2 Teaching and the Student Learning Experience
We exist, as a university, to transform the intellectual lives of our students and have a profound, positive impact on the communities we engage with. Superlative teaching, innovative learning spaces, experiential learning opportunities, and comprehensive academic and career advising can significantly shape students’ learning, sense of belonging at CBU, and perception of themselves in the world. It is important to ensure that all of our faculty have access to the best resources and supports to fuel their curiosity in relation to their subject area, pedagogical approaches, and student needs. When inspired teaching and deep student learning are supported, transformation through inquiry becomes possible.
2.1
Inspiring teaching and student learning by expanding the capabilities of the Centre for Teaching and Learning (CTL) to support all who teach full-time and part-time at CBU
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Actions:
2.1.1
Enhance the leadership of the CTL by hiring an Academic Director with a background in the scholarship of teaching & learning.
Updates:
President Dingwall announced on June 2, 2020 that Dr. Rod Nicholls has been appointed Academic Director of CBU’s Centre for Teaching and Learning.
2.1.2
Determine the physical and digital infrastructure needs of the CTL and prioritize them in any application for a significant external grant that seeks to improve campus infrastructure.
2.1.3
Develop, through the CTL, a teaching dossier template that situates student evaluations of teaching within an integrated array of assessment of teaching practices to better understand teaching development over time.
2.1.4
Continue to financially support the University Teaching Chairs program and strengthen their involvement in the daily activities of the CTL, particularly in the area of faculty development as it relates internationalization and Indigenization.
2.1.5
Under the leadership of the Academic Director, develop a certificate program in Teaching and Learning in Higher Education, offer incentives and support for those who teach at CBU to complete it, and ensure the program is consistent with CBU’s commitment to “Indigenize the L’nu way.”
2.2
Inspiring teaching and student learning by integrating more fully into university life those who teach part-time and other community contributors to the learning environment
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Actions:
2.2.1
Task Human Resources to review the university’s policies and conventions as they relate to the attraction and retention of those who teach part-time.
2.2.2
Ensure orientation programming addresses the needs of all who teach part-time and support their ongoing professional development.
2.2.3
Enlist the expertise of department chairs, Unama’ki College, and L’nu communities to identify additional ways Elders may enrich student and university life and thus further the pursuit of reconciliation through mutual respect and understanding.
2.2.4
Determine a suitable title or titles for those who teach part-time to replace the existing convention of using “ICA” in day-to-day conversation to refer to this specific group of individuals at CBU.
2.3
Inspiring teaching and student learning by developing a comprehensive approach to student advising, mentorship, communication, and support across all years of students’ university studies
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Actions:
2.3.1
Under the leadership of the Director of Student Affairs and the Deans, undertake a comprehensive analysis of student advising that considers faculty and staff roles, best practices related to student success and wellness, and the particular needs of L’nu learners.
Updates:
A review of student advising was undertaken by Student Affairs, under the leadership of John Mayich. Recommendations stemming from this review were presented to Provost Group and Student Affairs is working with the deans to make improvements to the advising process.
2.3.2
Implement, with the guidance of Career Services and CBU Alumni , a skills-based launch-pad program to enhance students’ likelihood of securing employment, entering another academic program, or achieving other life goals after graduation.
2.3.3
Conduct an intensive audit of CBU’s existing entrance and in-course scholarship programs in relation to the development of the strategic enrolment framework.
2.3.4
Clarify and promote CBU’s policies on the admission of mature students and identify suitable degree pathways for students, including L’nu learners, who have “stopped out” and wish to return to post-secondary education at CBU.
2.3.5
Create internal processes within Enrolment Services to proactively identify promising students deserving of high-profile external awards and support them in the development of their applications for such awards.
2.3.6
Develop a communications plan that encompasses the entire student lifecycle (consistent with the strategic enrolment framework referenced in 1.1.1).
2.4
Inspiring teaching and student learning by cultivating experiential learning opportunities for all students both inside and outside the classroom
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Actions:
2.4.1
Under the leadership of the Deans, conduct an audit of existing experiential learning opportunities to better inform marketing, recruitment and internal communication efforts and to identify potential areas for further development.
2.4.2
Provide support and mentorship for faculty to explore the pedagogical possibilities of experiential learning.
2.4.3
Integrate the co-op programs into the recruitment and admissions process and consider learning community models to support students’ co-op journeys.
Updates:
Policy changes have been implemented that allow for students interested in pursuing co-op programs to apply to these programs from high school. This sets the groundwork for the implementation of learning community models to support co-op students.
2.4.4
Encourage student involvement in volunteer activities that can be reflected in the co-curricular record and ensure that the forthcoming Volunteer Advantage Program facilitates placements in L’nu communities, where appropriate.
2.4.5
Raise funds to endow a specific student internship opportunity designed to offset living and/or travel expenses and thus facilitate study/work abroad experiences.
2.4.6
Create, under the auspices of the President’s Office, a task force to develop further the ways in which CBU’s cultural assets may act as a home to experiential learning activities and position the university as a champion of the creative arts in Cape Breton.
Updates:
The Creative Arts Task Force Submitted their final report to President Dingwall at the end of 2019.
Final Report of the Creative Arts Task Force
2.4.7
Create a single, university-wide template or process to facilitate the approval and implementation of field and studio courses.
2.5
Inspiring teaching and student learning by improving teaching, learning, and common spaces in a holistic and deliberate manner
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Actions:
2.5.1
Under the direction of the Vice-President of Finance & Operations and the Vice-President Academic (Provost) update and strategically operationalize existing studies of classroom and lab space.
2.5.2
Request that the appropriate Senate committee articulate clear criteria for making infrastructure investments related to teaching, learning, and common spaces.
2.5.3
Support student success through infrastructure investments in study, collaborative, and advising spaces.
2.5.4
Ensure regular reports by the Vice-President, Finance and Operations to the university community on the progress of infrastructure improvements consistent with the academic plan.
2.5.5
Under the guidance of the Director of Cultural Resources, promote the use of public art as a means of creating appealing non-classroom spaces, inside and outside, to facilitate conversation and a shared intellectual experience on campus.
2.5.6
Collaborate with community partners, such as Parks Canada and Unama’ki Institute of Natural Resources, to develop and interpret CBU’s outdoor, natural assets in a manner consistent with a Two-Eyed Seeing approach.
