In this section, we have collected (and continue to add) a variety of resources to support your teaching. Here, you will find user-friendly handbooks, local, national, and international research on teaching and learning, materials contributed by U of S teacher-scholars, teaching tools, journals regarding teaching in specific disciplines, and links to other teaching support centres across the country. In addition to the resources listed here, the GMCTE houses many print and media resources available for loan.
The GMCTE at The University of Saskatchewan publishes the Bridges newsletter of ideas on the scholarship of teaching and learning (SoTL) to promote the improvement of teaching and learning at universities.
This newsletter is distributed in hard copy to every academic unit at the University of Saskatchewan, plus any interested member of the U of S community who has requested a hard copy mailed to them, and to all the Instructional Development Offices in Canada, and some beyond.
Your contributions to Bridges will reach a wide local, national, and international audience. Please consider submitting an article or opinion piece to Bridges.
- Current Issue (January 2014, Volume 12, No. 2)
- PDF files of past newsletters are available in our Index of Bridges issues.
Bridges is written (in part), edited, and arranged for print and the Internet by staff at The GMCTE.
For more information, please email the GMCTE at at email@example.com
The GMCTE features stories on our website about innovative teaching at the U of S.
The Successful Professor
The Successful Professor (TSP) was an e-journal for full-time and part-time faculty and teaching assistants. It served as an international forum for faculty to share innovative teaching strategies and techniques for use in the traditional classroom, the cyber classroom, the laboratory, the clinic, and the workshop. You can read TSP online, by clicking one of the links below. We also have some printed copies available at the GMCTE.
- TSP Vol. 1, Issue 1
- TSP Vol. 1, Issue 2
- TSP Vol. 1, Issue 3
- TSP Vol. 1, Issue 4
- TSP Vol. 1, Issue 5
- TSP Vol. 1, Issue 6
- TSP Vol. 2, Issue 1
- TSP Vol. 2, Issue 2
- TSP Vol. 2, Issue 3
- TSP Vol. 2, Issue 4
The Journal on Excellence in College Teaching
The Journal on Excellence in College Teaching (JECT) is a peer-reviewed journal published at Miami University by and for faculty at universities and two- and four-year colleges to increase student learning through effective teaching, interest in and enthusiasm for the profession of teaching, and communication among faculty about their classroom experiences. It answers Ernest Boyer's (1990) call for a forum to present the scholarship of teaching and learning. The Journal provides a scholarly, written forum for discussion by faculty about all areas affecting teaching and learning, and gives faculty the opportunity to share proven, innovative pedagogies and thoughtful, inspirational insights about teaching. Featured are articles of teaching scholarship in four main categories: Research, Integration, Innovation, and Inspiration. The Journal regularly publishes issues devoted to subjects of special interest in teaching and learning scholarship such as The Teaching Portfolio (Volume 6, Number 1), Evaluation of Teaching (Volume 6, Number 3), and, most recently, Problem-Based Learning (Volume 11, Number 2/3). A complete sample issue and abstracts of all issues are available online free of charge. In addition to the online Journal, a print version is published three times a year.
Bay View Alliance
The University of Saskatchewan is a member of the Bay View Alliance, a consortium of research universities that works to improve teaching and learning by influencing institutional leadership and organizational culture.
The Culture of Teaching and Learning at the U of S
In the summer of 2012, the Gwenna Moss Centre for Teaching Effectiveness (GMCTE), with support from the Office of the Vice-President Research, undertook a study to assess the level and extent to which the scholarship of teaching and learning, or SoTL, was actively being conducted among University of Saskatchewan faculty and staff. The study yielded a campus-wide SoTL community of 284 individuals, spanning every college and school within the institution, and consisting of 247 faculty and 37 staff members. The report below about the SoTL Landscape contains the results of this study. The reports that follow contain information that relates to the culture of teaching and learning on campus.
Many of our resources on teaching and learning can be found through our RefWorks database, which can be searched in a number of ways (links go directly to RefWorks):