cornish, Director, Student Support, Retention & Development, SESD
• Trever Crowe, College of Graduate Studies & Research
• Vice-President (Academic), Graduate Students' Association
• Yvonne Shevchuk, Pharmacy & Nutrition

Ex-officio Members

• Jim Greer, Director, University Learning Centre
• Andrew Dunlop, Program Director, University Learning Centre
• Brad Wuethrick, Program Director, The Gwenna Moss Centre for Teaching Effectiveness
• Marcel D'Eon, Director, Centre for Discovery in Learning

Advisory Board Terms of Reference

The University Learning Centre Advisory Board assists the Centre in achieving its goals by identifying and addressing both learning- and teaching-related needs and concerns, serving as a critical sounding board in the development of new ideas and initiatives, and monitoring and evaluating the ULC's effectiveness. Since the University Learning Centre acts as a home for two other Centres, The Gwenna Moss Centre for Teaching Effectiveness and the Centre for Distributed Learning, the Advisory Board will be expected to offer support and advice to these Centres as well. The Advisory Board includes members from Council Committees, Colleges, and other important university constituencies.

The University Learning Centre's mission is Transforming Teaching and Engaging Learning. The University Learning Centre was created in January 2007 to support and enhance teaching and learning at the University of Saskatchewan. Its goal is to be an active advocate for exemplary practices and innovations in teaching and learning on campus and beyond. Addressing the teaching and learning needs of both instructors and students, the ULC works collaboratively with colleges, departments, and administrative units to coordinate and, where appropriate, conduct programs and initiatives that:

• complement and augment existing efforts in teaching and learning,
• enhance student success,
• nurture teaching excellence,
• yield research opportunities, and
• support University-wide goals to improve the student experience and to deliver high-quality educational programs.

Role of the Advisory Board

The Board provides advice to the University Learning Centre for advancing the University's goals in the area of teaching and learning, and its membership will serve to:

• advocate and promote the University's commitment to students, their academic activities, and their learning;
• advocate and promote the University's commitment to encouraging, valuing, and rewarding quality teaching;
• advise on policy decisions at the Centre;
• identify and address the learning- and teaching-related needs and concerns of students, teachers, departments and colleges, to serve as a critical sounding board and assist in the development of new ideas and initiatives to support quality teaching at all levels of the University, and to participate on a voluntary basis in those initiatives; and
• review the evaluations of the Centre's services and programs and advise on overarching staffing needs.

Membership

Membership on the Board shall be composed of:

• Provost and Vice-President Academic or designate
• Chair plus two members from the Teaching and Learning Committee of Council
• Associate/Assistant Deans Academic from all Colleges, including the College of Graduate Studies and Research
• Associate Dean (Undergraduate Affairs), College of Arts and Science, plus one additional Associate Dean from Arts and Science appointed by the Dean
• Dean, University Library or designate
• Two University Master Teachers, to be selected by the Master Teachers' group
• Associate Vice-President, Student and Enrolment Services
• Director, Student Support, Retention and Development, SESD
• Director, Educational Media Access and Production Services
• Executive Director, Centre for Continuing and Distance Education
• Director, Information Technology Services
• Two graduate students appointed by the Graduate Students' Association
• Two undergraduate students, one appointed by the University of Saskatchewan Students' Union and one by the ULC's Peer Assisted Learning program
• The University Learning Centre's Director, the Program Director for ULC Student Programs, the Program Director for the Gwenna Moss Centre, and the Director of the Centre for Distributed Learning shall serve as ex-officio members.

Chair of the Advisory Board

At the first meeting of each academic year, the Board will elect from among its appointed membership a Chair. The term of office will be one year, and duties will include:

• advising the ULC Director on issues concerning the operation of the Board and other matters; and
• chairing Board meetings and assisting with business arising as needed.

Working Groups

The ULC Director shall be empowered to appoint small, fluid committees and working groups, including volunteers of the Advisory Board, on an ad-hoc basis to advise on specific issues.

Meetings

The Board shall meet once per academic term, or as required. Meetings shall normally be for two hours. The agenda will normally be circulated in advance of meetings and will be prepared by the ULC Director in discussion with the Chair of the Advisory Board. Meeting agendas will normally include reports/updates from Board members on teaching related activities/ concerns within their respective constituency. Minutes of the proceedings shall be kept by the Program Director of the Gwenna Moss Centre who is also responsible to ensure that follow-up to meetings occurs.

Teaching and Learning Committee of Council

The University Learning Centre operates in collaboration with the Teaching and Learning Committee of Council.  The Committee, responsible to University Council, operates independent of The Gwenna Moss Centre for Teaching Effectiveness. The Director of the ULC is an ex officio member of the Committee.

Committee Terms of Reference

Committee Membership

"The creation of a Centre for Instructional Development at the University of Saskatchewan should be a priority for this University as a direct, positive step to improve the scholarship of teaching. . . . The Centre would be a symbol of commitment by the institution that it is proactive with respect to improving the quality of teaching" (Jim Thornhill, Chair, on behalf of the Instructional Development Committee of Council, c. 1999).