Handbook Prof 5th-Edition Rev Aug2007

TEACHING
at the University of Ottawa
A Handbook for Professors

and Teaching Assistants
Fifth Edition, Revised
2007
Eric Kristensen, Editor
Renate Sander-Regier
Bassel Abou Merhy
Tracy McColl
CENTRE FOR UNIVERSITY TEACHING

University of Ottawa
120 University Private, Room 106
Ottawa, Ontario K1N 6N5
Voice: 613-562-5333 Fax: 613-562-5616 email: centre@uottawa.ca
http://www.saea-tlss.uottawa.ca/
Information in this Handbook was accurate as of May 2007. Readers are advised to check for
current information through web sites, telephone, and email addresses.
Please forward any corrections, comments, etc. to the Centre for University Teaching. Your comments,
corrections, and suggestions are most welcome. All signed comments will be acknowledged. Your
feedback should be sent to the Centre by email: centre@uottawa.ca or by fax: (613) 562-5616
B
FOREWORD
The success of the previous four editions of Teaching at the University of Ottawa went
far beyond the expectations of the Centre for University Teaching. Not only was the
Handbook well received by our professors, but Canadian and foreign universities
requested copies, which quickly resulted in the manual being out of print.
It is therefore with enthusiasm that I present to users this fifth edition. The quality of
teaching and learning is at the heart of our academic strategic plan, Vision 2010.
Once more the University of Ottawa wants to assert its leadership in the area of
university pedagogy. Whether it is through the activities of its Teaching and Learning
Support Service (TLSS) which heads the Centre for University Teaching (CUT), or its
Students Academic Success service (SASS), the University offers to its students and its
professors the state of the art tools necessary for training and transmission of knowledge
in this 21st century.
I am confident that this Teaching Guide will be welcomed by all.
Robert Major, Ph.D.

Vice-President Academic and Provost
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ACKNOWLEDGEMENTS
I am pleased to present you with the revised fifth edition of Teaching at the University of
Ottawa. This edition has benefited from the many comments and suggestions received
from professors who read and made use of earlier editions. We have tried to integrate as
many of your suggestions as possible.
For the fifth edition, we decided to combine the former TA and professor publications
into one volume. We added three new chapters, “Dealing with Difficulty Teaching
Situations,”, “Teaching in Canada for the First Time” and “Diversity and Ethics in the
Classroom” and expanded the chapters on teaching and learning. In this revised version,
many office contacts and other information in the appendices have been checked and
updated.
I would like especially to thank our two TA Associates, Renate Sander-Regier of the
Faculty of Arts and Bassel Abou Merhy, of the Faculty of Engineering, who greatly
expanded the theoretical and practical content of several key chapters. They are, in many
ways, the major force behind this fifth edition of the Handbook. Under the supervision of
Eric Kristensen, Senior Instructional Consultant at the Centre for University Teaching,
they have worked as a team to reorganize its structure, rewrite large sections of text and
add others, and to edit the entire text. Gratitude is also expressed to Tina Schneeberger
for her assistance in the revision of information. Acknowledgement must also be made
of the contributions made by Tracy McColl, author of the fourth edition of the Handbook
and the contributions of Dr. Sergio Piccinen, the originator of the Handbook,.
Just as was the case in the previous editions, some information in this edition was adapted
from similar documents produced at other Canadian and American universities. Some
sections of the current text draw on material from various University of Ottawa
documents published on the University web site. A list of major publications and
documents consulted can be found in the references at the end of this volume.
Enjoy,
Eric Kristensen
Senior Instructional Consultant, Centre for University Teaching
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TABLE OF CONTENTS
FOREWORD................................................................................................................................................. I
ACKNOWLEDGEMENTS ....................................................................................................................... III
TABLE OF CONTENTS .............................................................................................................................V
INTRODUCTION TO THE REVISED FIFTH EDITION.................................................................... IX
THE UNIVERSITY OF OTTAWA.......................................................................................................... XI
MISSION STATEMENT........................................................................................................................ XIII
VISION 2010..............................................................................................................................................XV
UNIVERSITY STATEMENT ON TEACHING ............................................................................... XXIII
CHAPTER 1 UNIVERSITY TEACHING.............................................................................................1

1.1 WELCOME TO THE UNIVERSITY ....................................................................................................1
1.2 IMPORTANCE OF TEACHING ...........................................................................................................1
1.3 CENTRE FOR UNIVERSITY TEACHING ............................................................................................2
CHAPTER 2 HOW WE LEARN ...........................................................................................................3
2.1 INTRODUCTION .............................................................................................................................3
2.2 DEEP AND SURFACE APPROACHES TO LEARNING ...........................................................................4
2.3 VAK - VISUAL, AUDITORY, KINAESTHETIC/TACTILE LEARNING PREFERENCES .............................5
2.4 KOLB’S EXPERIENTIAL LEARNING STYLE MODEL .........................................................................8
2.5 THE FELDER-SILVERMAN MODEL ...............................................................................................10
2.6 THE GRASHA-RIECHMANN MODEL .............................................................................................13
2.7 MULTIPLE INTELLIGENCES ..........................................................................................................15
2.8 A NOTE CONCERNING ACCESSIBILITY FOR STUDENTS WITH DISABILITIES ...................................19
CHAPTER 3 APPROACHES TO TEACHING .................................................................................21
3.1 INTRODUCTION ...........................................................................................................................21
3.2 YOUR PHILOSOPHY OF TEACHING................................................................................................21
3.3 PRINCIPLES OF GOOD TEACHING PRACTICE .................................................................................23
3.4 MOTIVATING LEARNING..............................................................................................................26
3.5 CREATING A POSITIVE LEARNING ENVIRONMENT ........................................................................28
3.6 LEARNER-CENTRED AND TEACHER-CENTRED APPROACHES ........................................................30
3.7 TEACHING ROLES ........................................................................................................................33
3.8 THE TEACHING PERSPECTIVES INVENTORY ................................................................................37
3.9 ACTIVE LEARNING ......................................................................................................................40
CHAPTER 4 TEACHING SMALL GROUPS....................................................................................45
4.1 INTRODUCTION ...........................................................................................................................45
4.2 IMPORTANCE OF SMALL GROUP TEACHING ..................................................................................45
4.3 WHAT DEFINES A SMALL GROUP?................................................................................................45
4.4 AIMS AND OBJECTIVES ................................................................................................................45
4.5 TEACHING METHODS ...................................................................................................................46
CHAPTER 5 TEACHING LARGE CLASSES...................................................................................49
5.1 INTRODUCTION ...........................................................................................................................49
5.2 WHAT, EXACTLY, IS A LARGE GROUP? ........................................................................................50
5.3 ADDING A PERSONAL TOUCH.......................................................................................................51
5.4 LECTURES AND LEARNING ..........................................................................................................52
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5.5 THE FUNDAMENTALS OF LECTURING ......................................................................................... 55

5.6 WHEN THINGS GO WRONG .......................................................................................................... 63
5.7 ACTIVE LEARNING IN LARGE CLASSES ........................................................................................ 64
CHAPTER 6 CONDUCTING PRACTICALS, LABS AND TUTORIALS..................................... 69
6.1 CONDUCTING PRACTICALS AND LABORATORIES......................................................................... 69
6.2 PURPOSES OF PRACTICALS AND LABS ......................................................................................... 69
6.3 PREPARING TO TEACH ................................................................................................................ 69
6.4 YOUR FIRST LABORATORY SESSION ............................................................................................ 70
6.5 SEEING THAT EXPERIMENTS ARE CONDUCTED PROPERLY ........................................................... 70
6.6 CONDUCTING TUTORIALS ........................................................................................................... 71
CHAPTER 7 USING TECHNOLOGY AND LEARNING MATERIALS ...................................... 75
7.1 IMPORTANCE OF TECHNOLOGY ................................................................................................... 75
7.2 ADVANTAGES AND DISADVANTAGES OF USING TECHNOLOGY.................................................... 75
7.3 TYPES OF MATERIALS ................................................................................................................. 75
7.4 GETTING HELP ........................................................................................................................... 77
CHAPTER 8 PLANNING AND DELIVERING YOUR COURSE.................................................. 79
8.1 INTRODUCTION ........................................................................................................................... 79
8.2 THE PLANNING AND DESIGN PROCESS......................................................................................... 79
8.3 COURSE OBJECTIVES .................................................................................................................. 80
8.4 COURSE OUTLINE / SYLLABUS .................................................................................................... 86
8.5 DELIVERING YOUR COURSE ........................................................................................................ 89
8.6 GENERAL GUIDELINES FOR EFFECTIVE TEACHING ...................................................................... 89
8.7 ADVICE ON COURSE DELIVERY FROM AWARD-WINNING PROFESSORS ........................................ 91
8.8 MOTIVATING STUDENTS ............................................................................................................. 94
8.9 WHAT TO DO IF .......................................................................................................................... 94
8.10 MANAGING COURSES AT THE UNIVERSITY OF OTTAWA ............................................................. 96
CHAPTER 9 ASSESSING YOUR STUDENTS ................................................................................. 99
9.1 ROLES OF ASSESSMENT .............................................................................................................. 99
9.2 IMPORTANCE OF CRITERIA AND STANDARDS .............................................................................. 99
9.3 DESIGNING YOUR ASSESSMENT PROCEDURES ........................................................................... 100
9.4 DIFFERENT TYPES OF ASSESSMENT ........................................................................................... 100
9.5 EXAMS AND TESTS ................................................................................................................... 100
9.6 GRADING .................................................................................................................................. 108
9.7 ACADEMIC FRAUD .................................................................................................................... 112
9.8 TYPICAL PROBLEMS WITH ASSESSMENT ................................................................................... 113
CHAPTER 10 ASSESSING AND DEVELOPING YOUR TEACHING SKILLS ..................... 115
10.1 INTRODUCTION ......................................................................................................................... 115
10.2 ASSESSING YOUR TEACHING EFFECTIVENESS ........................................................................... 115
10.3 FORMAL COURSE EVALUATIONS AT THE UNIVERSITY OF OTTAWA .......................................... 124
10.4 DEVELOPING TEACHING SKILLS ................................................................................................ 126
10.5 DOCUMENTING YOUR TEACHING SKILLS AND DEVELOPMENT .................................................. 128
CHAPTER 11 DEALING WITH DIFFICULT TEACHING SITUATIONS ............................. 131
11.1 INTRODUCTION ......................................................................................................................... 131
11.2 TROUBLESOME BEHAVIOUR ..................................................................................................... 131
11.3 FACULTY BEHAVIOUR .............................................................................................................. 132
11.4 MEASURES TO HELP PREVENT DIFFICULT TEACHING SITUATIONS ............................................. 135
11.5 DEALING WITH CERTAIN DIFFICULT TEACHING SITUATIONS ..................................................... 139
11.6 DEALING WITH OTHER DIFFICULT SITUATIONS ......................................................................... 144
11.7 ADDITIONAL STRATEGIES ......................................................................................................... 145
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CHAPTER 12 TEACHING PART-TIME ......................................................................................147

12.1 INTRODUCTION .........................................................................................................................147
12.2 RESOURCES AVAILABLE TO PART-TIME PROFESSORS ................................................................147
12.3 KEEPING IN TOUCH WITH STUDENTS .........................................................................................147
12.4 THE SEVEN HABITS OF HIGHLY EFFECTIVE PART-TIME PROFESSORS ..........................................148
12.5 ASSESSING AND DEVELOPING YOUR TEACHING SKILLS .............................................................153
CHAPTER 13 THE TEACHING ASSISTANTSHIP ....................................................................155
13.1 BECOMING A TEACHING ASSISTANT ..........................................................................................155
13.2 THE TEACHING ENVIRONMENT ..................................................................................................160
13.3 SURVIVAL SKILLS FOR TAS ......................................................................................................164
CHAPTER 14 TEACHING IN CANADA FOR THE FIRST TIME ...........................................169
14.1 PRACTICAL ADVICE ...................................................................................................................169
14.2 THE LANGUAGE OF INSTRUCTION (ENGLISH OR FRENCH) IS YOUR SECOND LANGUAGE ............170
14.3 A FEW DETAILS ABOUT THE UNIVERSITY OF OTTAWA ..............................................................170
14.4 SECOND LANGUAGE COURSES (FRENCH OR ENGLISH)...............................................................171
14.5 INTERNATIONAL OFFICE ...........................................................................................................171
CHAPTER 15 DIVERSITY AND ETHICS...................................................................................173
15.1 CREATING A POSITIVE ENVIRONMENT .......................................................................................173
15.2 ETHICS IN TEACHING .................................................................................................................173
15.3 SEXUAL HARASSMENT ..............................................................................................................174
15.4 HUMAN RIGHTS AND DISCRIMINATION ......................................................................................175
15.5 HELPING STUDENTS WITH DISABILITIES ....................................................................................175
APPENDIX A.1 .........................................................................................................................................177

UNIVERSITY OF OTTAWA ORGANIZATION CHART ...................................................................................177
APPENDIX A.2 .........................................................................................................................................178
ACADEMIC STAFF BY FACULTY, RANK AND GENDER .............................................................................178
APPENDIX A.3 .........................................................................................................................................179
FACULTIES AND DEPARTMENTS ..............................................................................................................179
APPENDIX A.4 .........................................................................................................................................183
NUMBER OF STUDENTS BY FACULTY, FIELD OF STUDIES AND LANGUAGE IN USE ..................................183
APPENDIX B: ...........................................................................................................................................189
LIBRARIES, COLLECTIONS AND RESOURCE CENTRES ..............................................................................189
APPENDIX C: ...........................................................................................................................................195
CAMPUS SERVICES AND RESOURCES .......................................................................................................195
APPENDIX D: ...........................................................................................................................................205
PERSONS RESPONSIBLE FOR SCHEDULING IN FACULTIES, SCHOOLS AND DEPARTMENTS ..........................205
APPENDIX E.............................................................................................................................................211
POLICY 67: POLICY ON SEXUAL HARASSMENT ........................................................................................211
APPENDIX F.............................................................................................................................................217
POLICY 77: OCCUPATIONAL HEALTH AND SAFETY POLICY .....................................................217
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APPENDIX G ........................................................................................................................................... 223

POLICY 110: POLICY ON TREATMENT OF GRADUATE STUDENTS ON NON-ACADEMIC AND NON-
EMPLOYMENT ISSUES .............................................................................................................................. 223
APPENDIX H ........................................................................................................................................... 231

UNIVERSITY REGULATIONS ON ACADEMIC FRAUD ................................................................................ 231
APPENDIX I ............................................................................................................................................. 235
UNIVERSITY REGULATIONS ON COURSE EVALUATION ........................................................................... 235
APPENDIX J ............................................................................................................................................ 239
UNIVERSITY OF OTTAWA AWARD FOR EXCELLENCE IN TEACHING ........................................................ 239
APPENDIX K ........................................................................................................................................... 241
PART-TIME PROFESSOR OF THE YEAR AWARD ....................................................................................... 241
APPENDIX L............................................................................................................................................ 243
TEACHING AND LEARNING GRANTS PROGRAM ...................................................................................... 243
BIBLIOGRAPHY..................................................................................................................................... 245
WEB SITES .............................................................................................................................................. 249
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INTRODUCTION TO THE REVISED FIFTH EDITION
This manual is designed for all full- and part-time professors and teaching assistants at the
University of Ottawa. It is written to provide information regarding teaching and learning in
higher education. It was originally developed in response to many requests for such a teaching
aid and to the high priority assigned to teaching at the University of Ottawa.
This manual is organized into chapters dealing with general and specific information related to
university teaching followed by a large set of appendices which provide access to teaching and
professional resources.
The chapters dealing with university teaching include information on how students learn,
considerations for an appropriate style of teaching, teaching small and large groups, teaching
practicals and laboratories, using technology and instructional materials, planning and delivering
your courses, assessing student work, assessing and developing teaching skills, teaching part-
time, dealing with difficult classroom situations, serving as a teaching assistant, teaching in
Canada for the first time, and diversity and ethical considerations in the classroom..
The appendices outline many of the resources, policies and basic facts which can help you
achieve success teaching at the University of Ottawa.
It is important to note that the information in this manual is of a general nature concerning
teaching and university policies and procedures, which can vary among different academic units.
It is recommended that you communicate with your faculty, school, or department to obtain
information concerning specific policies and procedures. Each academic unit normally posts an
on-line calendar with academic regulations pertinent to a particular faculty or program. Those
seeking more information on teaching may consult the suggested readings on university teaching
provided in this Handbook or contact the Centre for University Teaching.
Please note that three collective agreements govern the relationship between the University
of Ottawa and its teaching staff: the Association of Professors of the University of Ottawa
(APUO) represents full-time professors, while the Association of Part-Time Professors of
the University of Ottawa (APTPUO) represents part-time professors. For teaching
assistants, local 2626 of the Canadian Union of Public Employees (CUPE) represents all
students at the University of Ottawa employed as teaching assistants, research assistants,
correctors, tutors, proctors and demonstrators. See Appendix C for contact information.
All teaching staff should familiarize themselves with the appropriate collective agreement.
Nothing in this manual should be interpreted as substituting for or modifying any clause of
these collective agreements.
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THE UNIVERSITY OF OTTAWA

A few facts
The University of Ottawa was established in 1848 as the College of Bytown. The
University is located in the nation’s capital, and holds the title of Canada’s oldest and
largest bilingual university. It is in fact the largest bilingual university in North America.
Being situated in the capital region, the University is also a part of Ottawa’s multicultural
environment. The University of Ottawa offers programs in a wide variety of disciplines
from the arts and social sciences, to medicine and engineering. The University plays host
to approximately 30,000 students, teachers, and support staff. The University of Ottawa
has a lot to offer from its proximity to major libraries, government agencies and research
institutions to its involvement in community affairs such as medical research and
technological initiatives.
Please see Appendix A for demographic information on the student body and teaching
staff at the University of Ottawa. Consult the map of the campus for the location of all
services mentioned in this Handbook (see inside back cover). Please note that the
University of Ottawa has two campuses, the main one in downtown Ottawa, and the
Health Sciences campus on Smyth Road.
The University of Ottawa, Canada’s University
Located in the heart of Canada's capital and offering a broad range of outstanding
research and teaching programs in both of our country's official languages, the University
of Ottawa is Canada's university. Our University reflects our country, its history and its
diversity. Since 1848, our unique institution has grown with Canada.
What sets us apart from other Canadian universities:
• North America’s premier bilingual university
• Students study in their choice of English or French
• One of Canada’s most cosmopolitan universities
• Located in Ottawa, Canada’s capital city
• Students and faculty from more than 150 countries
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MISSION STATEMENT
I. The location, tradition, character and special mission of the University of Ottawa
make it a reflection, in an academic setting, of the Canadian experience. Situated
in the capital of Canada at the juncture of English and French Canada, the
University has been linked since the middle of the nineteenth century to both
linguistic groups of Canada and notably to the Franco-Ontarian community. As a
result it has developed as a major bilingual institution of higher learning serving
Ontario and the whole of Canada. It provides students and staff with an
exceptional meeting ground for two of the prominent intellectual and scientific
traditions of the western world; it offers a unique setting for cultural interaction
and understanding; moreover, its proximity to government agencies and research
centres places it in an optimal position to link Canadian scholarship with the
external world. By virtue of its commitment to excellence in a bilingual and
bicultural milieu, the University of Ottawa is Canada’s premier bilingual
university.
II. To preserve and enhance its stature, the University of Ottawa is pledged to quality
of the highest standing in all the teaching programs and research undertakings of
its academic and professional sectors: Administration, Arts, Education,
Engineering, Graduate Studies, Health Sciences, Law, Medicine, Science, and
Social Sciences. This pledge leads it to declare the following intentions:
• to maintain and develop the widest range of teaching and research programs of
national and international standing in both French and English;
• to attract first-class scholars, students, and support staff;
• to maintain and enhance the bilingual and bicultural milieu of the University;
• to exercise leadership in the development of teaching, research, and professional

programs designed specifically for the French-speaking population in Ontario;
• to give priority consideration to those programs of excellent academic standing

that reflect, or train professionals to contribute to, the two main cultural traditions
of Canada;
• to continue to be a leader in the promotion of women in all aspects of university

life;
• to further international co-operation.
Adopted by the Senate, June 1, 1987 – Amended by the Executive Committee of the
Senate, July 1991 and adopted by the Senate, September 1991
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VISION 2010
www.uottawa.ca/vision2010/
I have the great pleasure of presenting Vision 2010, the University of Ottawa’s new
strategic academic plan. This fundamental statement of the future of our institution was
officially adopted by the Senate on January 10, 2005.
As you know, Vision 2010 is the result of in-depth consultations and a long planning
process that involved all sectors of our community and several hundred participants, from
the University as well as from outside. Many of you have contributed by completing
surveys, participating in the roundtable discussions, sharing comments and suggestions to
the White Papers or the successive versions of Vision 2010, and voicing your opinion at
the numerous public consultations. I would like to thank you for your commitment and
enthusiasm.
However, our work is far from over! Now that the main strategic institutional directions
have been drawn, Faculties and services are busy drafting their own strategic plan, in line
with the University’s directions. An integrated strategic plan will be developed from
these individual plans.
I invite you to take part in this last phase. Our vision takes shape at the Faculty and
services level, is reflected in specific projects, and becomes an ambitious but realistic
action plan. We ask for your creative and thoughtful insight. With your knowledge of the
University, you can significantly contribute to this process. This is an opportunity for
each and every one of you to help shape the University of Ottawa of tomorrow, the one
that we will pass on to the younger generation and that will fill us with pride.
Gilles Patry,
President and Vice-Chancellor
Our mission
Our raison d’être
Since 1848, the University of Ottawa has been Canada’s university: a reflection, an
observatory and a catalyst of the Canadian experience in all its complexity and diversity.
Our university is characterized by its unique history, its commitment to bilingualism, its
location both in the heart of the national capital and at the juncture of French and English
Canada, its special commitment to the promotion of French culture in Ontario and to
multiculturalism. As a result and through the groundbreaking work of our community
members, we are uniquely positioned among Canada's research-intensive institutions to
give students a remarkable education, to enrich the intellectual and cultural life of Canada
and to help the country achieve greater international prominence.
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Our vision
What we aspire to
We aspire to be, among universities, the essential reference on what Canada represents: a
university that is an integral part of its community, open to the world, and distinguished
by its search for excellence in research, its high-quality learning environment, its passion
for knowledge and innovation, its leadership on language issues, and its openness to
diversity. Every member of the institution will take part in our educational mission.
Our values
What defines us and drives us
A university that places its students at the core of its educational mission
We do our utmost to help our students expand their knowledge, enrich their culture, boost
their creativity, enhance their ability to question and analyze, and take full advantage of
university life to become well-rounded, responsible citizens and leaders of our society.
A university whose programs are research driven

We conduct first-class research, most notably in each of our strategic areas of
development; this in turn enriches what and how we teach. We deliver a wide range of
nationally and internationally recognized undergraduate, graduate and professional
programs known for their quality and for their focus on interdisciplinarity.
A bilingual university that values cultural diversity

We promote bilingualism, recognize the contributions of the many communities that have
helped build our country and, through our programs and research, work to bring Canada’s
challenges as a country into sharper focus.
A university committed to promoting Francophone communities

We design outstanding programs and services for Ontario's French-speaking population,
and we provide leadership for Francophone communities across Canada and around the
world.
A university that builds strong partnerships to fulfill its social responsibilities

We strengthen our programs and perform our social, political and community-outreach
roles thanks to productive ties with other institutions of higher learning, government
agencies, social and community associations, research councils, the private sector,
embassies, and national and international organizations.
A university that offers equal opportunities to its staff

We adhere to the principles of diversity and equitable representation. We are also
committed to women playing a leading role in the life of the university community.
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A university that values its community

We encourage freedom of expression in an atmosphere of open dialogue, enabling critical
thought, supported by intellectual integrity and ethical judgment. Collegiality,
transparency and accountability are the principles that guide our university governance.
Our major directions

What will guide our actions over the next five years
Strengthening our competitive edge

We want to offer our students an excellent education. To this end, we must build on our
strengths and assiduously cultivate innovative fields, thus attracting the best students,
creating a strong feeling of belonging, and offering a truly unique experience.
Goal 1: To play a leadership role in promoting Canada's official languages

• To ensure that students can learn in a setting where cultures coexist and enrich
each other, and where students wishing to do so can achieve their full language
potential.
• To ensure that the University supports its staff members in developing these
skills.
From an international perspective, we are a major bilingual university that has inherited
two of the world's greatest cultural traditions, and we will build on this significant
advantage.
By 2010, we will have improved our linguistic balance and have become the standard
among Canadian universities in the areas of acquisition, development, evaluation and
promotion of the official languages. Since language is the vector of culture, we will
promote respect for differences, openness to others, and intercultural dialogue.
Proposed actions by the University

1. Create an Institute of Official Languages and Bilingualism.
2. Create a College of the Humanities for a select group of motivated bilingual
students.
3. Develop a policy for promoting bilingualism among all staff members.
4. Draw up a plan for recruiting top-calibre professors who are bilingual or are
determined to be part of reaching this specific goal of the University.
5. Set linguistic balance enrolment targets for faculties and for the University.
6. Encourage and recognize bilingualism among students.
7. Create immersion programs and set up an intake structure that will enhance
access by immersion students from all parts of Canada.
8. Enrich programs that are offered partially in French or in English.
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Goal 2: To be an integral part of Canada's Capital

• To ensure that the University, as a powerful agent for social change that both
enriches and is enriched by its surroundings, builds productive partnerships with
various communities of interest in Canada's capital.
• To ensure that the University becomes the partner of first choice for the federal
government in areas of common interest.
• To ensure that the student body has the benefit of an education that goes well
beyond academe.
By 2010, we will have taken the lead in building partnerships with the public and private
sectors, thus bringing together the forces of knowledge, innovation and development in
the service of society and our students' learning.

1. Open the University to the wealth of skills in Canada's capital, for example by
inviting people from the community to contribute to learning and research,
organizing staff exchanges and joint appointments, and creating professor-in-
residence positions for government officials and leading public figures.
2. Increase the number of external research placements for members of our
academic staff.
3. Develop specific lifelong learning programs to meet the needs of government
agencies, professional associations, businesses, as well as Francophone target
groups.
4. Open a one-stop service point providing better services for adult learners.
5. Create a joint committee with school boards in the region, in order to develop
shared strategies, particularly on learning and access to postsecondary
education.
6. Recognize the social and community work by our students and staff members.
Goal 3: To move onto the international stage

• To ensure that the University's main concern is to train global citizens.
• To ensure that students and all staff members are enriched by
international contacts, both scientific and cultural.
• To ensure that the institutions and organizations with which we work
benefit from our areas of specialization and learn about Canadian
values.
By 2010, our programs and activities will have exposed a high percentage of our students
to the international dimension, thus training competent graduates who are open to the
world. In addition to being part of the globalization of knowledge, we want to earn
international recognition as the focal point of knowledge on the Canadian perspective.
xviii

1. Build high-quality international partnerships with universities, academies and
non-governmental organizations.
2. Make study programs international in scope.
3. Offer more student mobility scholarships and make them more generous, in order
to boost the number of study and research practicums completed abroad.
4. Ensure that international students make up a significant portion of our student
body, while maintaining linguistic balance.
Creating knowledge, inventing and discovering

We want to offer our student body an exceptional learning environment that prepares
them for life and fulfilling work, in a context of ever-expanding knowledge. Our
commitment to creativity and our passion for research and knowledge must be central to
every aspect of university life.
Goal 4: To create knowledge through research

• To ensure that we can preserve, create and transmit knowledge, so that our
students and members of our academic staff can take the lead both nationally and
internationally.
• To ensure that knowledge—often constructed at the borders of disciplines—can
emerge, and that our students can develop their learning at interdisciplinary
horizons that are as broad as possible.
• To ensure that we can both build on our strengths, specifically in our strategic
areas of development, and invest in fields of future excellence.
By 2010, we will have reviewed and renewed our present strategic areas of development
(Canada, health, information technology, molecular sciences) and integrated emerging
fields that will figure prominently in our future development. We will have increased
research activities, thus placing the University among Canada's top five in research.

1. Formally evaluate the strategic areas of development in terms of impacts and
benefits.
2. Invite each Faculty to strategically position itself in relation to the revised
strategic areas of development.
3. Facilitate joint appointments for members of the regular academic staff.
4. Increase the number of registrations for graduate studies to 20% of the student
population.
5. Increase the number of postdoctoral fellows.
6. Provide young researchers, graduate students and postdoctoral fellows with access
to high-quality research space.
7. Take steps to reduce graduate-level dropout.
8. Set up undergraduate-level pilot projects that integrate research and learning.
xix
9. Build new research partnerships with the private and public sectors in order to
promote knowledge transfer.
Goal 5: To focus on learning that is driven by innovation and excellence

• To ensure that students develop a desire for knowledge as well as intellectual
autonomy, which are the best guarantees of their future success.
By 2010, our programs will have focused on clearly defined learning objectives.
Members of our academic staff will have developed their full potential in the service of
learning, and our students will have acquired skills in self-learning.

1. Define learning objectives for each of our programs.
2. Support and recognize initiatives designed to implement a range of new and
diversified strategies for learning and evaluation.
3. Design and offer specialized training for members of our teaching staff, in order
to enhance the learning experience.
4. Pay greater attention to the evaluation of teaching.
5. Create specialized master teacher positions.
Goal 6: To offer students an unparalleled university experience

• To ensure that students' experience at the University profoundly marks their
future as responsible citizens who are aware of social and community issues.
• To ensure that the university setting is welcoming and pleasant, encourages
interaction and co-operative effort, and promotes diversified means of learning.
By 2010, our students will have acquired new skills related to social involvement in
university and community life. Quality standards for all student services will have been
introduced. While respecting and developing our natural and architectural heritage, we
will have increased the number of multifunctional spaces that allow for reading, studying
and discussion.

1. Offer a broader education that promotes ethical principles and makes use of
features such as elective courses, co-operative programs, and volunteer work.
2. Implement all necessary measures to promote service excellence.
3. Review the program of scholarships and bursaries in order to strike a balance
between academic excellence and financial need.
4. Make the library a 21st-century research laboratory; create other multifunctional
spaces on campus.
5. Renovate the University Centre so that it becomes a more effective service center
and a meeting point.
xx
6. Create conditions and spaces that allow for encounters and exchanges of ideas
between students and professors.
Caring for our community

We want to offer our student body the experience of a learning community that is
attentive, stimulating, dynamic and effective. To this end, every member of the institution
will take part in our educational and research mission. Our alumni, as well as retired
members of our academic and support staff, will be given opportunities to become
partners in reaching our goals.
Goal 7: To highlight our human potential

• To ensure that members of our regular and part-time teaching staff achieve their
full academic leadership potential.
• To ensure that members of our support staff feel that they are part of the
University's education and research mission, and are given responsibility for
providing high-quality services.
• To ensure that our alumni, as well as retired members of our support and
academic staff, will take an active part in departmental, faculty and university life,
thus giving us the benefit of their experience and contributing to the University's
ongoing development.
By 2010, members of our academic staff will have had access to resources allowing them
to develop their talents in all three areas of a university career: teaching, scholarly
activities, and academic service. Members of our support staff will have the tools and
authority to ensure clear, cordial and effective relations with the student body. As well,
our support and academic staff will be more representative of Canada in its diversity. We
will have consulted our alumni, as well as retired members of our academic and support
staff, and will have given them opportunities to participate in departmental, faculty and
university life.

1. Establish an Academic Leadership Centre with programs tailored to specific
career paths for members of the regular academic staff; implement a mentoring
system, particularly for women.
2. Introduce an evaluation process for senior executives.
3. Ask the Deans to assume leadership for the development of academic staff.
4. Introduce a program of continued training for members of the support staff.
5. Implement a team approach that will guarantee seamless service and decentralized
decision-making in exceptional cases regarding students.
6. Draw up an action plan that will ensure better representation by women, members
of First Nations, members of visible minorities, and persons with disabilities.
7. Consult alumni, as well as retired members of our support and academic staff, and
give them a role in all aspects of the University's development.
xxi
8. Develop more gathering places on campus for social encounters.
Goal 8: To embrace a modern governance model

• To ensure that community members take a more active part in the decision-
making process and are promptly informed of decisions affecting our
future.
• To ensure that our structures and resource allocations at all levels allow us to
reach our goals.
• To take action so that women play a leading role in university governance.
By 2010, this governance model will have included new communication tools for
ensuring greater transparency, a change that should cultivate the team spirit we need to
carry out our mission. The University will also have moved to an administrative model
that facilitates interdisciplinarity and fosters the development of inter-faculty projects.

1. Periodically review the structure of all academic and research units in order to
assess their continued relevance.
2. Review the purpose and structure of departments and faculties in order to open
disciplinary boundaries.
3. Analyse the representation of each group (for example, students and members of
the regular and part-time teaching staff) on each committee.
4. Make public the minutes of faculty and University committee meetings.
5. Open a one-stop service point to take all complaints, explain procedures, and
make referrals to the proper authorities for follow-up.
6. Post the strategic plans of all faculties and services on the Internet.
7. Develop a comprehensive scorecard measuring the extent to which our goals have
been reached.
8. Annually report on progress made toward Vision 2010.
xxii
UNIVERSITY STATEMENT ON TEACHING
Teaching is central to the mission of the University of Ottawa. The University pledges to
provide students at the undergraduate and graduate levels with an education of the
highest possible quality. It will maintain high standards for teaching in all its forms,
including classroom, laboratory and clinical instruction, and student thesis and project
supervision. It will ensure that the provision of resources and facilities for teaching and
learning remains a high priority for administration and teaching staff alike. The
University’s commitment to instructional excellence will be consistently demonstrated in
its assignment of material, financial and intellectual resources, and in its policies,
statements, and publicity.
The University believes that teaching must be an essential component of every

professorial career. Since teaching and research are equally significant and
complementary facets of academic life, the University affirms that teaching is a vital
factor in hiring, promotion and tenure decisions, and in all other aspects of advancement
through a professor’s career. The University encourages faculty members to excel in
teaching, and pledges that it will recognize and support high quality instruction.
In recognition of the importance of teaching and learning in academic life, the University
commits itself to the active support and promotion of measures which ensure that its
undergraduate and graduate students receive an educational experience of consistently
high quality, including among others:
• the maintenance of curricula and course syllabi with coherent pedagogical

objectives;
• the provision, through the Centre for University Teaching, of programs to

improve the teaching skills of its instructors;
• the evaluation of the quality of education received by students, and in particular

the regular evaluation of teaching and courses by students;
• the development of appropriate methods of evaluation of all forms of teaching at

undergraduate and graduate levels;
• the periodic review and upgrading of instructional facilities such as classrooms,

laboratories, clinical centres, and libraries;
• the provision of high quality instructional aids and equipment, such as

audio-visual, computer, and laboratory equipment;
• the reduction of the size of very large classes to a level which is optimal for
learning;
xxiii
• the support of innovation and research in university teaching and learning;
• the support of co-operative education programs, combining work and study;
• the consideration of pedagogical implications of policy decisions;
• the publicizing of teaching achievements;
• the encouragement of discussion on matters related to teaching within the

University.
Approved by the Senate March 2, 1992
(Please see Appendix J for information related to the University of Ottawa Award for
Excellence in Teaching and Appendix K for the Part-time Professor of the Year Award)
xxiv
CHAPTER 1 UNIVERSITY TEACHING
1.1 Welcome to the University

The University of Ottawa is committed to the pursuit of knowledge and excellence in all
aspects of its teaching and research activities. In its privileged location in Canada’s
Capital, our university is a microcosm of Canadian culture and provides a unique meeting
place for two great intellectual and scientific traditions. The University of Ottawa, proud
of its long history and its rich tradition, is committed to furthering bilingualism,
promoting higher education by offering a large spectrum of high quality programs in both
French and English, and pursuing scholarly activities of national and international
calibre.
As President, I am pleased to welcome you to the University of Ottawa. We are fortunate

that you have joined our academic community and we are counting on your contribution
to help us achieve our common goals. I am positive that you will find your experience at
the University of Ottawa to be challenging and enriching.
My best wishes for success in your career.
Gilles G. Patry
President and Vice-Chancellor
1.2 Importance of teaching

Teaching is an essential component of every professorial career at University of Ottawa.
The University strives to promote excellence in teaching and to recognize professors'
exceptional contributions to teaching. The university’s commitment to teaching is
described in the Statement on Teaching on page XV.
1
1.3 Centre for University Teaching

The Centre for University Teaching (CUT) was established in 1979-1980 to provide
pedagogical programs and services for members of the academic community. The goal of
the Centre is to promote excellence in university teaching, to enhance student learning,
and to improve the environment for teaching and learning at the University of Ottawa.
The CUT has the following objectives:
• To disseminate knowledge about effective teaching and learning;
• To encourage professors to profit from results of research on teaching and
learning to improve their pedagogical abilities and their teaching programs;
• To disseminate information on instructional development by developing and
maintaining a collection of books, periodicals, video and audiotapes and making
them available to the University community;
• To organize workshops, seminars and other activities for the University
community on topics related to university teaching and learning;
• To provide confidential consultation, assessment and counselling to individual
professors (full time or part time) and teaching assistants on means they may take
to improve their teaching;
• To encourage the use of media and instructional technology as an adjunct to
effective teaching;
• To encourage innovation in teaching and pedagogical methods.
2
CHAPTER 2 HOW WE LEARN

2.1 Introduction
We all – students and professors – perceive, analyse, reflect on, visualise, internalise and
transform information in a variety of ways. We may, for example, prefer to take in
information by either reading or listening, acting or reflecting, reasoning logically or
interpreting intuitively. We may prefer to learn dependently or independently,
competitively or collaboratively, through a deep approach or a surface approach. Many
of these learning preferences are referred to as learning styles.
In other words …
Who dares to teach must never cease to learn.

- John Cotton Dana
Teaching approaches also vary. Some of us like to lecture, while others like to guide
students in self-discovery. Some of us focus on transferring knowledge, others on
promoting understanding. Some of us take a teacher-centred approach, others a learner-
centred approach.
Teaching is most effective when it combines different teaching approaches and methods,
and when it appeals to different learning preferences and styles. It reduces the chances of
alienating students with strong preferences for a particular learning style, and gives all
students, no matter what their preferred style, the opportunity to become involved. It also
helps reinforce the material being learned, and helps students learn faster. Studies have,
in fact, revealed that learners remember 50% of what they hear and see, 70% of what they
say, 90% of what they say and do, and 97% when they do all four – seeing, hearing,
saying and doing.1
That said, it is important to bear in mind that learning approaches or styles should not be
used to characterise and categorise individuals. Most people have a dominant learning
style, but it may change in relation to the content or learning task. We often, in fact,
combine learning styles when we take in information.
The following learning style representations and models are a selection of various ways
people have thought about and classified learning. They were chosen for their diversity,
1
Nilson 1998, 67
3
for the insight they provide into the many ways people learn, and for the philosophical
and practical content they offer for reflection and application in the classroom.
2.2 Deep and surface approaches to learning

One way to think about learning is from the perspective of 'deep' and 'surface'
approaches.2
Students with a surface approach typically:

• memorise only the information needed
• treat a task as an external imposition
• do not reflect on purpose or strategies
• focus on discrete elements without integration
• fail to distinguish principles from examples.
Students with a deep approach usually:

• aim for understanding
• interact positively with content
• relate new ideas to previous knowledge
• relate concepts to everyday experience
• relate evidence to conclusions
• examine the logic of an argument.
The surface approach may be appropriate for particular learning tasks. Yet the deep
approach is usually associated with more successful learning, and one which teachers are
increasingly encouraged to promote.3
To promote deeper approaches to learning:
• encourage independent learning

• support personal development
• present problems – problem-based learning techniques
• encourage reflection
• implement independent group work
• encourage learning by doing – experiential learning strategies
• foster the development of learning skills
• set individual/group projects
2
Pan et al. 1988
3
Cross 1996, 127-128
4
• fine-tune your teaching methods and strategies.

2.3 VAK - visual, auditory, kinaesthetic/tactile learning
preferences
This basic model is popular and widely applied because of its simplicity. Although no
research directly supports the VAK model, it is useful to take a closer look at visual,
auditory and kinaesthetic/tactile learning preferences because they offer valuable
information on how people learn, a context for considering what teachers can do to
appeal to different learning preferences, and background for understanding certain of the
other models in this section.
Visual learning
Visual learners typically learn through seeing. They like to observe the teacher's body
language and facial expressions for a more thorough understanding of content. Visual
learners often think in pictures and learn best with visual materials such as maps, charts,
graphs, overhead transparencies, videos, hand-outs, PowerPoint presentations, and
illustrated procedures in textbooks. During a class, visual learners often take detailed
notes to absorb the information. When reading, they use colour to highlight important
points in text. To study, they prefer quiet places away from verbal disturbances.
Visual learning can be further divided into linguistic and spatial sub-categories. Visual-
linguistic learners grasp content best through reading and writing. They tend to
remember what they have read, even if they have seen it only once. They learn best from
lectures if they watch them, and they like to write down instructions. Visual-spatial
learners, on the other hand, usually have difficulty with written language and prefer
charts, demonstrations, videos, and other visual materials. They easily picture faces and
places, and have a good sense of orientation.
To help visual learners grasp content, consider the following:

• providing handouts – for reading and taking notes – with plenty of content for
students to review after class
• leaving space on the handouts for students to take notes
• using blackboards, whiteboards, overheads and/or online technology to write key
points – cues for note taking
• enhancing written and auditory content with visual aids such as graphs, charts,
maps, illustrations.
Auditory learning
Auditory learners learn best by listening. They respond well to verbal lectures,
discussions, debates and other situations which provide the opportunity to talk things
5
through and listen to what others have to say. They benefit from text read out loud, and
from making speeches and presentations in class. Auditory learners often talk to
themselves, move their lips when processing information, create musical jingles and
mnemonics to aid memorisation, tell stories to demonstrate points, think up verbal
analogies, and use tape recorders.
Auditory learners are sensitive to the underlying meanings that come through in a
speaker’s tone of voice, pitch, and talking speed. Written information may have little
meaning until it is heard.
To help auditory learners grasp content, consider the following:

• start each class with a verbal overview of the content, and finish with a verbal
review of what has been covered – in other words, "tell them what they are going
to learn, teach them, and tell them what they have learned"
• take a Socratic approach – ask students questions to draw information from them,
and supplement with your own knowledge and experience
• incorporate activities with auditory elements, like brainstorming and small group
work, making sure to provide plenty of verbal instruction
• develop an internal dialogue between yourself and the learners.
Kinaesthetic / tactile learning
Tactile / kinaesthetic learners learn by moving, doing and touching. They respond best to
hands-on, practical learning situations. They like to move around when they are learning
new things, so they tend to become distracted easily if there is no external stimulation, or
if they are sitting still for long periods. While tactile/kinaesthetic learners are reading, for
example, they may simultaneously pedal an exercise bike.
In a lecture, tactile / kinaesthetic learners often like to take notes, which they embellish
with pictures, diagrams, or doodling. They like to skim written material first to get the
big picture, before settling in to focus on the details, which they like to highlight in bright
colours. When they are studying, they like to listen to music, and to take frequent breaks.
To learn languages, tactile / kinaesthetic learners find it best to get together with others
for conversation. They use their hands a lot when they speak.
To help tactile / kinaesthetic learners grasp content, keep them active. Consider
• if appropriate, playing music during activities
• offering frequent breaks
6
• guiding them through complex tasks or problems by helping them visualise the
process
• getting them up and moving – asking them to help distribute handouts, for
example, or to help record information on the blackboard
• emphasising key points with colour, underlining, etc.
Ask yourself …
Read through the following statement, then answer the questions below:
We are sometimes forced to adopt certain learning styles. From kindergarten

through grade three, for example, new information is presented to us
kinaesthetically. From grades 4 to 8 we are taught more visually. From grade 9
through college and university into the business learning environment,
information has tended to be presented in auditory form.
Questions:
1) Do you agree with the statement? ____________________
2) If you agree, what are the implications for the teaching situations you find yourself in
now?
________________________________________________________________
________________________________________________________________
________________________________________________________________
3) What, from your previous learning experiences, can you apply to your current
teaching situations?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
7
2.4 Kolb’s Experiential Learning Style model

David Kolb’s 1984 book, Experiential Learning: Experience as the Source of Learning
and Development4 provides a paradigm for understanding the process used by
individuals, groups and organizations to make sense of their experiences. The outcome is
a different way of doing things, a different set of behaviours that is more adaptable to the
situations encountered. This sequence has been described by many authors and
researchers over the years, including John Dewey and W. Edwards Deming (Ross, Smith
and Roberts, 1994). Failure, in comparison, rests in the inability to learn from experience
or the repetition of mistakes. Essentially, this model argues that the more we take the
time to reflect on a task, the more often we can modify and adjust our behaviours.
Essentially, he breaks down the learning process into four stages: concrete experience
(immersing yourself in the problem, the task), reflective observation (what happened?
what did I notice?), abstract conceptualization (what does it mean?), and active
experimentation or planning (what will happen next? what do I need to change next
time?)
Associated with these four stages in the learning cycle are learning styles.5 These styles
describe preferences that individuals bring to the learning process. Here is a brief
summary of Kolb’s four types:
Concrete / reflective (Type 1) A characteristic question used by people preferring this

learning style is “Why?” Concrete / reflective learners respond well to explanations of
how course material relates to their experiences, interests and future careers. To be
effective with Type 1 students, the instructor should function as a motivator.
Abstract / reflective (Type 2) A characteristic question used by people preferring this

learning style is “What?” Abstract / reflective learners respond to information presented
in an organized, logical fashion and benefit if they have time for reflection. To be
effective with Type 2 students, the instructor should function as an expert.
Abstract / active (Type 3) A characteristic question used by people preferring this

learning style is “How?” Abstract / reflective learners respond to having opportunities to
work actively on well-defined tasks and to learn by trial-and-error in an environment that
allows them to fail safely. To be effective with Type 3 students, the instructor should
function as a coach, providing guided practice and feedback.
Concrete / active (Type 4) A characteristic question used by people preferring this

learning style is “What if?” Concrete / active learners like applying course material in
4
Kolb 1984.
5
Kolb 1976
8
new situations to solve real problems. To be effective with Type 4 students, the
instructor should stay out of the way, maximizing opportunities for the students to
discover things for themselves.
The following diagram may help illustrate the relationship between the Learning Cycle
and the Learning Styles:
Four learning styles in relationship to the four stages in Kolb’s Learning Cycle
Check it out
Are you a type one, two, three or four learner? See where your preferences lie by
clicking on “Index of Learning Styles Questionnaire” on the Centre for University
Teaching’s website:
http://www.uottawa.ca/services/tlss/cut/resources/teachingtips_specific_p1.htm#
9
2.5 The Felder-Silverman model

The Felder-Silverman model, developed by chemical engineering professor Richard
Felder and educational psychologist Linda K. Silverman, was originally formulated in an
engineering and science context and builds on Kolb’s models. With its focus on a
balance of instructional methods (“teaching around the cycle”), it has subsequently been
applied in a broad range of disciplines. This model describes different types of learners
along four axes: active / reflective, sensing / intuitive, visual / verbal, sequential / global.6
Active and reflective learners
Active learners tend to retain and understand information best by doing something active
with it – discussing or applying it or explaining it to others. Reflective learners prefer to
think about information quietly first. "Let's try it out and see how it works" is an active
learner's phrase. "Let's think it through first" is the reflective learner's response. Active
learners tend to like group work more than reflective learners, who prefer to work alone.
Sitting through lectures without getting to do anything physical but take notes is hard for
both learning types, but particularly difficult for active learners.
We are all active at times and reflective at times. Our preference for one category or the
other may be strong, moderate, or mild. A balance of the two is desirable. If we always
act before reflecting, we may jump into things prematurely and get into trouble. If we
spend too much time reflecting, we may never get anything done.
Ideas for helping active learners:

• put the class into small groups and give them topics to discuss or problems to solve
• encourage students to form study groups where members explain topics to each
other, or draft sample exam questions and responses.
Ideas for helping reflective learners:

• have students write short summaries of readings or class notes in their own words
• have students discuss or write up possible questions or applications of content.
Sensing and intuitive learners
Sensing learners tend to like learning facts, while intuitive learners often prefer to
discover possibilities and relationships. Sensors often like solving problems by well-
established methods and dislike complications and surprises. Intuitors like innovation
6
descriptions adapted from http://www.ncsu.edu/felder-public/ILSdir/styles.htm
10
and dislike repetition. Sensors are more likely than intuitors to resent being tested on
material that has not been explicitly covered in class.
Sensors tend to be patient with details and good at memorising facts and doing hands-on
(laboratory) work; intuitors may be better at grasping new concepts and are often more
comfortable than sensors with abstractions and mathematical formulations. Sensors tend
to be more practical and careful than intuitors; intuitors tend to work faster and to be
more innovative than sensors. Sensors don't like courses that have no apparent
connection to the real world; intuitors don't like "plug-and-chug" courses that involve a
lot of memorisation and routine calculations.
Ideas for helping sensing learners:

• make connections between class content and its applications in the real world
• provide specific examples of concepts and procedures, and explain how the concepts
apply in practice.
Ideas for helping intuitive learners:

• include interpretations of theories in your lectures
• encourage students to read exam questions thoroughly before they start to write their
answers, and to be sure to check their results.
Visual and verbal learners
Visual learners remember best what they see – pictures, diagrams, flow charts, time lines,
films, and demonstrations. Verbal learners get more out of words – written and spoken
explanations. Everyone learns more when information is presented both visually and
verbally.
Although visual information is increasingly being used in university classes, students are
still expected to mainly listen to lectures and read material written on blackboards and in
textbooks and handouts. Unfortunately, visual learning is dominant with most people,
which means that most students do not get nearly as much out of classes as they could if
more visual material were used. Good learners are capable of processing information
presented either visually or verbally.
Ideas for helping visual learners:

• include visual aids in lectures: diagrams, sketches, schematics, photographs, flow
charts
• make videotapes or CD-ROM displays of the course material available to students
• add visual material to the course website
• use concept maps by listing key points, enclosing them in boxes or circles, and
drawing lines with arrows between concepts to show connections.
11
Ideas for helping verbal learners:

• encourage students to write summaries or outlines of course material in their own
words
• help students form study groups where they can listen to other students explain course
content, and do some explaining themselves.
Sequential and global learners
Sequential learners tend to gain understanding in linear steps, with each step following
logically from the previous one. Global learners tend to learn in large jumps, absorbing
material almost randomly without seeing connections, then suddenly "getting it."
Sequential learners tend to follow logical stepwise paths in finding solutions, while
global learners may be able to solve complex problems quickly or put things together in
novel ways once they have grasped the big picture, though they may have difficulty
explaining how they did it.
Many people may conclude that they are global learners. Everyone, after all, has
experienced bewilderment followed by a sudden flash of understanding. What makes a
learner global or not is what happens before the light bulb goes on.
Sequential learners may not fully understand the material, but they can still do something
with it (such as solving homework problems or passing a test) since the pieces they have
absorbed are logically connected. Strongly global learners who lack good sequential
thinking abilities, on the other hand, may have serious difficulties until they have grasped
the big picture. Even after they have it, they may be fuzzy about the details of the subject.
Sequential learners, conversely, may know a lot about specific aspects of a subject, yet
they may experience trouble relating the pieces to different parts of the same subject or to
different subjects.
Ideas for helping sequential learners:

• make sure to organise your course in a sequential manner
• check with students to make sure they are following the flow of content
• encourage students to outline class content in a way that makes sense for them when
they are studying, and to relate new topics to things they already know for deep
understanding.
Ideas for helping global learners:

• provide an overview of the material to be covered at the beginning of each class
• encourage students, when studying, to make connections between content and things
they already know, and to apply subject matter to other topics.
12
Check it out
Are you an active or reflective, sensing or intuitive, visual or verbal, sequential or

global learner? See where your preferences lie by taking the online Index of
Learning Styles self-scoring questionnaire:
http://www.ncsu.edu/felder-public/Learning_Styles.html
2.6 The Grasha-Riechmann model

The Grasha-Riechmann model, developed by psychologists Anthony Grasha and Sheryl
Hruska-Riechmann, classifies learners into six categories: Competitive, Collaborative,
Avoidant, Participant, Dependent, and Independent. The descriptions below include the
advantages and disadvantages of each learning style.7
Competitive
This group includes students who learn material in order to perform better than others in
class. They believe they must compete with other students for the rewards that are being
offered. Competitive learners like to be the centre of attention and to receive recognition
for their accomplishments in class.
Advantages: Students are motivated to keep up with class material and to set
goals for learning.
Disadvantages: This style makes it difficult for students to appreciate and to learn
collaborative skills. Less competitive learners may be turned off by
them.
Collaborative
Typical of students who feel they can learn by sharing ideas and talents. They co-operate
with teachers and like to work with others.
Advantages: Students develop skills for working in groups and teams.
Disadvantages: Students tend to depend too much on others and are not always able
to work well alone. They are also not as well prepared for handling
competitive people.
7
adapted from Grasha 1996, 169
13
Avoidant
These students are not enthusiastic about learning content and attending class. They do
not participate with students and teachers in the classroom. They are uninterested and
overwhelmed by what goes on in class.
Advantages: Students are able to avoid the tension and anxiety of taking serious
steps to change their lives. They have time to do enjoyable but less
productive tasks.
Disadvantages: Students tend to be kept from setting productive goals. Their
performance drops, and negative feedback acts as another reminder
of their failings.
Participant
These students are good citizens in class. They enjoy going to class, and take part in as
much of the course activities as possible. They are typically eager to do as much of the
required and optional course requirements as they can.
Advantages: Students get the most out of every classroom experience.
Disadvantages: They may do too much or put others' needs ahead of their own.
Dependent
These students show little intellectual curiosity; they learn only what is required. They
view teachers and peers as sources of structure and support, and look to authority figures
for specific guidelines on what to do.
Advantages: These students are able to manage their own anxiety and obtain clear
directions.
Disadvantages: Students have difficulty developing skills for autonomy and self-
direction as a learner. They do not learn how to deal with
uncertainty.
Independent
These students like to think for themselves and are confident in their learning abilities.
They prefer to learn the content they feel is important, and to work alone on course
projects rather than with other students.
Advantages: Students develop skills as self-initiated, self-directed learners.
Disadvantages: They may become somewhat deficient in collaborative skills, failing
to consult with others or to ask for help when they need it.
14
2.7 Multiple Intelligences

This compelling and controversial new education approach was developed by Howard
Gardner, Professor of Cognition and Education at the Harvard Graduate School of
Education. The theory, based on the fact that our culture teaches, tests, reinforces and
rewards two main kinds of intelligence – verbal/linguistic and logical/mathematical –
suggests that each person possesses a number of distinct forms of intelligence in varying
proportions. Individuals also differ from one another in the forms of these intelligences,
their relative strengths, and the ways in which, and ease with which, they can be changed.
According to recent advances in cognitive science, developmental psychology and

neuroscience, intelligence is contained in each individual’s general intellect – in our
individual way of comprehending, examining, and responding to outside stimuli. This
makes each person’s intelligence a unique collection of autonomous faculties that can
work individually or in concert with other faculties to act and react in an ever-changing
world. The multiple intelligences theory puts forward the following eight equally
important multiple intelligences, not ruling out the possibility that additional intelligences
may also exist.8
Linguistic / verbal intelligence
Linguistic/verbal intelligence responds best to activities that involve hearing, listening,

impromptu or formal speaking, tongue twisters, humour, oral or silent reading,
documentation, creative writing, spelling, journal work, and poetry.
Logical-mathematical intelligence
Logical / mathematical intelligence responds best to activities that involve abstract

symbols and formulas, outlining, graphic organisation, numeric sequences, calculations,
code deciphering, and problem solving.
Musical / rhythmic intelligence
Musical / rhythmic intelligence responds best to activities that involve audio recordings,
music recitals, singing on key, whistling, humming, environmental sounds, percussion
vibrations, rhythmic patterns, music composition, tonal patterns.
8
adapted from a combination of sources: http://tip.psychology.org/gardner.html,
http://www.edwebproject.org/edref.mi.intro.html, http://www.ldpride.net/learningstyles.MI.htm
15
Visual / spatial intelligence
Visual / spatial intelligence responds best to activities that involve art, pictures, sculpture,
drawings, doodling, mind mapping, patterns/designs, colour schemes, active imagination
work, imagery, block building.
Bodily / kinaesthetic intelligence
Bodily / kinaesthetic intelligence responds best to activities that involve role playing,
physical gestures, drama, inventing, ball passing, sports games, physical exercise, body
language, dancing.
In other words …
It is the supreme art of the teacher to awaken joy in creative expression and
knowledge.
- Albert Einstein
Interpersonal intelligence
Interpersonal intelligence responds best to activities that involve group projects, division
of labour, sensing others' motives, receiving/giving feedback, collaboration.
Intrapersonal intelligence
Intrapersonal intelligence responds best to activities that involve emotional processing,

silent reflection, thinking strategies, concentration, higher order reasoning, "centring",
and meta-cognitive techniques.
Naturalist intelligence
Naturalist intelligence responds best to activities that involve charting, mapping changes,
observing wildlife, bringing the outdoors into the classroom, relating to the natural world,
and keeping journals or logs.
16
Check it out
To what extent do you possess these various intelligences?
Take a look at http://pss.uvm.edu/pss162/learning_styles.html#2 and work through

the multiple intelligences checklist
OR
complete the online questionnaire at

http://www.ldrc.ca/projects/miinventory/miinventory.php
Ask yourself …
Our schools and culture focus most of their attention on linguistic and logical-
mathematical intelligence. We esteem the highly articulate and logical people of
our culture. We should, however, place equal attention on individuals who show
gifts in the other intelligences: the artists, architects, musicians, naturalists,
designers, dancers, therapists, entrepreneurs, and others who enrich the world in
which we live.
(adapted from http://www.thomasarmstrong.com/multiple_intelligences.htm)
Questions:
now?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
17
3) What can you do to focus more attention on other intelligences in your classes?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Food for thought
When mismatches exist between learning styles of most students in a class and the
teaching style of the professor, the students may become bored and inattentive in
class, do poorly on tests, get discouraged about the courses, the curriculum, and
themselves, and in some cases change to other curricula or drop out of school.
Professors, confronted by low test grades, unresponsive or hostile classes, poor
attendance and dropouts, know something is not working. They may become overly
critical of their students (making things even worse) or begin to wonder if they are in
the right profession. Most seriously, society loses potentially excellent professionals.
- Richard Felder (http://www.ncsu.edu/felder-public/Learning_Styles.html)
18
Tip
For more information about matching teaching approaches to different learning

styles, drop by the Centre for University Teaching (CUT) and consult the many
teaching resources available to you. The Learning Styles section of our online
resources might be of interest to you:
http://www.uottawa.ca/services/tlss/cut/resources/teachingtips_specific_p1.htm#
Feel free to make an appointment (562-5333) to meet with one of the CUT’s
instructional consultants. The CUT also offers a wide variety of workshops on
diverse aspects of teaching and learning; consult the website at:
http://www.uottawa.ca/services/tlss/cut/ for an updated workshop schedule.
2.8 A note concerning accessibility for students with

disabilities
The University of Ottawa has a proud tradition of helping students with disabilities reach
their full academic potential. Since 1985, it has offered a variety of services and resources
with expertise, professionalism and confidentiality. Through the expertise of its Access
Service, the University strives to integrate students with disabilities into the greater
university community. Specifically, the Access Service acts as intermediary between
students, their faculty and other University offices to ensure that the special needs of
these students are addressed and that the best possible learning conditions are being
offered. This underscores the University's commitment to creating and maintaining a
learning environment that's open to all.
Recommendations for accommodations of the following disabilities are available on the

Office’s webpage: http://www.sass.uottawa.ca/en/access/professors/
• Students with acquired brain injury
• Students who are blind or visually impaired
• Students with medical conditions
• Students who are deaf, deafened, or hearing impaired
• Students with learning disabilities
• Students with a physical disability or mobility impairment
• Students with psychological or psychiatric disabilities (such as depression, OCD, etc.)
• Students with attention-deficit disorder and attention-deficit hyperactivity disorder
19
Further resources are available to instructors through the Access Service office. Please
consult the web page or call the office for assistance with any questions or concerns you
may have:
Access Service
Jock Turcot University Centre, room 339
Phone :(613) 562-5976

TTY Phone : (613) 562-5214
Fax : (613) 562-5159
Email : adapt@uottawa.ca
20
CHAPTER 3 APPROACHES TO TEACHING

TEACHING
3.1 Introduction
There is no particular “right” way to teach. There are, more accurately, diverse and
appropriate ways of teaching, depending on the learning situation, the learners, the
content being taught, the person teaching, and other subtle factors. Teaching is, as
stressed in the previous chapter, most effective when it appeals to diverse learning
preferences and styles through a combination of different teaching approaches and
methods.
This chapter provides a window on different ways of viewing teaching – from ideas
and values to goals and roles, and to concrete applications. It is by no means a
complete overview, but it offers both philosophical and practical insight into
teaching, as well as hands-on ideas you can try out with your classes. You will
discover a certain amount of overlap between various sub-sections as you read – a
clear sign that certain ideas about teaching are universally important.
3.2 Your philosophy of teaching

What do you believe is important in teaching? What do you want to accomplish with
your teaching? How do you view your role as a teacher? It is a good idea – whether
you are an aspiring professor, a new professor, or a veteran professor – to take the
time, periodically, to reflect on your philosophy of teaching. It can be an extremely
rewarding exercise, both personally and professionally.
Post-secondary education institutions are becoming more committed to their teaching

missions, with teachings skills becoming increasingly important criteria in academic
job searches and in consideration for promotion and tenure. More and more
institutions are asking candidates to submit a "statement of teaching philosophy" or
"teaching statement" as part of their application for new jobs or tenure. Statements of
teaching philosophy are becoming common components of teaching portfolios, which
a growing number of institutions are using to evaluate faculty. Statements of teaching
philosophy are often requested for teaching award nominations or applications for
funds to carry out innovative educational projects.
Professional requirements aside, the process of reflecting on teaching and learning

can be extremely rewarding. Sitting down and taking the time to seriously reflect on
your teaching vision, goals and actions is an excellent opportunity to consider your
personal growth as a teacher, and to renew your commitment to your goals and
values. Effective teachers, in fact, engage in teaching self-analysis and self-reflection
on an ongoing and continual basis – after teaching a class, at the end of a course, as
they prepare for a new course, or spontaneously anyplace anytime – with a view to
adjusting their teaching strategies and methods, advising students to adjust their
21
learning behaviours, and modifying teaching materials and media to better meet
learning needs.
What, exactly, is a philosophy of teaching? It is a statement, a brief reflective essay,

describing as much of the following as possible:
• your vision of what education is and should be
• why you teach
• your understanding of how students learn
• how you feel you can facilitate the learning process
• your teaching goals
• your learning goals for students
• the actions you take to put your learning and teaching beliefs and goals into effect
• areas in which you would like to develop your teaching skills.
The following sections provide various perspectives on teaching, and plenty of food
for thought as you reflect on your philosophy of teaching and your development as a
teacher.
For more information on teaching portfolios, see the “Assessing and developing
teaching skills” chapter.
Tip
For more information regarding statements of teaching philosophy, including guidelines

on how to draft your own philosophy, and samples, you can drop by the Centre for
University Teaching and pick up a copy of our Teaching Dossier kit. A teaching
philosophy statement is a key element of every dossier. In addition, please take a look at
the following websites for further resources:
philosophy of teaching – general

• FacultyDevelopment.ca Teaching Dossier tool
http://www.facdev.ca/content/eng/TeachingDossier/index.asp
• http://www.lll.hawaii.edu/sltcc/tipps/philosophy.html
• http://www.cofc.edu/~cetl/Essays/DevelopingaPhilosophyofTeaching.html
writing a statement of teaching philosophy:

• FacultyDevelopment.ca Teaching Dossier tool
http://www.facdev.ca/content/eng/TeachingDossier/index.asp
• http://www.celt.iastate.edu/teaching/philosophy.html
• http://www.cmu.edu/teaching/resources/developphilosophy.html
22
sample statements of teaching philosophy

• http://www.utep.edu/~cetal/portfoli/samples.htm
• http://ftad.osu.edu/portfolio/philosophy/Philosophy.html
3.3 Principles of good teaching practice

In 1987, Arthur Chickering and Zelda Gamson wrote an article for the AAHE
Bulletin, “Seven Principles for Good Practice in Undergraduate Education.”9 This
brief article managed to capture the gist of best practices in higher education in such a
compelling way that a flurry of publications based on the principles quickly ensued
(see Bibliography for further references). The following seven points have been
identified and validated by various sources as principles of good teaching practice10:
Good practice encourages student-faculty contact
Approachability and concern about students and their progress are the main
elements of this principle. Student motivation, involvement and retention grow
through opportunities for informal contact and conversation with faculty outside
the classroom and office.
Ideas for applying this principle:

• learn students’ names
• keep “open” or “drop-in” office hours
• attend student events
• be a mentor/advisor to students
• invite students to professional meetings
• arrive early for class, and/or stick around after class finishes, and strike up a
conversation with a different student each time.
In other words …
Theories and goals of education don't matter a whit if you don't consider
your students to be human beings.
- Lou Ann Walker
9
Chickering & Gamson 1987.
10
adapted from Royse 2001, 9-13
23
Good practice encourages cooperation among students
Studies have shown that learning is enhanced and understanding deepened when
students have the opportunity to share and respond to each others’ ideas and
feedback.

• invite students to share their interests and backgrounds in class
• encourage students to voice their ideas and opinions
• use small group and peer instructional approaches in the classroom (see the
“Teaching small groups” chapter in this guide)
• create small groups to work on projects together
• encourage students to study together.
Good practice encourages active learning
Studies demonstrate that students learn better when they are active participants in
the classroom rather than spectators, when they have the opportunity to talk about
what they are learning, when they can share it, relate it to past experiences and
apply it to their lives.

• encourage students to challenge ideas and ask questions in class
• have students analyse real situations and solve problems in the classroom
• encourage students to share ideas, related information (media content, ideas
for readings), and ideas for assignments
• have the students play roles, participate in simulations, and conduct
experiments in class.
For more information, see the “active learning” segment which follows later in
this chapter.
Good practice provides prompt feedback
According to learning theory research, the quicker the feedback, the better the
learning. There is, in fact, a correlation between prompt feedback and
student satisfaction and achievement.

• hand quizzes and exams back the next time the class meets
• return assignments within a week
• provide students with substantial written feedback on their work.
24
• Use an immediate feedback assessment tool (see Epstein Education website

http://www.epsteineducation.com )
Good practice emphasizes time on task
This principle involves the way a teacher uses classroom time, and the amount of
actual involvement with the material being studied.

• start and finish class on time
• insist that students who miss class make up lost work
• provide a ball-park estimate of time needed to prepare assignments
• don’t let breaks stretch too long.
Good practice communicates high expectations
The line between expectations that are realistic and unrealistic, too high or too
low, can be fine. Yet if you don’t expect much from students, you generally
won’t get much. Don’t make the course so difficult that learners can’t succeed,
but make it challenging enough that they have to work hard and stretch beyond
knowledge and skills they already have.

• make sure to communicate your expectations orally and in writing at the
beginning of the course, and reinforce them as necessary
• explain the penalties for late work clearly
• provide examples of exemplary work
• help students set and reach high goals
• suggest supplementary reading.
Good practice respects diverse talents and ways of learning
Be sensitive to the various ways students acquire and process information, as

outlined in the previous section. By understanding your students as unique
individuals, and showing respect for their diverse and sometimes idiosyncratic
and/or surprising talents, skills and abilities, you can facilitate student growth and
development both academically and professionally as well as personally and
socially.

• appeal to various learning preferences
• use diverse teaching techniques
• make an effort to discover students’ interests and backgrounds
25
• allow a certain amount of choice in readings and assignments

• provide extra material (readings and exercises) for students with gaps or
deficiencies in knowledge and skills.
3.4 Motivating learning

According to curriculum scholar Edwin G. Ralph, the motivation to learn is a highly
complex combination of individual needs and emotions, attitudes and inherited traits,
competencies and experiences, as well as personal expectations of success, and values
placed on learning something specific – and it is different with every individual. We
cannot, in fact, motivate students to do anything in particular. We can only stimulate
the motivation to learn among them.
Ralph puts forward the following five factors, all proven consistently successful in
motivating learning.11
1). Develop positive relationships
This factor involves projecting genuine feelings of mutual respect, support, and
warmth with students; it ultimately balances the cognitive dimension of learning with
the equally important affective dimension. Learners approach learning and associated
tasks with acceptance rather than avoidance when they believe they are accepted as
worthwhile individuals and contributing members of a group – when their needs for
belonging and affiliation are essentially met. See the first three principles of the
previous section for ideas on developing positive relationships with and among
students in your classes.
2). Attract learner attention
Students are motivated to learn when their curiosity and attention are attracted and
held. Skilled teachers succeed in capturing student interest at the beginning of a class
and stimulating it throughout the session – not an easy task. Ways of doing this
include starting the class with a puzzling question, varying teaching methods to
appeal to different learning preferences, incorporating diverse activities, media and
materials in a class, involving learners in active learning activities, and using a range
of gestures, body language, movement and humour in the classroom. For more
information on attracting and holding learner attention, see the “active learning”
segment which follows later in this chapter.
11
adapted from Ralph 1998, 1-6
26
In other words …
The whole art of teaching is only the art of awakening the natural curiosity
of young minds for the purpose of satisfying it afterwards.
- Anatole France
3). Enhance subject matter relevance
Learners are motivated by subject matter that is meaningful to their lives – their past,
present, and future lives, and preferably all three. Successful teachers are able to
convince students of the value and usefulness of the subject matter. These teachers
not only show interest and enthusiasm for class content, they also provide
opportunities for students to apply the knowledge and skills they are learning to real
life situations. Teaching strategies include adjustment of learning activities to meet
the developmental needs of students, modelling of desired behaviour, and integration
of appropriate guest speakers into the program.
4). Build learner confidence
Learners are motivated by learning situations and activities that are demanding
enough to be challenging, yet not so difficult that they are unachievable – not an easy
balance to strike. The teacher’s role involves both building learner competence and
boosting learner confidence. To build learner competence, teachers must provide
specific guidelines, give clear and concise directions, and orient and tasks carefully.
As learner competence improves, confidence grows, and the teacher eventually
provides less direction and more support in helping learners set and meet goals for
higher achievement. The ultimate objective is for the learner to become competent to
the point where the teacher is no longer needed.
5). Promote learner satisfaction
When learning reinforcement, or evaluation, is consistent with the learning objectives

of the class and the learning tasks experienced by students, and if students feel
evaluation feedback is fair and authentic, then they are motivated to strive toward
learning goals. For evaluation to be effective, it must be genuine (not given
indiscriminately or be perceived as artificial), immediate (as close to the associated
task as possible), and specific (reinforcing acquisition of particular knowledge, or
mastery of particular skills, instead of vague or general praise).
27
3.5 Creating a positive learning environment

All the principles, strategies and techniques reviewed so far will contribute to creating
a positive, inviting and productive learning environment – one in which students feel
the sense of acceptance, belonging and reassurance that encourages learning and
participation.
The following are some additional considerations for creating a positive learning
environment12. They are closely interrelated, as you will see by the degree of overlap
between them, but they have been separated to emphasise the importance of each in
creating a positive learning climate.
Portray a humane attitude
The teaching-learning enterprise involves both the intellect and the emotions. If the
emotional aspect is neglected, the process is not as effective. Teachers who
demonstrate sensitivity to the non-academic interests and needs of students, who
show empathy, understanding, and interest both inside and outside the classroom –
teachers who “care” – create a more positive learning environment.
Teachers who care typically

• show respect for students (even the difficult ones)
• incorporate student ideas and feedback into the course
• communicate with students before and after class
• keep regular office hours
• share personal anecdotes
• are honest with students.
Be honest
Students are less cynical and suspicious – about how they might be treated, about
possible hidden agendas – with a teacher who has a reputation for being honest and
trustworthy.
Honest and trustworthy teachers typically

• maintain congruence between words and actions
• reveal some of their own personality, share some of their personal life
• accept student feedback with grace, and make an effort to incorporate it into
the learning situation
• disclose the course’s full agenda and expectations early in the teaching-
learning process
12
adapted from Ralph 1998, 29-37
28
• admit when they make mistakes

• present subject matter accurately and avoid dogmatism
• examine alternative viewpoints systematically
• withhold judgement until all available evidence has been investigated
• maintain honesty in research and reporting activities.
Be fair
This factor, a bit of a cliché, is nevertheless critical to establishing a teacher’s

credibility and creating an environment of trust in the classroom. Fairness essentially
entails consistency and impartiality in all teaching and learning activities.
Teachers who are fair typically

• provide individual attention equitably
• ask questions of students throughout the classroom
• manage class “monopolisers” so that others can also contribute
• avoid stereotyping or discrimination on the basis of age, gender, background,
race, or disability – and stop students who do
• use objective rather than subjective criteria for marking and calculating final
grades
• regularly ask themselves, “Would I want an instructor to treat me or my 19-
year-old this way?”
Build trust
An essential ingredient of the bond holding a group together is a relationship of

mutual trust – a product not of a single technique, but of an accumulation of events
over time. It must be earned, by both sides.
Teachers who succeed in building a relationship of trust typically

• balance support with challenge
• involve students in the learning and teaching process, allowing them a certain
freedom of expression and choice within the course structure
• provide learner choice without license, direction without rigidity, and
opportunity for expression without being offensive
• are considerate and generous, but maintain a deliberate professional distance
• may attend student events outside the classroom, but refrain from becoming
“one among equals.”
Show respect
Students repeatedly report that they are interested in and motivated by subjects taught
by teachers who acknowledge students as worthwhile individuals with unique ideas
29
and talents to contribute to the learning situation. Teachers who show respect
develop teacher-student relationships based on consideration, civility and courtesy.
They typically
• deal with teacher-student conflicts in private
• do not let problems that can arise with one or two students get in the way of
the positive relationship with the rest of the group
• refrain from exhibiting anger, hostility and resentment toward certain students
who may not conform to their standards
• avoid displaying arrogance, selfishness, arbitrariness, or indifference in the
classroom.
Keep promises
Essential to a positive teaching-learning relationship is integrity and reliability. It

bolsters the relationship of mutual trust. Effective teachers keep their word. If
they don’t, students tend to become frustrated, disappointed and cynical, and their
respect for the teacher declines.
Teachers who keep promises typically

• are consistent between what they say they will do and what they do
• follow the course syllabus
• are consistent with the evaluation procedures they outline
• keep office hours
• follow through on commitments to answer particular questions, or provide
specific information, in the following class.
3.6 Learner-centred and teacher-centred approaches

Another way of looking at teaching approaches is to consider whether they are
teacher-centred or learner-centred, although real-life learning situations tend not to be
so clearly polarised. Many teaching methods contain both teacher-centred and
learner-centred elements. And both teacher-centred and learner-centred methods
have their strengths and weaknesses, depending on the course content, the
characteristics of the learners, and other considerations like class and classroom size.
Yet learner-centred approaches offer numerous potential benefits, including increased

student motivation, more active participation in the learning process, and better
learning. Studies show that students in a learner-centred situation may be able to
apply content better than their counterparts in teacher-centred courses. They may
also have a deeper understanding of the subject, develop more connections among
concepts, and acquire greater critical thinking skills.
30
The following table outlines some of the differences education scholars have
identified between teacher-centred and learner-centred approaches.
Teaching Teacher-centred Learner-centred

consideration
Teacher’s role - primary dispenser of information - facilitator

- expert - helps learners draw on and think
- performance assessor through their own knowledge and
experiences
- provides information to help them
develop their understanding
Orientation - knowledge based - experience based

- base = the expert knowledge of - base = the individual experiences
the teacher and knowledge of the learners
Learning climate - competitive and individualistic - co-operative, collaborative and

- no attempts to develop group supportive
cohesiveness - attempts to develop group
cohesiveness
Curriculum - designed by the teacher - negotiated between teacher and

- teacher defines the learners' learners
needs and plans teaching content
accordingly
Teaching- - determined by teacher - established by learners

learning - intellectual change - affective and attitudinal change
objective(s) - every learner acquires the same - for learners to 1) develop abilities
body of knowledge and skills to diagnose and solve their
- production of a standard outcome own problems and 2) build a
knowledge base and a confidence
base
- the outcome varies among learners,
depends on needs
Knowledge - one way transmission of - two way interaction

acquisition knowledge, from instructor to - knowledge is constructed by the
student students through the gathering and
- underlying assumption = learners synthesising of information, and its
are "empty vessels" waiting to be integration with skills such as
filled with the teacher’s inquiry, interpersonal
knowledge communication, and critical and
creative thinking
- assumption = learners already have
a stock of knowledge and
experience, and they incorporate
new learning into their existing
framework
31
Knowledge use - emphasis on acquisition - emphasis on effectively using and

- frequently involves the communicating knowledge to
memorisation of information address “real life” problems
- occurs outside the context in
which it will be used
Teaching - didactic (e.g. lectures) - variety of methods which involve

methods - high instructor involvement learners, enabling them to learn
- instructor-student interaction from each other as well as from the
- discussion focussed on course teacher (e.g. active learning
content techniques)
- instructor avoids interpretation of - high learner involvement
feelings - student-student interaction
- discussion of students’ personal
experiences encouraged
- instructor interprets feelings and
ideas of class member when
necessary for class progress
Teaching focus - emphasis on individual - emphasis on collective education
Assessment - teacher evaluates - students share responsibility for

- objective = to evaluate learning evaluation
outcomes - objectives = to diagnose learning
- traditional use of tests and grades problems and promote further
learning, as well as to evaluate
learning outcomes
- de-emphasis of tests and grades
Ask yourself …
Read through the items in the above chart carefully. With a red pen, or other colour,
check off the side you tend most towards for each teaching consideration. Tally up the
number of ticks in each column.
1) Is your teaching approach more teacher-centred, or student-centred? Or is it balanced

between the two?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
32
2) How do you feel about the result?

________________________________________________________________
________________________________________________________________
________________________________________________________________
3) What would you like to do about it? Would you like to develop one side or the other
for one or more teaching considerations?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
4) How do you plan to go about it?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
The Centre for University Teaching can provide resources and thoughtful assistance
as you plan your course.
3.7 Teaching roles

One way to think about the many different approaches to teaching is to cast them in
the light of teaching roles. Various education scholars have worked at describing the
diverse teaching roles instructors may adopt. As with learning styles, teaching roles
may change, or be adopted in varying combinations, depending on the learning
situation, the characteristics of the students, the content being covered, and other
factors.
33
The following descriptions13 provide an overview of the various teaching roles that
have been conceived by education scholars. There will, inevitably, be overlap
between them.
Teacher as expert
In this role, the teacher stands in front of the class as an expert, a possessor of the
knowledge and expertise the students need to succeed. His or her objective is to
transmit the information, analytic perspectives, or critical viewpoints he or she wishes
the students to acquire in the course. Teacher-experts are concerned with transmitting
information and making sure students are well prepared. They strive to maintain their
expert status by displaying detailed knowledge and by challenging students to
enhance their competence.
Advantages: The information, knowledge, and skills the individual teacher
possesses are an unquestionable asset.
Disadvantages: If exaggerated, the display of knowledge can be intimidating
to less experienced students. Underlying thought processes
that produce answers may not always be revealed.
Teacher as formal authority
The teacher-as-formal-authority possesses status among students because of his or her

knowledge and role as a faculty member. From a wider social perspective within
which the university classroom is situated, the teacher is an agent of instruction,
control and evaluation. As such, the teacher is concerned with providing positive and
negative feedback, establishing learning goals, expectations, and rules of conduct for
students. He or she is also concerned with the correct, acceptable, and standard ways
of doing things, and with providing a structure students need for effective learning.
Advantages: Clear expectations and a focus on acceptable ways of doing
things makes for consistency, helping put students at ease.
Disadvantages: Too much focus on this role can result in standardised and
inflexible ways of dealing with students and their concerns.
Teacher as personal model
The teacher-as-personal-model believes in "teaching by personal example" and

establishes a prototype for how to think and behave. He or she oversees, guides, and
directs by demonstrating how to do things, and by encouraging students to observe
and then to emulate the teacher's approach.
13
adapted from http://www.indstate.edu/ctl/styles/tstyle.html#Teaching and from McKeachie
1986, 55-66.
34
Advantages: The emphasis on direct observation and role model following

appeals to certain learning styles, and adds concreteness to the
learning situation.
Disadvantages: Some teachers may believe their approach is the best way.
Students who feel they can’t live up to the expectations may
end up feeling a sense of inadequacy and lack of confidence.
In other words …
The aim of education is the knowledge not of fact, but of values.

- Dean William R. Inge
Teacher as facilitator
This role emphasises the personal nature of teacher-student interactions. The teacher-
facilitator guides and directs students by listening, asking questions, exploring
options, suggesting alternatives, and encouraging them to develop criteria to make
informed choices – without imposing his or her answers or even questions. The
overall goal of the teacher-facilitator is to help students develop their capacity for
working out questions and answers relevant to their own lives, and for taking
independent action, initiative, and responsibility. The teacher-facilitator works with
students on projects in a consultative fashion and tries to provide as much support and
encouragement as possible.
Advantages: Personal flexibility, a focus on students' needs and goals, and
the willingness to explore options and alternative courses of
action – all help students grow and develop creativity and
self-confidence.
Disadvantages: This role can be time-consuming.
Teacher as delegator
The teacher-delegator is concerned with helping students develop their capacity to

function independently. Students work alone on projects or as part of an autonomous
team, with the teacher being available as a resource person on request.
Advantages: Students perceive themselves as independent learners.
Disadvantages: It can be easy to misread a student's readiness for independent
work. Some students may become anxious when given
independence.
35
Teacher as socialising agent
The teacher-as-socialising-agent not only possesses certain intellectual material; he or

she is also part of various overlapping collectivities, of which students are either
outsiders or marginal members. This role emphasises the teacher’s membership in
the community of scholars within a particular profession or discipline, as well as
membership in an institution that may be highly relevant to the professional
aspirations of a student. As such, the teacher functions as a sort of recruiting officer
whose work involves encouraging or discouraging, clarifying goals and career paths
beyond the course, clarifying rewards and demands of the major/field/discipline, and
training students to “go on” in a particular field or discipline, perhaps even
controlling access to further training and membership in a certain elect.
Advantages: Students benefit from an opportunity to join with a faculty
member as a junior member of the circle.
Disadvantages: Some students may resist attempts on the teacher’s part to
channel them onto a pre-professional path.
Teacher as ego ideal
In this role, which may or may not overlap with some of the others, the teacher
conveys the excitement and value of intellectual inquiry in a given field of study. The
teacher-as-ego-ideal is typically devoted and enthusiastic concerning the discipline,
and obviously enjoys and believes in what he or she is doing. The passionate lecturer
who gives impressive intellectual performances often becomes an ego ideal for
students. But some students may identify even more strongly with a teacher-as-
facilitator who demonstrates particular devotion to an educational philosophy, and
who is especially patient and helpful – a more fitting ego ideal for them.
Advantages: Students may be inspired and motivated by the teacher’s
enthusiasm and commitment, with the result that they work
particularly hard in the course.
Disadvantages: The teacher’s exuberance might intimidate and alienate some
students, or make them envious or resentful.
Teacher as person
In addition to all the roles just described, the teacher is also a person who seeks
mutually validating relationships in the context of a course. Basic human and
interpersonal issues – involving trust, perception and affection on the part of people
who want to be seen as similar in some respects, or who want to be respected for their
dissimilarities, who want more of themselves validated than just that part of
themselves which joins with the other in the pursuit of course goals – are very much a
part of the classroom, both inside and outside its walls. The teacher-as-person is
36
typically self-revealing in ways which clarify his or her totality beyond the task at
hand, and is trustworthy and warm enough to encourage students to be open as well.
Advantages: Students are motivated to learn when they feel accepted as
worthwhile individuals and contributing members of a group,
when their needs for belonging and affiliation are met.
Disadvantages: Some students may resist attempts to make them a part of the
group. Some may prefer the teacher to remain an expert and
formal authority.
3.8 The Teaching Perspectives Inventory14

What does it mean "to teach?" Ask a dozen people and you will hear a range of
answers that describe guiding, facilitating, telling, showing, planning, helping,
directing, and more. Some might say teaching is the effective or efficient
transmission of information from one person to another. Others might answer that
teaching is the socialisation of people into a community. Still others might say that
teaching is an arrangement of conditions that facilitate someone's learning.
The answers reveal something about each person’s teaching "perspective" or point-of-
view. They also tell something about their experiences – as parent, coach, friend,
manager, or as learner over many years of formal and informal learning. Some of this
experience is received unquestioningly, while other aspects have been formed
through careful reflection. But overall, a person’s perspective is an expression of
personal beliefs and values related to learning and teaching.
The Teaching Perspectives Inventory is about five alternative points of view or

perspectives on teaching adults developed by the University of British Columbia’s
Dan Pratt and John Collins after several years of teaching and research involving over
250 teachers in five different countries. The results reveal five qualitatively different
perspectives – transmission, apprenticeship, developmental, nurturing, social reform –
on teaching which form the conceptual backbone of the Teaching Perspectives
Inventory.
Each perspective is composed of a set of actions, intentions, and beliefs related to the
knowledge, learning and role of a teacher, instructor, or professional who is
responsible for instructing others. None of the teachers studied held only one
perspective. Everyone held a combination of, typically, one or two dominant
perspectives and one or two back-up perspectives. Most often, someone has one
particularly dominant perspective and one or two back-up perspectives, allowing for
flexibility with respect to different learners and/or educational circumstances.
14
adapted from http://www.edst.educ.ubc.ca/faculty/pratt/DPtpi.html and from
http://www.edst.educ.ubc.ca/faculty/pratt/DPtpwh.html.
37
1). Transmission
According to this perspective, effective teaching requires a substantial commitment to

and mastery of content or subject matter. A teacher’s primary responsibilities include
representing the content accurately and efficiently. Learners’ responsibilities include
learning the content in its authorised or legitimate forms.
Good teachers take learners systematically through tasks leading to content mastery.
They provide clear objectives, adjust the pace of lecturing, make efficient use of class
time, clarify misunderstandings, answer questions, provide timely feedback, correct
errors, provide reviews, summarise what has been presented, direct students to
appropriate resources, set high standards for achievement, and develop objective
means of assessing learning.
Good teachers are enthusiastic about their content and convey that enthusiasm to their
students. For many learners, good transmission teachers are memorable presenters of
their content.
2). Apprenticeship
From this perspective, effective teaching is a process of socialising students into new
behavioural norms and professional ways of working. Good teachers are highly
skilled practitioners of what they teach. Whether in classrooms or at work sites, they
are recognised for their expertise.
Teachers reveal the inner workings of skilled performance to students, and translate it
into accessible language and an ordered set of tasks which usually proceed from
simple to complex, allowing for different points of entry depending upon the learner's
capability. Good teachers know what learners can do on their own and where they
need guidance and direction; they engage learners within their 'zone of development'.
As learners mature and become more competent, the teacher's role changes. Teachers
offer less direction and give more responsibility as students progress from dependent
learners to independent workers.
3). Developmental
According to this perspective, effective teaching must be planned and conducted

"from the learner's point of view". Good teachers understand how their learners think
and reason about the content. Their primary goal is to help learners develop
increasingly complex and sophisticated cognitive structures related to the content.
38
The key to changing those cognitive structures lies in a combination of two skills: (1)
teaching that engages learners with content while also challenging them to move from
relatively simple to more complex forms of thinking, and (2) 'bracketing of
professional knowledge' which allows learners time to construct their own
understanding of the content.
Questions, problems, cases, and examples form bridges teachers can use to transport
learners from simpler ways of thinking and reasoning to new, more complex and
sophisticated forms of reasoning. It is crucial, particularly in the initial stages of
learning, that teachers adapt their professional knowledge to learners' levels of
understanding and ways of thinking.
4). Nurturing
From this perspective, effective teaching assumes that long-term, hard, persistent
effort to achieve comes from the heart as much as it does from the head. People
become motivated and productive learners when the standards for achievement are
clear and accompanied by a balance of academic and emotional support.
From a nurturing point of view, people are better at learning when they know that: (1)
their learning efforts will be supported by both the teacher and peers, (2) their
achievement is acknowledged to be a product of their own effort and ability, rather
than the benevolence of a teacher, and (3) their self-esteem and self-concept is not at
risk during the learning process.
Effective teachers do not lower their standards; nor do they excuse learners from
doing what is required. Rather, effective teachers help learners set challenging but
achievable goals, reinforce effort as well as achievement, and acknowledge individual
growth as well as absolute achievement.
5). Social reform
From a social reform point of view, effective teaching seeks to change society in
substantive ways. The object of teaching is the collective rather than the individual.
Good teachers awaken students to values and ideologies that are embedded in texts
and common practices within their disciplines. Good teachers also challenge the
status quo and encourage students to consider how learners are positioned and
constructed in particular discourses and practices. To do so, they analyse and
39
deconstruct common practices to reveal ways in which such practices perpetuate

unacceptable conditions.
Class discussion is focused less on how knowledge has been created, and more on
who has created the knowledge, and for what purposes. Texts are interrogated for
what is said and what is not said; what is included and what is excluded; who is
represented and who is omitted from the dominant discourse. Students are encouraged
to take critical stances to give them power to take social action to improve their own
lives and the lives of others. Critical deconstruction, though central to this view, is not
an end in itself.
In other words …
Education is for improving the lives of others and for leaving your community
and world better than you found it.
- Marian Wright Edelman
Check it out
Does your dominant teaching perspective tend toward transmission or development,

nurturing or apprenticeship, or perhaps social reform? Find out by taking the online
Teaching Perspectives Inventory self-scoring questionnaire:
http://www.teachingperspectives.com/html/tpi_frames.htm
3.9 Active learning

Learning is by nature an active process. Students engaged in active learning do more
than simply listen to lectures. They are actively involved in the learning process,
exploring, discovering, processing, and applying information through reading,
writing, talking, listening, and reflecting during activities involving problem solving,
analysis, synthesis, and evaluation.
According to the University of Kentucky’s David Royse, active learning is based on

the following effective teaching principles15:
15
adapted from Royse 2001, 64
40
• students learn more when they are challenged to discuss, reflect and solve
problems
• students benefit from opportunities to “try out” their ideas or content
comprehension , and from immediate feedback from peers
• students learn new knowledge more easily when it relates to “real life”
experiences, personal examples, and things they have already learned
• students learn best by performing authentic tasks that build and expand on what
they already know
• students learn more when they have some control over what and how they are
learning
• prompt feedback is essential to effective learning
• learning styles vary considerably within each classroom, and not all students are
well served by the usual lecture classes.
Research has, in fact, demonstrated that

• students prefer strategies which promote active learning rather than traditional
lectures
• many active learning strategies are comparable to lectures in promoting the
mastery of content, but superior in promoting the development of thinking and
writing skills
• a significant number of individuals have learning styles served best by teaching
techniques other than lecturing – techniques like active and co-operative learning.
Active learning is less authority-based and more co-operative, with the teacher acting
more like a guide or facilitator than the formal expert. Active learning strategies
mean giving up a certain measure of control, taking risks, granting students the
freedom to learn independently of you, letting students get excited and off-track (and
often noisier), and accepting that active learning activities take longer and cover less
content than lectures. Active learning can be applied to groups of various sizes and
all levels of students, from first year to graduate students.
If you’re a little uncomfortable with the idea of incorporating active learning

activities into your classes, do it gradually. You can start with 90% lecture and 10%
active learning proportions, then work gradually toward more balance, according to
your comfort level. Make sure to start with active learning techniques you feel at
ease with – typically short in duration, structured, focused on straightforward subject
matter, and familiar to both you and your students. Some active learning techniques
require little preparation and can be implemented spontaneously, while others take
more preparation and planning. Make sure to explain the objectives and benefits of
any active learning activities you implement. It will put them into context for
students, and help overcome resistance from individuals who are used to the lecture
format, who prefer passive learning, or who like the anonymity of large classes.
Here are a few of the many different types of active learning activities you could use
in your classes:
41
Asking questions
Start your class with an intriguing question. You can, in fact, write it on the
blackboard, or post it some other way so that so that students can read it and start
thinking about it before class begins. Address the question over the coarse of the
class, and use it to launch discussion or branch out into related questions.
Think-Pair-Share
Give students a task (e.g. question to answer, problem to solve). Ask them to work
on it for 2 to 5 minutes by themselves (think). Then have them discuss their ideas for
3 to 5 minutes with a partner, usually the student sitting next to them (pair). Finally,
ask or choose pairs to share their ideas with the whole group (share). This technique
has been used in classes ranging from a dozen to hundreds of students.
Lecture pause
Stop your lecture every 15 or so minutes to give students a chance to catch up with
their notes, re-work the notes they’ve taken so far, consult with classmates, and raise
questions.
Student generated exam questions
Put students into groups and ask them to draft exam questions. This technique can be
helpful for review, or for setting the actual exam. This activity provides an
opportunity for students to process course material actively, review exam material
thoroughly, practice for the exam, and gain a better understanding of the difficulties
of writing reliable and valid exam questions.
Journal-keeping
Ask students to keep a journal and write in it at least twice a week about what they
are learning. They can do this on paper or on the computer, during class or on their
own time. For their efforts, learners can receive grades, or simply constructive,
instructional feedback. Either way, students should be encouraged to reflect
personally on what they are learning, and how that learning connects to their lives.
Concept mapping
Have students create visual representations of course content. These are essentially
diagrams showing mental connections between a major idea or concept and other
ideas or concepts students have learned. One way of creating a concept map is to
draw circles containing the concepts, with lines (consider annotating them) linking
42
the concepts. These can be created individually or in groups, then shared, discussed,
and critiqued.
Formative quizzes
Give students brief quizzes for self-assessment purposes. These quizzes should not
be graded, but the answers should be discussed in class so that students can evaluate
how well they are grasping course content.
Check it out
For more information on specific active learning techniques and activities, check out the
following websites:
• http://www.facultydevelopment.ca
• http://www.calstatela.edu/dept/chem/chem2/Active/
• http://www.cat.ilstu.edu/teaching_tips/handouts/newactive.shtml
Food for thought
If we value independence, if we are disturbed by the growing conformity of knowledge,

of values, of attitudes, which our present system induces, then we may wish to set up
conditions of learning which make for uniqueness, for self-direction, and for self-
initiated learning.
- Carl Rogers
Tip
For more information about different teaching approaches, strategies and techniques,
drop by the Centre for University Teaching (CUT) and consult the many teaching
resources available to you. Or make an appointment (562-5333) to meet with one of the
CUT’s instructional consultants. The CUT also offers a wide variety of workshops to
help you improve and expand your teaching skills; consult the website at
http://www.uottawa.ca/services/tlss/cut/ for an updated workshop schedule.
43
44
CHAPTER 4 TEACHING SMALL GROUPS
4.1 Introduction
Teaching small groups can be both rewarding and a great learning experience. This
type of teaching allows for more active teaching and learning strategies than large
courses, but can also be unproductive if the group is not managed properly. Knowing
what you want to achieve from the group and understanding the different teaching
techniques available is crucial to making each group meeting successful.
4.2 Importance of small group teaching

Small group teaching is a type of teaching that allows for interaction between
students and the professor, and students with their peers. This contact allows students
to develop skills, such as problem solving and communication that they may not be
able to develop in their larger courses. With small groups it is also easier to keep
students motivated, create an active learning environment, and increase attendance.
Professors have a larger option of teaching techniques because they are not restricted
by group size. The groups themselves will be small enough to allow all students to
actively participate while giving each a turn to speak and listen.
4.3 What defines a small group?

There is no particular number of students that distinguishes small groups from large
ones. Usually professors will consider a group small when they have the opportunity
to know and work with each student individually. This allows for the professor to
give individualized feedback and attention to each student.
4.4 Aims and objectives

As opposed to teaching large groups, small group teaching allows for higher level
intellectual skills such as reasoning and problem solving. Small groups also aim to
improve students’ interpersonal skills and prepare them for their future careers. In
small groups, students are expected to participate and communicate their ideas
verbally. This type of group ensures that students take a more active role in their
learning and will provide individualized attention to students’ needs.
45
4.5 Teaching methods

There are many teaching options to you as a teacher in small groups. The type of
method you will choose will probably depend on the content of the material being
taught, the course objectives and the resources available. Different teaching methods
include tutorials, seminars, group work, projects, group discussions, case studies, and
so on. The possibilities are endless and only depend on which methods you choose to
use and how comfortable you feel using them. Regardless of the method chosen, it is
important that you test out the technique and determine whether or not you are
achieving the goals and objectives you have set out for your students. In each of the
methods, you as the professor act as the manager of the group. You should therefore
take control of the sessions and lead students in the right direction. Encourage your
students to participate and create sessions that will be both challenging and
interesting. The difference in having a productive learning session versus a
nonproductive one may solely depend on your skills as a manager and how you have
prepared the sessions.
Discussion techniques
Sometimes discussion groups aren’t always as productive as you had hoped. Different
discussion techniques can be helpful in leading the group in a particular direction or
to add variety to the session. Cannon and Newble (2000) suggest trying the following
discussion techniques:
One-to-one discussion
Two people discuss an issue amongst themselves, this method ensures that students
will participate and listen to other opinions.
Buzz groups
One group is divided into subgroups each with a specific task, useful for large groups.
Brainstorming
A problem is given and students are then asked to write down their ideas, this method
is particularly useful to encourage wide and creative thinking.
Role-playing
Students act out specific settings and situations, this is a powerful technique valuable
in teaching interpersonal communication skills.
46
Plenary session
When groups are divided into subgroups to discuss and then report to the group as a
whole, this will give students the experience needed when attending conferences and
workshops.
47
48
CHAPTER 5 TEACHING LARGE CLASSES

CLASSES
5.1 Introduction
Large group teaching is becoming increasingly important as enrolment rates and class
sizes rise in universities across the continent. Although they can, at first, be
overwhelming for both teacher and students, large classes can be very efficient and
effective in stimulating interest in a subject, transferring core knowledge, explaining
concepts, and directing student learning. The trick is not to develop unrealistic
objectives.
Large classes – characterised by the lecture method – can be as effective as smaller

classes for introducing basic principles and terms to students. Studies have, in fact,
shown that they can be as effective as small classes when the goals are to learn and
comprehend factual information, and when traditional evaluation methods are used to
test learning. They are not, however, as effective if the goal is for students to develop
higher cognitive skills such as analysis, synthesis and application.
In other words …
The first duty of a lecturer: to hand you after an hour's discourse a nugget of pure
truth to wrap up between the pages of your notebooks, and keep on the mantlepiece
forever.
- Virginia Woolfe
If the objectives are appropriate, if the approach is organised and dynamic, large
group teaching can be a rewarding and fun experience. Teaching large classes is
extremely important at most institutions; depending on the discipline, a large majority
of the teaching can be to large groups.
It is possible to teach large classes well. This section touches on various aspects of
large group teaching, including perception, planning, preparation, teaching methods,
and strategies for making large class situations more personal.
49
5.2 What, exactly, is a large group?

Answers to this question vary, and many are subject to some debate. But a large class
is typically described as one with at least 100 students.16 If you don’t agree with that
statement, there are other ways of determining whether or not a class is large. You
could try making eye contact with all the students during a class period. If you are
unable to do so, then it is probably a large class.17 Or you could consider whether or
not the class size may inhibit certain teaching techniques, such as discussion, or
question and answer exchanges. Then again, if you are used to teaching 15 students,
and the class size suddenly doubles to 30, you would likely consider the class to be
large because you may be unable to apply your usual teaching techniques.18
Regardless of which definition you choose to adopt, if you find yourself in a teaching
situation where the class size strikes you as large, you must be prepared to adapt your
teaching strategies accordingly.
Ask yourself …
Large class teaching and lecturing tends to foster passive learning. Students typically
receive information but have little opportunity to process, apply or critically reflect on it.
For that reason, large class teaching is not effective for teaching skills, changing attitudes,
or encouraging higher order thinking.
Questions:
now?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
16
Royse 2001, 95
17
Gedalof 1998
18
Royse 2001, 95
50
7) What would you like to do about the situation?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5.3 Adding a personal touch

As pointed out in the previous section, the learning process is more effective when
the intellectual side is balanced with the emotional, when teachers demonstrate
concern about students and their academic progress, when they show empathy and
understanding with the non-academic interests and needs of students – in short, when
they “care”. In a large class, it is a challenge to add that personal touch, but it can be
done.
Social psychologist Jonathan Golding makes the following suggestions19:

• appear approachable – use humour during lectures, arrive early in class and speak
to students who also arrive early
• reduce the distance between yourself and the students by making the large
classroom smaller – move to different sections of the classroom as you speak,
make eye contact with students
• make it clear to students that you would like to meet with them in your office, and
that they can talk about a variety of subjects – not just course content.
Here are some ideas psychology professor Wilbert J. McKeachie, former Director of
the University of Michigan’s Center for Research of Learning and Teaching, has used
to add a more personal touch to a large class20:
• announcing that he will meet any students who are free for coffee after class
• passing out invitations to ten students to join him for coffee and get acquainted
after class
• passing out brief student observation forms to ten students at the beginning of
class and asking them to meet him to discuss their observations
• circulating among lab or discussions sections, or teaching one himself
19
adapted from Golding 2001, 110-112
20
adapted from McKeachie 1986, 188-189
51
• moving into the aisles during lectures to solicit participation

• setting up occasional afternoon or evening discussion sessions for more informal
exchange regarding an interesting question, or for review of content before an
exam.
Adding the personal touch to a large class situation involves a certain investment of
time and effort, but it makes the large class a more positive experience for everyone
involved.
In other words …
One looks back with appreciation to the brilliant teachers, but with gratitude to
those who touched our human feelings. The curriculum is so much necessary raw
material, but warmth is the vital element for the growing plant and for the soul of
the child.
- Carl Jung
5.4 Lectures and learning21

Many education scholars have written about lectures and learning. The lecture is one
of the oldest teaching methods, and the one most widely used in North American
post-secondary institutions today. An oral presentation carefully prepared by a
qualified individual, the lecture is a typically teacher-centred method (see the
“Learner-centred and teacher-centred approaches” section of the previous chapter). It
serves the main purpose of conveying information efficiently and effectively.
According to Ralph, if a lecture is well prepared and presented, it can, more
specifically:
• motivate or inspire learners
• introduce a subject
• clarify or update information
• organise material in a particular way
• explain or describe objects, procedures, or ideas
• summarise
• stimulate reflection
• promote creative and critical thinking
• provide alternative points of view.
21
material adapted from a combination of sources: Gedalof 1998, McKeachie 1986, Nilson
1998, Préjent 1990, Ralph 1998, Royse 2001
52
Advantages of lectures
Ralph points out that the lecture, in fact, has certain advantages over certain other
materials and techniques:
• it can usefully summarise material scattered over a wide variety of sources
• it can be made more current than print materials
• it is a flexible teaching technique that can be used to adapt material to the
background and interests of a particular audience
• the lecturer can immediately add to, delete from, adjust and update the material as
required, unlike print and other media, which cannot be modified as quickly or as
easily
• the lecturer can immediately re-explain or re-teach any content that students find
difficult to understand
• the lecture can be enlivened through enthusiasm, warmth, humour, dramatics, and
other methods or materials
• it can be used to synthesise or preview an entire topic in a live setting
• it can provide a structure to help students read more effectively in a given subject
area
• it can stimulate further learning by helping students become aware of a problem,
of conflicting points of view, of challenges to ideas they have previously taken
for granted
• it is logically and administratively efficient and economical
• preparing and delivering a lecture can, according to anecdotal evidence and
supporting psychological theory, enhance a professor’s ability to retrieve and
integrate subject matter.
Yet the success of a lecture, many education scholars point out, depends on the
individual lecturer. As with any instructional tool, the lecture can be misused and
abused.
Disadvantages of lectures
Weaknesses of the lecture method could, Ralph stresses, be viewed as limitations in

the lecturer’s ability to use the tool. The following is a list of ineffective uses of
lectures:
• teachers making lectures too long, boring, irrelevant, redundant, disorganised
• teachers lacking training in other instructional methods – ones which can be used
to enhance learning in lectures
• teachers not having, or not accepting, evidence that other approaches can be
effective
• the lecture method being the only one teachers are familiar with
• teachers sticking with the lecture method out of tradition or insecurity
• the belief that “covering the material” is the main goal of a course
• teachers being preoccupied with this coverage, and ignoring the need for
interaction, questioning/responding, discussion, reflection
53
• teachers believing and insisting that “teaching is telling” and “learning is

listening”.
Yet lectures can be effective. It is, in fact, not so much a question of whether or not
the lecture method should be used – lectures being essentially, explanations, and
explanations being a part of most university courses – but rather “when” it should be
used, and “how” it can be implemented to help and motivate student learning.
Ask yourself …
1) Take a few moments to think about speakers or presenters who have captivated and
held your attention. List them below:
________________________________________________________________
________________________________________________________________
________________________________________________________________
2) What made them such effective speakers? Brainstorm around the question, writing
your responses below:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3) Which of those qualities would you like to develop to make yourself a better lecturer?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
54
4) How do you plan to go about it?
________________________________________________________________
________________________________________________________________
________________________________________________________________
The Centre for University Teaching can provide resources and thoughtful assistance as
you plan your course.
5.5 The Fundamentals of Lecturing
The successful lecturer
Successful speaking and presentation skills can be learned. Combined with

enthusiasm for the subject and good organisation of main points, they can pave the
way for a successful lecture. Royse puts forward the following qualities of a
successful lecturer:
• makes frequent eye contact with the audience
• knows the material so well he or she can speak without reading the text (and who
has something to say …)
• speaks to the audience instead of reading to them
• always faces the audience; doesn’t speak to the blackboard or screen
• works from an outline that makes it easy for listeners to follow the main points
• incorporates humour – anecdotes or cartoons
• provides an overview and summary
• smiles occasionally
• tells personal asides that illustrate points and provide a break from serious note-
taking
• emphasises major points
• provides enough time for students to think of questions when asked, and to
answer questions when asked
• repeats questions and answers to make certain all students can hear
• knows how to tell a story
• modulates his or her voice, speaking softly or loudly at the appropriate times
• knows when to pause and let students reflect on a point
• provides relevant examples and illustrations
• has no distracting mannerisms or irritating verbal habits
• is comfortable responding to questions, but doesn’t allow him or herself to get
sidetracked from the topic of the lecture.
55
Presentation skills
Nilson offers the following quick tips for speaking in front of a group – competencies
which can be developed through presentation and public speaking skills workshops:
Using your voice effectively
• adjust volume to be audible throughout the room, to the entire group

• enunciate words clearly
• project from the chest and diaphragm for a rich and resonant sound
• vary your intonation and volume to complement content and for emphasis
• vary your speaking pace – never speak too quickly, and slow down to stress
important points
• use pregnant pauses for emphasis.
Using your body effectively
• adopt a solid, natural, relaxed stance

• move naturally around the “stage” and toward the audience (for emphasis and
to complement content)
• vary facial expressions, including smiles where appropriate
• use gestures to complement and emphasise content
• briefly act out words to dramatise content
• make steady eye contact with the audience
• glance at your notes only occasionally.
Using visual aids and props
• familiarise yourself with equipment

• rehearse the use of equipment
• see “Technology and course media” chapter for more details.
Projecting emotions
project the following in a relaxed manner:

• confidence and conviction
• enthusiasm and passion
• curiosity and interest
• excitement and surprise
• sincerity and openness
• concern, honesty and warmth
• a sense of humour and suspense.
56
Distracting behaviours
try to minimise, or even eliminate the following distracting behaviours:

• “um”, “uh”, “you know”, “sort of”, “kind of”, etc.
• mispronunciations
• false sentence starts
• mid-sentence switches to the start of a new sentence
• volume fade-outs at the ends of sentences
• pacing, swaying, and other repetitive movements
• leaning – against the lectern, wall, chalkboard
• lengthy checking of notes
• ritual apologies to listeners (e.g. “I had hoped to be better prepared …”)
One of the most important skills is maintaining eye contact, with students both near
the front of the room and at the back. Eye contact is a powerful tool for managing the
group, personalising class content, encouraging students to return your attentiveness,
and enabling you to “read” their faces for interest and understanding If you ever
notice a good number of glazed eyes and bored expressions while you’re lecturing,
pause and change pace. Ask a question, ask learners for questions, or apply the active
learning techniques described in the “Approaches to teaching” chapter, and later in
this chapter.
Another important skill is to monitor your vocal variety – a reflection, accurate or not,
of your engagement with the material and your attitude toward teaching. If you find
yourself droning monotonously through a drier part of your lecture, consciously
modulate your voice to maintain student attention and interest.
Planning the lecture
A successful lecture is one which has been well planned. Royse presents the
following four stages – an outline that can be used for planning not only a lecture, but
an entire course:
Anticipation
In this step, you would consider the following:

• the purpose of the lecture
• the specific content of the lecture, including particular problems or
concerns to be highlighted
• the course content and objectives
• how the lecture fits into the course or curriculum
• student demographics, motivation, readiness
• what the students already know about the topic
• the teaching methods that the students are accustomed to
• how the course (and your lecture) will be assessed
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• the resources available for developing the lecture

• the physical characteristics associated with the lecture hall or classroom.
Preparation
During this phase, you would do the following:

• acquire the necessary resources, equipment and examples
• select the content to be presented
• develop an outline listeners can follow easily
• prepare handouts
• compose the opening, body and closing of the lecture.
Execution
This step involves conscious decisions about the following:

• timing and pacing
• demeanour
• body language
• speech habits
• speaking to the audience, not reading to them.
Support
During this phase, you would engage in self-evaluation and examination with
a view to enhancing future lectures. It may involve the following:
• obtaining feedback from students (see the “Evaluating your lecture”
section in this chapter, as well as the “Assessing and developing your
teaching skills” chapter)
• running a videotape and watching yourself
• making an audio recording of your lecture and listening to it
• inviting a colleague or one of the Centre for University Teaching’s
instructional consultants to sit in on your lecture and provide feedback.
Food for thought
Consider concluding your lectures with questions and unresolved issues related to the
topic. The theory is that it keeps listeners future-oriented and in an inquiring state of
mind.
- David Royse (Royse 2001, 61)
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Preparing the lecture
As McKeachie points out, lectures have the built-in security feature of knowing that
you can prepare with a certain sense of control over the content and organisation of
the class session. At the heart of the content, Préjent stresses, is a good explanation,
and a good explanation has the following universally recognised qualities and
ingredients:
• clarity
• good structure
• pertinence in the eyes of students
• plenty of appropriate examples
• well designed and effective illustrations
• success in stimulating students’ intellects.
For the content of a lecture, including the explanation, to be effective, it must follow
not only the logical structure of the subject matter, but also the cognitive structure in
the minds of the students. It must bridge the gap between structure in subject matter
and structure in the minds of students, including existing knowledge and
expectations.
Class objectives
Nilson points out the importance of first figuring out what your objectives are
for the class session. Ask yourself what, precisely, you want the students to
learn that day. The objectives will define the teaching methods and the
structure. If, for example, one purpose of the class is to introduce new
knowledge and concepts, then the lecture method will be most appropriate. If
another purpose is to have students apply the new knowledge, then an active
learning (see the “Active learning” section later in this chapter) approach
would be more suitable. The lecture, serving to fulfil only one of the
objectives, should not take up the entire class time.
Lecture overview and pacing
Whenever possible, limit the lecture to one major topic, and two to three main
points. Divide the major topic into 10- to 15-minute chunks, and plan active
learning breaks between the chunks (see the “Active learning” section later in
this chapter).
The introduction
According to Nilson, an effective lecture introduction has three parts:

• a statement framing the lecture in the context of the course objectives
• a statement reviewing and transitioning from content covered in the last
class
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• an attention-grabber for the material to be covered in the current class.
Attention-grabbers can be an intriguing question you will answer in the

lecture, a story which illustrates the new subject matter, a demonstration of an
unfamiliar phenomenon, a reference to a current event or aspect of popular
culture (e.g. movie or song), a problem that can be solved with the knowledge
which will come out of the lecture, or a strong generalisation which
contradicts popular thought. McKeachie adds that a lecture introduction
should point to a gap in students’ existing cognitive structure, or should
challenge or raise a question about something in the students’ existing method
of organising material. The goal is to draw the students into the lecture
through curiosity, surprise, suspense, or connections to the familiar.
The body
The body of the lecture is the presentation and explanation of new

information. Nilson points out some of the many different way you can
approach the sequencing of the material:
• deduction (from theory to phenomena/examples)
• induction (phenomena/examples to theory)
• hypothesis testing (theory to hypothesis to evidence)
• problem to solution
• cause to effect
• concept to application
• familiar to unfamiliar
• debate to resolution
• chronology of events.
Education scholars appear to agree that it is a good idea to vary the
sequencing to appeal to different learning styles and approaches (see the
“How we learn” chapter). They also seem to agree that two common errors
lie in trying to cover too much material and trying to cover it too fast, thereby
overloading the students’ information processing capacities to the point that
they learn less than if fewer points had been covered more slowly.
One way to help students understand the content of a lecture is to pause at points to
summarise content and give students time to catch up on their notes. You could even
encourage them to compare notes with their neighbours to add an element of
interaction.
It is also important to make the organisation of the lecture clear to students. You can
write it on the board, overhead transparency, PowerPoint slide, or in a handout you
distribute or make available on a course website. Handouts can, in fact, encourage
better learning if they allow students more time to listen and think. What handouts
should do is provide a structure – essentially main themes and points, not exhaustive
explanation – students can build on to understand class content. Make sure to leave
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plenty of space for students to take notes. You may also want to consider adding
partially completed diagrams and lists for learners to complete during or after the
lecture.
The conclusion
Make sure to leave two to five minutes at the end of the lecture to summarise key
points and direct students toward further learning. It is also a good time to ask
students questions, get them to ask you questions, provide a sneak preview of the next
class, and generally create anticipation of the future. An effective approach to
concluding a lecture is to plan a recap activity for students (see the Active learning
sections in the “Approaches to teaching” chapter and at the end of this chapter for
ideas). These sorts of activities are also useful techniques to have up your sleeve if
you finish early.
Tip
Effective lecturers also
• go to their lectures with energy, passion and intensity

• set the tone for the class right from the beginning
• are mobile and use positive body language
• are loud enough to be heard at the back
• make visual diagrams and notes large enough for everyone to see
• repeat important information
• use variety in their instructional methods
• make eye contact
• read their students and recognise when things aren’t going well
• have a sense of humour
• start and finish on time (Gedalof, 1998).
Evaluating your lecture
As you develop as a lecturer, it will be useful for you to answer questions like “how
did I do?”, “how was that lecture?”, "what did the students learn?" Students,
colleagues and consultants will be able to provide answers to those questions, each
from a different and worthwhile perspective.
61
Asking students
Consider the following:

• asking some of the students if you can read their class notes – it will
provide valuable insight into what they have and have not understood
• requesting verbal feedback from individual students
• asking the class to complete an informal evaluation questionnaire
• do some Classroom Assessment Techniques with the class (see the
“Assessing and developing your teaching skills” chapter)
Asking colleagues

• asking a colleague to attend your class and provide feedback afterwards
• make sure to let your colleague know which aspects of the lecture you
would like him or her to focus on (e.g. sequencing of information, pacing,
delivery style, technology use)
• arrange to meet with the observer to discuss his or her feedback.
Asking instructional consultants

• asking a Centre for University Teaching instructional consultant to attend
your class and provide feedback afterwards
• make sure to let the consultant know which aspects of the lecture you
would like him or her to focus on (e.g. sequencing of information, pacing,
delivery style, technology use)
• an instructional consultant can arrange for the lecture to be videotaped so
that you can review it later with the consultant.
Tool
Simple informal evaluations, which take little preparation or extra materials to

implement, provide invaluable instant feedback, and help gets students involved in the
class. Here is an example22:
Rating Scale:
A= Always true for me
B= Often true for me
C= Sometimes true for me
D= Seldom true for me
E= Never true for me
22
Gibbs 1992
62
Questions:
1) I understand the lecture content.
2) I have encountered this material before.
3) My lecture notes are incomplete and probably inaccurate.
4) The pace is a bit slow.
5) I have questions which I need answers to.
6) Paying attention all through a lecture is a real struggle.
5.6 When things go wrong

Teaching large groups can be particularly difficult and challenging. Many things can
and probably will go wrong, but they will not be too disruptive or unsettling if you
are prepared to deal with them. Most problems that occur in large groups can, in fact,
be classified in one of the following categories23:
Problems with audio-visual material and equipment
You can prevent some of these problems by understanding your equipment and
having back-up equipment ready. Visit the classroom before your course starts to
familiarise yourself with switches for the lights and screen, location of chalk, markers
and erasers, and the multimedia console. Always be prepared to go ahead with your
course without high-technology equipment, and be ready to use other visual aids such
as the blackboard.
Difficulties with your presentation
During your presentation, you may forget what you were going to say or simply run
out of time. Don’t apologise or panic. Remain calm, gather your thoughts, and if you
can, use humour. Consider a lecture pause for students to review their notes, or some
other active learning activity, while you prepare what to do next.
Challenges from students
Disruptive behaviour and talking in class are common problems in many lecture halls.
If you stop talking and wait for students to get the message, the noise should stop. If
the disruptive behaviour continues, you may wish to confront problematic students
after class and let them know how you feel. You may want to initially handle the
situation with humour so as to not alienate the class. If the problem persists, be sure
to have a word with the disruptive students outside of class and let them know they
23
Cannon & Newble 2000
63
will be asked to leave should the behaviour continue (see the “Dealing with difficult
teaching situations” chapter).
5.7 Active learning in large classes

As stressed in the last chapter, learning is by nature an active process. Research
reveals, in fact, that students prefer teaching strategies which incorporate active
learning, and that many active learning strategies are comparable to lectures in
promoting the mastery of content, and superior in promoting the development of
thinking and writing skills. So the lecture method together with active learning
techniques is a powerful combination.
It is, in fact, a good idea to break up the traditional lecture format with active learning
activities every 15 or so minutes. Active learning activities reinforce knowledge and
enhance learning, provide insight into how well students understand the material, and
add valuable problem-solving and knowledge-application components to the class.
They also get students more involved in the learning process – particularly those who
tend to view lectures as an opportunity to sit back and be entertained. Your role is to
plan active learning activities carefully, explain their objectives and benefits, respond
positively to student involvement, and follow up on the results with the class.
Here are a few of the many different types of active learning activities you could use
to break up your lectures.24
Active questioning
Many questions posed during lectures revolve around fact rather than higher
cognitive functions. Consider the following tips for asking questions that
encourage active learning:
• ask students to frame meaningful generalisations about some portion of the
course material
• ask a question that elicits a range of possible responses, rather than one
“correct” answer
• ask students to choose among a clearly articulated set of alternative
viewpoints or interpretations and to argue in support of their choices.
• ask students to elaborate on their answers; respond to what a student has said
by rephrasing it or elaborating on it yourself.
• invite other students to respond to what a student has said, rather than
responding immediately yourself
• allow students to discuss their responses with each other before they answer
you.
24
adapted from Angelo & Cross 1993, Bonwell & Eison 1991, Nilson 1998, Royse 2001
64
Remember – don’t be so intimidated by the silence that follows a question that you
are prompted to answer it yourself. Students need time to shift from a listening to
a thinking frame of mind. Count to ten slowly in your head while you wait for the
answers to come. They usually do.
Get students to ask YOU questions
To overcome the fear students have of asking questions in a large group, ask them
to prepare questions in small groups. Then invite questions from groups at
random. When someone asks the question, make sure to repeat it loudly enough
for everyone to hear and know what was being asked. Asking other students to
respond to the question can add to the interaction.
Minute paper
At the end of class, leave a few minutes for students to take out a piece of paper
and write their response to a question such as “What was the most important thing
you learned in this class?” or “What important, unanswered questions do you have
regarding today’s topic?” Give them one minute to write their responses, then
collect the papers. Begin the next class with answers to their questions, or
feedback related to what they tell you they learned.
Muddiest point
This activity is similar to the minute paper. Again, leave a few minutes for
students to respond to the question, “What was the muddiest point in ______(the
lecture, the discussion, the film, the assignment, etc.)?”, and collect the muddiest
points as the students leave the room. In the next class, provide feedback on the
exercise, and clarify the most common muddiest points. This technique is
particularly useful in discovering what students have difficulty understanding and
in guiding teaching decisions accordingly.
Periodic free recall
Ask students to put away their notes and ask them to write down the most
important one, two, or three points of your lecture so far. Students can work
individually or in small groups as they review and mentally process the lecture
content. Give them two to three minutes for the activity, then get the groups to
share their points and any questions which may have arisen during their
discussion.
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Focused listing
Select an important concept or topic from your lecture and describe it in a word or
brief phrase. Ask students to list related terms important to understanding that
topic. Give students either a time limit, a number of items to list, or both. When
time is up, get the students to share items from their lists with the whole group,
write the concepts on the board, and discuss the relationships between them. Make
sure to do this activity yourself first, and to time it. You must make sure your
focused topic is neither too broad nor too narrow, and you need to know how
much time to give your students − roughly twice as much as you needed.
One-sentence summary
Select an important topic from a recent lecture, and ask students to summarise it in
one sentence that basically answers the questions “Who (did/does) what (to
whom), when, where, how, and why?” Do the activity yourself by quickly jotting
down the answers to the questions, then linking them in a grammatical sentence.
Make sure to time how long it takes you, and to give students twice as long. When
you give the students the assignment, provide clear instructions before revealing
the topic. You may also want to consider doing an example with them first. When
they have finished, collect the summaries and compare them. Discuss the results
with the whole group in the following class – perhaps using a handout with a
selection of the best summaries. This activity is especially good for focusing
students on gathering important information from a reading assignment.
Quick case study
Provide brief (four paragraph) case studies that relate to lecture content, and ask
students to discuss and analyse the case from the perspective of concepts, data, and
theory from the class. They can work alone, in small groups, or in a think-pair-
share sequence (see the “Active Learning” section in the previous chapter).
Discuss the case study with the entire class, or turn it into a brief in-class writing
assignment.
For more ideas on active learning techniques, see the “Active Learning” section in the
previous chapter.
In other words …
Tell me, and I forget. Show me, and I remember. Involve me, and I understand.
- Chinese proverb
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Tip
For more information about teaching large groups, drop by the Centre for University
Teaching (CUT) and consult the many teaching resources available to you. In
particular, you may be interested in our 3 DVD collection titled “Teaching Large
Classes,” a compilation of 115 ideas from eighteen award-winning university
teachers. Feel free to make an appointment (562-5333) to meet with one of the
CUT’s instructional consultants. The CUT also offers a wide variety of workshops
on teaching and learning topics, including one on teaching large classes. For an
updated workshop schedule, consult the CUT website at
http://www.uottawa.ca/services/tlss/cut/
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68
CHAPTER
HAPTER 6 CONDUCTING PRACTICALS, LABS AND
TUTORIALS
6.1 Conducting practicals and laboratories

Labs involve scientific and theoretical subjects and often last three hours or more.
During each lab a student will usually have to complete an experiment. Some sessions
may include a theoretical portion followed by an application. There is no standard
form for lab sessions. These sessions may in fact vary, depending on the subject
taught and the professor's objectives. As a professor or teaching assistant in a lab, you
are primarily a guide who is there to help the students learn. If you keep this in mind,
you will help to make practical and lab sessions memorable for the students and find
them gratifying for your own teaching experience.
6.2 Purposes of practicals and labs

Practicals and laboratory session complement the in-class component of a course.
They are therefore used to build upon knowledge already acquired and teach students
skills that cannot be developed in the classroom. According to the authors of A
Handbook for Teachers in Universities and Colleges (Cannon and Newble, 2000), the
purposes of these practical lessons are to:
• Learn scientific knowledge and concepts;

• Develop creativity;
• Acquire professional values;
• Learn to work cooperatively;
• Learn practical skills and techniques related to the discipline.
6.3 Preparing to teach

Whether you are a professor or a graduate student, begin by contacting your
department and getting the information about orientation sessions and materials
available to help you prepare your lab sessions.
The second step is to meet with the individuals helping you organize the course. If
you are a teaching assistant, this is the professor in charge of the course as well as the
other TAs. If you are a professor, meeting with your TAs is of paramount importance.
These meetings allow standards as well as common working methods to be
established for the preparation and marking of lab sessions or practicals.
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You will then have to become familiar with the room in which the experiments will
be conducted, the equipment and its storage locations. It is important to locate the
first aid kit, evacuation procedures and know the means at your disposal for
assistance in the event of an emergency. It is important to let your students know
about these safety features. Never forget: an ounce of prevention is worth a pound of
cure.
6.4 Your first laboratory session

Begin by providing policies about conduct and bringing your students up to date
regarding safety regulations. While the need for safety regulations may be obvious to
some students, it helps to share the responsibility for safety in the event of
irresponsible or dangerous behaviour on the part of one or more students.
Continue with a discussion of the grading methods and the course objectives with
regard to lab sessions or practicals.
Be sure that your students know how to write a report and are aware of the level of
detail required (this does not apply to all cases of lab instruction).
Then, be sure that all students know how to handle and take care of the equipment
they'll be using.
Finally, if group work is permitted, let the students choose their partners. The exact
number of partners usually depends on the size of the class, the number and degree of
difficulty of the experiments, the pre-established objective of the course and above
all, the professor's wishes.
6.5 Seeing that experiments are conducted properly

Begin by arriving at the laboratory well in advance to perform the experiment
yourself. Students often have problems. You, as well as the students, will benefit
from your preparation. You will earn credibility and thanks to your support, the
students will maximize their learning.
Immediately prior to lab sessions, check that the lab is properly set up for the
experiment and take a quick look at the equipment.
Get the students to prepare their experiments and organize their ideas in advance. Go
over the specifics of the experiment and discuss potential problems the students may
encounter.
While the experiment is being conducted, monitor the progress of the various groups
and offer to help where needed. Remember that they may hesitate; please don't wait
70
for them to come to you, especially during the first weeks. This will also give you the
opportunity to learn their names.
Since the lab and equipment are shared, courtesy is of the utmost importance. Be sure
to check that students have cleaned their desks before leaving.
In the event that equipment breaks down, set it aside with a note briefly describing the
problem and keep the lab supervisor apprised. By doing this, non-functioning
equipment is sent for service as quickly as possible. This is very important, especially
when a limited amount of equipment is regularly used by a large number of students.
6.6 Conducting tutorials

The time you spend in tutorials will vary greatly, depending on the type and level of
the course, as well as on your experience. On average, tutorials range in size from 15
to 30 students.
Importance of tutorials
Tutorials are extremely important for several reasons. They enable students to
actively participate in the course, solve problems, understand connections and
concepts, determine the relevance of the subject matter and finally, to delve into their
learning experience (Lublin, 1997). In fact, anyone who takes part in tutorial sessions
has a better chance of understanding the material. Moreover, these sessions are
catalysts for oral expression, social development and improvement of communication
skills.
Types of tutorial
There are many options available to the TA when deciding how to conduct a tutorial.
The method chosen should take into consideration the educational objectives, the
material being covered, and departmental expectations.
Here are several types of tutorial (Lublin, 1997):
Tutor centred tutorial
This is a highly controlled tutorial where the tutor gives a mini-lecture to students.
Student centred tutorial
In this type of tutorial, students deliver tutorial papers and answer questions from
their peers.
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Question and answer based tutorial
The tutor directs the session but communication goes both ways between the tutor
and the group.
Discussion based tutorial
The tutor leads the discussion but there is communication between both the tutor and
the group, as well as among the students.
How to begin the tutorial
It is important that tutorial sessions begin in a positive manner. How the sessions are
conducted, and your attitude, will affect students' learning and participation.
Here are a few tips on how to begin your tutorial sessions (Lublin, 1997) :
Physical environment
Try to hold the sessions in a comfortable room with moveable chairs and tables.
Arrive early
This will give you time to prepare the classroom and your materials/equipment.
Introductions
Introduce yourself and get the students to introduce themselves to the group.
Expectations
Encourage the students to write down what they hope to learn and achieve during the
sessions and what they expect from you.
Tips for tutorials
As a general rule, tutorials are for answering student questions on the material and
solving practical problems. Unlike discussion groups, which are necessarily quite
structured, tutorials are flexible. It is therefore necessary for you to have in-depth
knowledge of the material, know how to help students formulate questions and master
problem-solving strategies.
You can accomplish these tasks by taking the following steps:
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Review the material
Review the material that has been studied. Besides simply re-reading, critically
examine the content, while trying to predict the questions students may have. Even
with the utmost preparation, expect questions that you cannot answer. In such cases,
just state that you do not have the answer but that you will for the next session.
Alternatively, you can direct students to reference materials where they can find the
answers.
Help students clearly state their problems:
Students often have problems understanding specific concepts because they are not
well-formulated. You can help students by restating the problems until they are
clearly understood.
Help students with problem representation:
Once problems have been clearly formulated, ask students to investigate the facts and
assumptions that were implied during the problem-solving process. Contextualization
opens the door to well thought out solutions.
Help students develop a solution plan
Coach students by first asking them to formulate goals. This will enable you to assess
their understanding of the problem and clarify their comprehension as necessary.
Once the main objectives have been correctly formulated, you can determine
secondary objectives, help the students choose a correct course of action, then
describe the steps that will lead to the solution and finally, draw conclusions.
Supervise the application of the strategy
Lastly, to confirm that students have understood the strategy, analyze how the group
applies it to a number of cases. You can redirect the group as soon as they deviate
from the recommended strategy.
Typical problems encountered in tutorial sessions
You will have to overcome a variety of problems during tutorials. Here are some
examples and how to solve them (Lublin, 1997):
Dominant students
These individuals monopolize the discussion and constantly answer questions to the
extent that others do not have the opportunity to participate. You can use subgroups
to encourage quieter students, call on students by name to answer, or speak to
73
dominant students outside of class. Praise them and acknowledge their participation;
then ask for their help in getting others to participate.
Disruptive students
These students are often hostile towards learning and constantly disrupt tutorials.
Meet with them outside of class to express your concerns. This usually encourages
them to change their behaviour. If the problem persists, consult the professor in
charge of the course. Please consult chapter 11 for further guidance and ideas.
Student participation
Students who do not participate in class or who come unprepared can cause problems.
You should therefore tell the class exactly what preparation is required, ensuring that
this is realistic and achievable. Encourage active participation by involving the whole
group in discussions. You may also give bonus marks for preparation and
participation.
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CHAPTER 7 USING TECHNOLOGY AND LEARNING

MATERIALS
7.1 Importance of technology

Technology is becoming ubiquitous in university classrooms. The use of technology
allows professors to diversify their lectures, display more information, and enhance
student learning. By using different technologies in the classroom, this can help
professors save time and energy and allow for more attention to be paid to the course
content. There are many different learning materials available to professors in order
to help them with their teaching.
7.2 Advantages and disadvantages of using technology

There are many advantages of using technology and learning materials in the
university classroom. These include:
• More active learning

• Diversified teaching methods
• Better student attention
• Less time and energy for professors
• Visual stimulation
However there are some downfalls to using technology when teaching your courses.
These include:
• Equipment failures
• The need for back-up plans
• Anxiety for professors
• Time spent learning new technologies
The advantages for using technology often out weigh the disadvantages. Many of the
problems with using technology and learning materials can be overcome by testing
equipment beforehand and learning how to properly use each technology.
7.3 Types of materials

The different learning materials available to professors include (Cannon & Newble,
2000):
• Overhead projectors
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• Video and data projectors

• Blackboard
• Videos
• Internet
• Course management programs
Overhead projectors
Overhead projectors are used as a visual aid to display information for students. It
allows for material or diagrams to be displayed to large classes enabling more time
for teaching or class discussions. It is important that when you are making
transparencies to write large and legibly, and to only include main points or ideas.
The overhead projector is easy to use and can be easily incorporated into the
classroom.
Video or data projectors
Video or data projectors generally serve the same purpose as the overhead projector.
However by using these methods it is easier to display information from more
complicated sources. This enables professors to create presentations or videos using
software programs and display them to their students. Video or data projectors are
more complicated to use and professors must be familiar with the equipment before
the class starts. It is also important to know all necessary programs and passwords
before you begin.
Blackboard
The blackboard is often considered a traditional teaching tool. The blackboard can be
used by professors throughout the lecture to explain ideas or define main points. It is
important to make sure your writing is clear and visible and that all students can see
what you are writing. It is recommended that only main points or ideas be written
rather than long drawn out pieces of information. The blackboard can be a useful tool
to help students visualize key aspects of the lesson but may make things difficult if
you are trying to teach a large group.
Videos
Videos are a good way of reinforcing the course material being taught. You as a
professor may have to request specific materials if they are not provided for you in
the classroom. It is important if you are using a clip or a video to have it ready to go
and at the proper location. Tape counters may differ from those you have at home and
you shouldn't rely on them to find something quickly in the classroom.
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Internet
The internet is another way to reinforce the course content or to display specific
publications available on the World Wide Web. When using computers in the
classroom it is important to try them out and see what programs and passwords you
will need. It is also important that you have specific web site addresses written down
so that you don't have to waste time searching for them. One good feature of using the
internet is that you may display information from other sources or even create your
own web pages.
Course management programs
Most universities are now using course management programs to help professors
organize and display course information. These course management programs allow
students to access certain information regarding their courses through the University's
server. Professors choose what they want to post on the program and can include
things such as course notes, grades, assignments, outlines, etc. The course
management program used by the University of Ottawa is called WebCT and the
Centre for University Teaching offers courses on how to access and use this program.
The Centre for University Teaching contact information is found in Appendix C.
7.4 Getting Help

Technology can be a very beneficial and time saving tool for all professors. If you
wish to learn how to incorporate technology into your teaching but don’t exactly
know what resources are available to you, please contact the Centre for University
Teaching.
The Centre for University Teaching offers a series of workshop on the use of different
instructional technologies. The Centre for e-Learning helps professors who wish to
include an online component in their courses. You can call either centre to obtain
information for workshop information or for getting one-on-one help (see Appendix
C for contact information).
Check it out…
Facultydevelopment.ca has an online training module on hybrid teaching (traditional

classroom courses that are taught with online components. You can access the
module by registering (free) and, when the site opens to the main page, by clicking on
the magnifying glass icon. In the yellow Content column, click on Hybrid
Environment (in the Large Classes unit).
http://www.facultydevelopment.ca/content/eng/tlc/hybrid/index.asp
77
78
CHAPTER 8 PLANNING AND DELIVERING

DELIVERING YOUR
COURSE
8.1 Introduction
Course planning and review is a continuous process, whether you’re teaching your
first course, developing a new course, or revising an existing course. Not only do you
want students in your courses to learn key concepts and grasp a body of material, you
also need to assess how well they have accomplished those goals, which means you
must get them to do something with the content of the course – either writing,
discussing, role playing, creating a visual work, conducting an experiment, making an
oral presentation, or any other “display” you can perceive through your senses.25 It
all requires careful planning.
8.2 The planning and design process

The course planning and design process involves a number of different tasks, each
requiring a certain amount of time and other resources, depending on, among other
things, whether or not the course is brand new26:
• researching the subject matter of the course
• working out an outline for the course
• writing the course syllabus
• integrating, adapting and/or producing new handouts and other course
materials
• developing and fine tuning exams, assignments and, if applicable, laboratories
• developing an evaluation scheme, including assignments, tests, grading
criteria and keys
• planning and co-ordinating the orientation and training of support staff,
including teaching assistants.
But before you embark on these tasks, there are some key questions you must ask
yourself:
• why was the course proposed and approved in the first place, and by whom?
• who will be taking the course?
• what must the course accomplish within the program?
• does the course serve a special purpose?
• what are the prerequisites for the course?
• is the course compulsory?
• what is the level of the course?
25
Nilson 1998, 11
26
Nilson 1998, 11-12
79
With the answers to those questions, you will be able to plan your course more
effectively and efficiently.
8.3 Course objectives27

Course objectives are statements which provide instructional focus and direction,
establish guidelines for testing, convey teaching intent, determine teaching methods,
and project what students should be able to do after completing the course. The
objectives you develop will, in fact, affect the way you teach your course, since
particular teaching approaches are better suited to achieving certain objectives than
others. Your choice of teaching method should reflect as much as possible the level
of thinking and learning in which you wish students to be engaged.
One way to promote student thinking and learning, and to consider and develop
course objectives, is in terms of Bloom’s taxonomy of cognitive processes. This
system moves from the most concrete, lowest cognitive level of recalling stored
knowledge, through other modes to the highest cognitive level involving evaluation
(for certain disciplines application may be the highest cognitive level).
The following table outlines the different levels, with examples of corresponding
cognitive activities, verbs that could serve in drafting the objectives, and sample
objectives using some of the verbs. Bear in mind that Bloom’s taxonomy and
associated verbs serve not only to develop specific course objectives, they also help in
thinking about and developing evaluation activities (see the “Assessing students”
chapter).
Cognitive level Corresponding Corresponding Sample objectives

cognitive activities verbs28
• define The student should be

KNOWLEDGE • memorising • describe able to
• recalling • recognising • label • define iambic
previously • remembering • duplicate pentameter
remembered • describing • list • state Newton’s laws
material • recalling • name of motion
• remembering • cite • identify the members
factual materials • order of the “Group of
• recall Seven”
• recognise
27
Content adapted from the following main sources: Nilson 1998, 12-18; Royse 2001, 42-43;
Préjent 1990, 22-48
28
Sources differ on the placement of certain verbs. Some verbs may, in fact, work at more
than one level. It is up to each individual teacher to select and use the word most appropriate
to the objective.
80
• identify
• repeat
• reproduce
• state
• relate
• discuss The student should be

COMPREHENSION • interpreting, • describe able to
• grasping the describing, and • explain • describe the data
meaning of explaining • express shown on the graph
materials knowledge • interpret • summarise the
• restating the • indicate passage from Who
grasped meaning • locate Has Seen the Wind
in one’s words • identify • translate into French
• extrapolate the paragraph from
• arrange “A Modest Proposal”
• sort
• classify
• report
• restate
• review
• select
• translate
• apply The student should be
APPLICATION • applying facts, • illustrate able to
• using learned rules and • sketch • describe an
material in new principles to • solve experiment to test the
and concrete produce a result • demonstrate influence of light and
situations • use light quality on the
• e.g. problem- • choose Hill reaction of
solving • produce photosynthesis
examples • scan a poem for
metric foot and rhyme
• dramatise
• use the Archimedes
• employ
Principle to determine
• operate
the volume of an
• practice
irregularly shaped
• schedule object
• analyse The student should be
ANALYSIS • breaking down • appraise able to
• understanding knowledge • categorise • list arguments for and
the structure and • showing the • contrast against capital
components of relationships • criticise punishment
knowledge between parts • distinguish • determine the
• breaking down • examine necessary controls for
material into its • differentiate an experiment
component parts • discriminate • discuss the rationale
so as to • compare and efficacy of
understand its isolation in the global
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organisational • calculate economy

structure • experiment
• question
• test
• compose The student should be
SYNTHESIS • bringing together • create able to
• creating a parts and • construct • write a short story in
unique, original components of • formulate Hemingway style
product knowledge to form • propose • compose a logical
• combining ideas, a whole and build • plan argument on assisted
putting together relationships for • design suicide in opposition
parts, to form a new situations • organise to his or her personal
new whole • prescribe opinion
• construct a helium-
• assemble
neon laser
• collect
• design
• integrate
• manage
• plan
• predict
• prepare
• set up
• appraise The student should be
EVALUATION • judging the value • argue able to
of material for a • assess • assess the validity of
• making value given purpose • challenge the conclusions based
decisions about • attack on the data and
issues • choose statistical analysis
• resolving • compare • provide a critical
controversies • defend analysis of a poem
• recommend with evidence to
support the analysis
• dispute
• suggest stock market
• evaluate
investments based on
• judge
company performance
• rate and projected value
• score
• support
• value
In other words …
To repeat what others have said, requires education, to challenge it, requires
brains.
- Mary Pettibone Poole
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Types of course objectives
Course objectives take two main forms:
General objectives
These are brief, broad statements which reflect the major themes and content of
the course (e.g. “This course will introduce students to the process of literary
criticism”). Through general objectives a teacher expresses an abstract educational
intention and describes the progress – cognitive, affective or psychomotor – he or
she would like students to make over the course of a term. General objectives are
essentially statements of what the teacher wants to do.
Specific objectives
These grow out of the general objectives. Specific objectives are more
precise statements detailing what students must do during, or at the end
of, a particular instructional situation to reach the general objectives (e.g.
“After studying the process of photosynthesis and respiration, the student
should be able to trace the carbon cycle in a given ecosystem”). Specific
objectives allow for links to be made between a given subject and student
performance. The sample objectives in the preceding table are specific
objectives.
Writing course objectives
According to Préjent, writing course objectives entails three steps:
1) writing the general objective, no more than 1 to 3 lines

• for example:
This course will introduce students to the geographical concept of
“place”.
2) dividing the general objective into themes

• for example:
- place as location
- place as locale
- place in terms of sense of place
3) drafting specific objectives for each theme

• for example:
At the end of the sense of place component, students should be able
to
- describe “sense of place” in terms of certain major perspectives
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- trace the philosophical roots and geographical origins of “sense of

place”
- discuss the contribution of key figures to the evolution of the
concept
- compare and contrast historical and contemporary aspects of “sense
of place”
- apply “sense of place” to their own lives.
Specific objectives can then be used to develop student evaluation activities

(see the “Assessing students” chapter). Make sure to establish a direct
connection between the specific objectives and student evaluation. The
specific objectives, in fact, determine the nature of exam questions of marking
criteria for assignments.
Tip29
Tips for developing and formulating course objectives
• Always start your objective using a verb.
• Never consider objectives as written in stone. They are typically flexible and
subject to change.
• When an objective becomes lengthy and complex, break it into 2 or even 3

different parts.
• Keep asking yourself, “What will the students be able to do when they have
achieved this objective?”
• The best way to develop evaluation activities is from the learning objectives
rather than the other way around.
• Typically, poorly written objectives begin with “The student will understand …”
• Write objectives using phrases that are open to as few interpretations as possible.
- words open to many interpretations: know, understand, become
comfortable with, (fully) appreciate, grasp the significance of, enjoy,
believe, have faith in, internalise
- words open to fewer interpretations: arrange, label, describe, review,
apply, solve, calculate, contrast, design, formulate, evaluate
29
Tips adapted from Forsyth et al 1999, 70-82
84
Ask yourself …
Are you currently developing a new course or revising an existing one? If you are,
you will be thinking about, or re-thinking, the course objectives. To help you through
the process, work through the following questions. The answers you develop will help
you figure out the course objectives.
1. What are the general objectives of the existing course, or of similar courses?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What do you envision as the most appropriate general objectives of the course you
are developing, or the course you are taking over?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Now list themes (no more than 4) for each of the general objectives. You may
want to work on a separate piece of paper.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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4. Now list specific objectives (no more than 5) for each of the general objectives.
You may want to work on a separate piece of paper.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. Now brainstorm some student evaluation activities related to those specific

objectives. You may want to work on a separate piece of paper.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
You now have the main ingredients for your new or revised course.
8.4 Course outline / syllabus30

The major goal of a course syllabus is to organise the content of a course. The
syllabus is, in fact, your working plan for the course, and a student’s introduction to
the course, the subject matter, and you. The syllabus should clearly communicate
30
Content adapted from the following main sources: Nilson 1998, 19-22; Royse 2001, 25-33
86
course objectives, assignments, required readings, activities, expectations, grading

policies, and requirements regarding attendance at lectures, workshops, or
discussion/laboratory sessions. It should also give students insight into and
appreciation for the course subject.
Take the time to be as specific as possible in drafting your syllabus. A well-

developed, thorough syllabus may easily fill four to six pages, or more. The more
information you include in your syllabus, the less you will have to improvise or make
up on the spot, the fewer misunderstandings and problems that will arise, and the
fewer questions you will have about the course. Think of the syllabus as a stand-
alone document which tells students all they need to know about the course and its
requirements if they happen to miss the first one or two classes.
A comprehensive course syllabus should include the following elements:
• information about the course: title, code, number of credits, schedule, and
location
• information about you: name, faculty and department, office address,
telephone number, e-mail address, office hours
• the same information for teaching assistants, if applicable
• course description and pre-requisites: details regarding the number of lectures,
seminars, discussion groups, labs, etc. students should attend
• course objectives: course role and contribution to the program, as well as its
significance and attraction (according to you, according to former students)
• learning objectives: knowledge, skills, attitudes, etc. you expect students to
have acquired and to demonstrate by the end of the course
• teaching methods: brief description of your teaching approach to help students
reach the learning objectives
• learning material: textbooks, readings (compulsory, recommended, optional)
and other material
• a detailed course calendar, included class dates and topics, other important
dates, etc.
• course work: tests, exams, assignments, essays, etc.
• evaluation system: type of tests, exams and assignments, percentage of final
grade
• a statement regarding attendance
• a statement of commitment
• your commitment to
- arrive on time for class
- be prepared
- state objectives clearly
- be specific with instructions
- provide prompt and clear feedback on student work
- be available for consultation
- be open to suggestions for course improvements
- etc.
87
• student commitment to
- arrive on time for class
- be prepared
- consult the course calendar regularly
- be specific when they ask the professor questions
- hand in assignments on time
- participate actively in class
- offer constructive suggestions for course improvement s
- etc.
• tips for studying efficiently and succeeding in the course (learning strategies,
time management, etc.)
• campus resources (writing centre, libraries, computer services, SASS)
• a statement regarding academic integrity.
• a statement regarding rights and responsibilities regarding accommodations
for disabilities (see chapter 2). For suggestions and more information, please
visit the Access Service web site at:
http://www.sass.uottawa.ca/en/access/professors/syllabus/
Food for thought
A syllabus is a:
• compass that guides and keeps students and faculty on the right educational
path in a particular course of instruction
- David Royse (Royse 2001, 25)
• map for the term’s foray into knowledge, but also a travelogue to pique
students’ interest in the expedition
- Linda B. Nilson (Nilson 1998, 19)
Assessing your course syllabus
Here are a few questions that might help you in assessing your outline:
• is the course material both challenging and interesting?

• is the outline flexible and coherent?
• are the major and minor points evident to students?
• will the students learn new skills as well as new knowledge?
• are the assignments and tests set so that students will apply what they learn in
class?
• is the outline clear enough but not too detailed?
88
Tip
• Before writing your first course syllabus, check with your department or
faculty to see if there is a particular format you should use. You may consider
asking colleagues for copies of their syllabi to use as a starting point. Once
you have completed yours, you could ask them to review and comment on
your syllabus.
8.5 Delivering your course

Once you have established your course objectives and have developed a
comprehensive syllabus, you will be ready to deliver the course to students. The
“Teaching small groups” and “Teaching large groups” chapters provide lots of good
information on delivering course content to classes of various sizes. The rest of this
section offers additional information and suggestions. Some of the following content
may overlap with information in previous sections – confirmation of the widely
considered importance of particular teaching principles.
8.6 General guidelines for effective teaching

Effective classroom performance can be considered from the following three angles31:
Organising each class carefully

• outline the lesson content at the start of class
• distinguish clearly between main and subsidiary ideas
• draw attention to key ideas which underpin the lesson
• signal transitions between different sections of a lesson
• summarise after each section of the lecture
• during the term, periodically review important ideas and facts
• connect current lessons to past lessons.
Developing a healthy classroom climate

• try to relax
• establish rapport with your students
• be early for class
• be patient with difficult students
• help students develop confidence to ask questions
• never ridicule an answer
31
Diamond et al. 1988
89
• help students with poor performance

• don’t discuss grades with students during class time
• be approachable to students
• be yourself.
Adopting a concerned and professional approach

• meet with students who are thinking of dropping the course
• admit that you don’t know everything
• use student feedback to improve your teaching.
Telling, showing and doing32
One way to view course content delivery is in terms of telling, showing, and doing.
Telling
The telling approach includes lectures, discussions and seminars, as well as the use
of teaching aids such as self-instructional texts, textbooks, readings, audio and
visual material, digital presentations, and computer and online content.
Tips for making telling more effective:

• tell the facts in the form of a narrative
• make the facts more interesting by sharing your own experiences or
connections with current events
• elaborate on the facts (e.g. examples, anecdotes)
• summarise in point form
• question students on what they are learning
• provide the opportunity for students to use what they are learning.
Showing
The showing method includes the use of the visual aids such as black/whiteboards,
computer projections, photographs, slides, overheads, models, videos, posters,
objects and artifacts. It also involves activities such as simulations,
demonstrations, experiments, and role playing.
Tips for making showing more effective:

• make sure that whatever you show is clear
• avoid confusion by keeping the “showings” simple and breaking down
complex images/concepts into manageable portions
• ensure that the image, object or activity can be viewed by everyone
• check all equipment before class to make sure it is working properly
• move at an appropriate speed for learners to be able to follow.
32
Content adapted from Forsyth et al. 1999, 59-67
90
Doing
The doing approach provides learners with the opportunity to apply or use the
information they are learning. It includes seminars, brainstorming, field trips,
simulations, role plays, group activities, case studies, workshops, debates,
experiments, games, projects, discussions, surveys, and practical work. This
approach is essential for involving students in the class, making course content
relevant, and reinforcing learning.
Tips for making doing more effective:

• use “do” methods to consolidate learning
• make sure the whole class is involved in the activities
• make as much content as possible active to give learners something to do and
maintain the class dynamic.
For more information on “do” teaching methods for groups of all sizes, see the active
learning sections in the “Approaches to teaching” and “Teaching large groups”
chapters.
Putting it all together
For particularly effective teaching, combine telling, showing and doing. For
example:
• telling: explain the basic steps of the problem solving process
• showing: run a video illustrating the problem solving process with examples
• doing: have students work in groups to solve problems presented in case
studies.
8.7 Advice on course delivery from award-winning

professors
The following advice was gathered by asking 3M Teaching Fellows, “What two
tips for teaching would you give a colleague?” The tips come from ten different
professors, representing five provinces, nine universities, seven faculties, and ten
different departments. They were compiled and submitted by Professor Jim
Fenwick, Department of Biology, University of Ottawa, and winner of Excellence
in Teaching Awards from the University of Ottawa, OCUFA, and 3M.
• Be ready to deal with the ill-prepared student. Be willing to begin the course
at the level of the students when they first arrive in your classroom. If some of
them do not have all the necessary prerequisites, don’t proceed as though they
91
are properly prepared for your course. Try to see things from the students’
perspective.
• Be early for class and leave late. The time before and after class can become
the most intensive period for interaction with the students.
• Use a variety of devices and changes of pace to create interest and to keep
things moving. Various studies seem to indicate that students’ attention is at
its nadir about 20 minutes into the lecture. This is a good time to change pace,
or if you like, even to be a bit irrelevant for a minute or two. You won’t lose
much and the students will benefit!
• If you can manage it, don’t be afraid to use a bit of humour, especially just
before a difficult point or heavy message. Humour may help to break a long
intense session and to alleviate the students’ tension.
• Don’t try to impress the students. They know that you are intelligent and more
knowledgeable than they. Prove it by getting your message across in a simple
and coherent fashion.
• Try to make things relevant. Relate the academic theories you are
demonstrating to everyday events. Bring personal experiences, yours or the
students’, into the lecture.
• Use analogies whenever possible, especially if it puts what you are saying into
a context that is more accessible to the average student.
• Be able to explain why a student should learn something. Be certain that your
students know what the examples you use are examples of. All too often they
learn the examples without ever putting them into context.
• Get students to uncover answers and concepts on their own whenever

possible.
• At the start of each lecture, list the objectives for that lecture. This will
provide the students with a framework for that lecture and will force you to
focus your presentation.
• Be enthusiastic!!!
• Give your students something permanent. The students’ immediate goal is to

learn the material necessary to pass the course. Your goal should be to prepare
them to apply what they have learned today to solving future and
unanticipated problems.
• Encourage your students to do a bit of role playing.

92
• If you have a tendency to lecture too quickly, bring a small rubber ball to class
and squeeze it gently with your hand. As your hand tires, your lecture pace
will automatically slow down.
• It is not “spoon-feeding” to let your students know what is expected of them.
• University students are adults; treat them as such.
• Familiarise yourself with all physical aspects of the lecture hall before you
ever use it.
• Learn to “read” your class. Each class has its own personality and, just as we
alter the way we handle different people, we must change the way we teach
different classes. Not recognising the changing characteristics of the student
population will ensure failure in the classroom.
• More advice from 3M Teaching Fellows is available in the three DVD set,
Teaching Large Classes published in 2004 by the Centre for University
Teaching. The Centre has disks available for loan (to University of Ottawa
instructors) or purchase.
Food for thought
What do students seek in a good university professor?
Undergraduates at Simon Fraser University, Université Laval, and the University of

Queensland, Australia have identified some characteristics they would like to see in a
professor. The following is a summary of their wish list from Pedagogical INFO
(February 1990).
A good professor:
• distributes detailed guidelines for the course in the first class
• is approachable and friendly
• shares with the class some information on his or her own educational background,
experiences, research, and interest
• is confident and knowledgeable about the material, shows enthusiasm for the
subject, and is able to present it effectively
• has a sense of humour
• shows genuine interest in teaching and in students, does not appear to consider
teaching as an unpleasant accompaniment to research, treats teaching seriously
and respectfully
93
• presents material in a way that is different from that of the text

• gives and accepts suggestions and constructive criticism in a positive way
• marks and returns assignments and exams promptly
• knows how to convey the desire to learn.
8.8 Motivating students

An important part of the “art” of teaching involves motivating students to become
independent thinkers, to explore their own strengths, and to grow personally and
intellectually. This involves stimulating their interest in the course topic, engaging
their curiosity, and encouraging them to employ their time in the classroom in active
learning. You will most likely not succeed with every student, but it is within your
power to increase the probability that students will be motivated to achieve the
course’s learning goals.
Here are some ways you can motivate your students to learn:
• consider the students’ interests when using examples
• discuss ways that you find the course content interesting
• involve the students in choosing what they will be learning
• start with learning tasks at the current level of the students’ abilities
• reward students immediately with positive feedback
• help the students discover things for themselves
• get the students to use and apply what they are learning
• use active learning techniques
• encourage interaction in the classroom.
8.9 What to do if ...

This section provides answers to questions frequently asked by new professors who
are unaware of the resources available to them in classroom emergencies large and
small:
You arrive at your classroom and the door is locked

During regular office hours, call your department, school, or faculty
secretariat for help. At other times, call Protection. Somebody will be there
within a few minutes to unlock the door for you.
You are uncertain about academic regulations, procedures, etc.

Contact the department, school, or faculty secretariat. Never hesitate to refer
students who have questions, conflicts, etc. to the secretariats, or to call a
secretariat yourself.
94
A student appears to be in need of personal assistance or health care

There are a number of student services available on campus, including centres
for health care, counselling, campus ministry, financial aid, placement,
housing, etc. Information on some of these services is available in this
teaching guide, in other university publications, from InfoService, or from
your academic secretariat. Never hesitate to refer a student to the most
appropriate service.
Classes have started and the text book you have ordered has not arrived in the
bookstore
Ask the bookstore when it will arrive. Inform students of the situation and
what you have done and will do. In the meantime, make whatever
arrangements you can to assist students to get the necessary reading via the
library, the reserve shelves, other local libraries, photocopies, or other means
which may occur to you.
A student is disruptive in your classroom

As much as possible, avoid reprimanding, insulting, or drawing attention to
the student, particularly in front of others. The best strategy is to approach the
student privately. Arrange a meeting after class. In private, describe the
student’s behaviour to him/her as accurately as possible and indicate the effect
it is having on the other students and your teaching. Listen carefully and try to
understand what the disruptive behaviour may mean for the student. Be
understanding but firm about your standard of acceptable classroom
behaviour.
Often such students are simply thoughtless and will correct the behaviour
once it is pointed out to them. If the behaviour persists, sometimes it is helpful
to consult an experienced colleague on possible courses of action. Professors
are also invited to contact the Centre for University Teaching for assistance in
dealing with these situations. Sometimes disruptive classroom behaviour is
symptomatic of a serious personal problem with which the student needs
professional assistance. It is not advisable to deal with such problems
yourself. Refer the student to one of the student services described in this
teaching guide. See also the “Dealing with difficult teaching situations”
chapter.
The classroom you are assigned requires maintenance

If the classroom you are assigned is not properly equipped (e.g. lights burned
out, chairs broken, drapes falling, chalk or erasers missing or inadequate, etc.)
please note the deficiency and report it as soon as possible. You may do this in
one of two ways: a) advise the administrative officer in your faculty, school,
or department who is responsible for scheduling classes (see Appendix D for
the names and numbers of these people); b) write a brief description of the
problem and deposit it in the box provided for this purpose in certain
95
classrooms. If the problem involves audio-visual equipment in any way, call

the Multimedia Distribution Service (see Appendix C).
A fire alarm sounds during an exam

The sounding of a fire alarm must be followed by automatic evacuation of
all classrooms, except the gymnasium of Montpetit Hall.
When a fire alarm sounds, examination supervisors should ask students to:
• take along personal effects, but leave examination booklets on their desks
• walk – not run – to the nearest exit
• follow the instructions provided by the yellow helmeted building fire guard.
In the case of fire alarms in Montpetit Gymnasium, students should be

asked to remain at their places until the guard posted in the hallway during
all examinations advises the supervisors that the emergency is a real one.
8.10 Managing courses at the University of Ottawa
Availability to students
Make sure to indicate clearly to students at the beginning of a course the hours during
the week that you will be available for consultation. You are required to post these
hours on your office doors. If you are a part-time professor, you should also specify
to students the time and place where you are available for consultation. The office
space available to part-time professors varies from one department to another.
Contact your faculty or your department for more information.
Cancellation of classes
If, for some reason, you cannot be present for a particular class, it is important that
you inform your faculty or your department secretariat as soon as possible so that the
students can be informed. You should not cancel a class without prior authorisation
from the Dean.
In the case of events such as winter storms, decisions concerning the cancellation of
classes are made by the Office of the Vice-Rector (Academic), which also assumes
responsibility for public announcement of cancellation. Individual professors should
not take responsibility for such decisions.
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Course syllabus
A course syllabus should be distributed to students the first time that the class meets.
A copy of each course syllabus should normally also be on file in the faculty, school,
or department secretariat. Consult your department for its policy on this. Certain
faculties or departments also have specific regulations concerning the format of
course outlines.
Duration of classes
The University Senate has approved a regulation that all classes must start at the
specified time and end 10 minutes before the time indicated on the timetable. It is
important to bear this regulation in mind so that students can arrive at their next class
on time. Please remember that some students may have a class in another building at
a considerable distance across campus. Consider that finishing on time is also a
professional courtesy that you owe to the colleague teaching the next class in the
same room.
Limited enrolment in courses/course changes
Enrolment in some courses is limited. When a student wishes to change from one
course to another, she or he must do so officially on the appropriate form, available at
the academic secretariat of the faculty or department. Only the secretariats can
approve course changes. Professors should not take the initiative in this matter. It
would be helpful if professors reminded students of the need to have any course
changes approved by the academic advisor. Please refer students whose names do not
appear on your class list to the appropriate secretariat to confirm their registration in
the course.
Student assessment and deadline for dropping courses
At the beginning of each term, don’t forget to consult your faculty’s timetable to
determine the final dates for both undergraduate and graduate students to drop
courses. It is important for students to receive some feedback on their performance in
courses before these dates.
Teaching assistantships
Teaching assistants are provided for certain courses. The number and distribution of
these assistantships are determined by each academic unit prior to the start of the
academic year, in accordance with the criteria of the unit and the policy of the
department, school, or faculty. Please verify these policies with your department,
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school, or faculty. Part-time professors should also consult Article 9 of the APTPUO
Collective Agreement. See also Appendix G for the policy on treatment of graduate
students on non-academic matters and non-employment issues.
Lists of students
Over a two-week period at the beginning of each semester, students are permitted to
make course changes. During this period, it is impossible to prepare a final class list
of students registered in a particular course. It doesn’t happen before late September
in the case of full-year or first semester courses, or late January in the case of second
semester courses. These class lists are prepared by the Registrar’s Office and are
forwarded to professors as soon as they are available.
Tip
For more information about planning and delivering a course, drop by the Centre for
University Teaching (CUT) and consult the many teaching resources available to you.
Or make an appointment (562-5333) to meet with one of the CUT’s instructional
consultants. The CUT also offers a wide variety of workshops on teaching and
learning topics. For an updated workshop schedule, consult the CUT website at
http://www.uottawa.ca/services/tlss/cut/.
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CHAPTER 9 ASSESSING YOUR STUDENTS

STUDENTS
Evaluating student performance is a critical task for professors. It is up to the teacher

to choose methods of assessment that will accurately determine the students’
knowledge of the course material. It is also up to the professor to perform this
assessment in a fair and accurate manner. To do this, it is necessary that professors
understand the purpose of assessment and the different assessment strategies that will
work best for their courses.
9.1 Roles of assessment

Assessing your students is an important and necessary step in the educational process.
The assessment process is not only designed to assign a particular grade to a
particular student, it is designed to serve multiple roles (Walvoord & Anderson,
1998):
• Evaluation: To assign a student a valid and fair grade based on the quality of
their work;
• Communication: To communicate to the student on how they are achieving, as

well as a means of communication to employers, graduate schools and others;
• Motivation: To influence the student to succeed, to aid them in their study

habits and to determine how involved they become in the course;
• Organization: To organize and structure the course.
9.2 Importance of criteria and standards

It is important to set certain criteria and standards that you as a professor expect from
your students. Effective Grading (Walvoord & Anderson, 1998) says that having
clear standards can:
• Save you time in marking;

• Make sure things are graded fairly and consistently;
• Allow students to see what you expect;
• Motivate students to achieve the standards you have set;
• Help students to evaluate their own and each other’s work;
• Help teaching assistants in grading student work consistently;
• Aid in communicating with other teachers who teach similar courses.
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9.3 Designing your assessment procedures

When deciding how to assess your course, choose methods that will follow and
reflect the design of the course. It is important when you are determining the
assessment methods to remember the purpose of the assessment as well as the aims
and goals of the course. The assessment should also reflect the subject matter of the
course, the characteristics of the learners, and the resources available to the students.
Once you have chosen a set of assessment procedures, don’t be afraid to evaluate and
perhaps modify them based on how suitable they are for the course and also for you
as a professor.
9.4 Different types of assessment

Professors use different types of assessment because various forms measure different
types of knowledge and demand different skills from students. Choosing the types of
assessment that are best suited to you and your course can be tricky. It is important
when selecting an assessment strategy that you consider its validity, reliability,
sensitivity and centrality (Cannon & Newble, 2000). When determining its validity
you may want to ask yourself whether the assessment measures the objectives that it
is supposed to measure. To question reliability, determine if the assessment would
provide the same results from one administration to another. The sensitivity of the
assessment allows professors to distinguish students who have mastered the material
from those who have not. Centrality is important and ensures that the items being
evaluated directly relate to the central points of the course content. Different methods
available to you as a professor include assignments, seminars, tests, exams, practicals,
projects, group work, reports, and any other method you may choose to use. It isn’t
so much the type of assessment you use, but rather how you use it. So feel free to
experiment with different methods and see what works for you.
9.5 Exams and tests

The examination is used to represent the amount a student has learned throughout the
term and it determines the extent and nature of the student’s involvement in the
course. The examination is commonly used and is generally worth a substantial
portion of the overall assessment. It is therefore important to examine this method of
assessment a little more closely.
Types of exams: advantages and disadvantages
Different courses will require different types of questions on the courses exams and
tests. These types of questions include multiple-choice, true-false, essay, etc. Table 4
discusses the advantages and disadvantages of different types of exams.
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Types of exams: advantages and disadvantages
Types of Advantages Disadvantages

exams
Multiple
thought to be objective requires careful planning
choice
scored easily construction is time-consuming
assess specific knowledge disliked by many students
ideal for large classes
Short answer assess knowledge of details scoring is time-consuming

tend to test recall only of specific
easy to construct
facts
allow students to express their
not suitable for testing complex
thoughts exactly
learning
can be scored reliably and
objectively
ideal for large classes
True-false easy to construct cannot test understanding

high probability of correct answers
by chance
Essay exams can evaluate students’ ability to

think critically and objectively difficult to grade reliably
ideal for measuring higher-level

preserving student anonymity is
analysis, synthesis or evaluation
difficult
perceived as fairer by students scoring is time- consuming

allow students to go beyond
unreliable grading resulting from
memorization of details
professor’s bias and fatigue
provide good feedback to students
if well evaluated
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General guidelines for exams or test
When constructing an exam or test, professors should:
• Leave spaces between questions;

• Leave enough space for written answers;
• Prepare a marking sheet while preparing the exam;
• Choose the appropriate type of questions;
• Essay questions shouldn’t be too long;
• Question students only on relevant course material.
Before finalizing your exam, consider the following checklist (Marincovich, 1987):
• Do the questions reflect your goals for the course? Are the questions fair: i.e.
do they demand skills and knowledge that fall within the parameters of the
course outline and content?
• Can the average student complete the exam within the allotted time?
• Are the directions and the format clear and well organized? Is the weight for
each question clearly stated?
• Is any answer dependent upon being able to respond correctly to a prior

question?
• Does the exam begin with questions that will build rather than undermine
student confidence?
• Are the problems to be solved by the students interesting?
• Have you had a colleague read it over to check for possible ambiguities in the
wording of questions, unclear instructions, etc?
Essay questions
The essay is a good method to determine the students’ knowledge as well as their
ability to articulate their answer in an effective writing style. This method of
assessment helps to develop the students’ academic writing as well as their logical
thought process and study habits. Cannon and Newble (2000) state that essay
questions can be classified as extended or restricted. An extended essay question
allows students to show their knowledge of the subject as well as their organizational
and language skills. The restricted question directly leads students to the structure of
the essay and gives them distinct ideas on what is expected from them.
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Examples of extended and restricted essay questions
An example of an extended essay question would be:
Compare and contrast extended essay questions with restricted essay

questions.
An example of a restricted essay question would be:
Describe the advantages and disadvantages of using restricted essay

questions with respect to marking.
General guidelines for essay questions
When constructing and evaluating essay questions, professors should (Cannon &
Newble, 2000):
• Write questions that will provoke the desired response;

• Write questions that will directly meet your course objectives;
• Set several shorter questions rather than one long one;
• Make sure that all students are answering equivalent questions;
• Have a set marking scheme;
• Mark questions anonymously;
• Mark one question at a time and without interruption;
• Have separate TAs mark separate questions.
Simple and short-answer questions
These types of questions are relatively easy for students to answer but can become
very difficult for professors and teaching assistants to grade. It is necessary to have a
strict marking guide for simple and short-answer questions because there tend to be
discrepancies between markers and sometimes several correct answers are possible.
Examples of simple and short-answer questions
An example of a simple question is:
28*13=
An example of a short-answer question is:
List four countries in Europe.
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General guidelines for simple and short-answer questions
When constructing and evaluating simple and short-answer questions, professors

should (Cannon & Newble, 2000):
• Write direct and precise questions;

• Prepare a strict marking guide;
• Consider alternate possible answers;
• Mark anonymously;
• Mark one page at a time;
• Have teaching assistants mark separate questions.
Objective test questions
Objective test questions consist of multiple-choice, true-false and matching questions.

These types of questions are extremely popular because of their simple nature and the
ease in which they can be corrected.
Examples of objective test questions
An example of a multiple-choice question is:
A sign of a good teacher is:

a) a teacher who is always fair
b) a teacher who humiliates his/her students
c) a teacher who is always late
d) a teacher who laughs at wrong answers
An example of a true-false question is:
T F • Objective tests are easy to mark.
An example of a matching question is:
• Match the city with the appropriate country in which it is located.

1. Ottawa
2. New York
3. Paris
4. Rome
A. United States
B. Italy
C. France
D. Canada
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General guidelines for objective test questions
When constructing multiple-choice questions, professors should (Cannon &

Newble, 2000):
• Write precise questions and keep the alternative answers short;

• Ask questions only about relevant content;
• Make sure that all answers are plausible;
• Make all possible answers the same length;
• Avoid ‘all of the above’ or ‘none of the above’;
• Don’t write trick questions;
• Write at least four possible answers.
When constructing true-false questions, professors should (Cannon & Newble,

2000):
• Write short questions that contain only one idea;

• Ask questions only about relevant content;
• Make sure that questions can only be either true or false;
• Don’t write questions that will lead student to the right answer;
• Try and make all questions the same length;
• Avoid negatives.
When constructing matching questions, professors should (Cannon & Newble,

2000):
• State how the columns match together;

• Make the lists only single words or short phrases;
• Make sure there is only one possible answer.
An excellent website to learn how to construct multiple-choice questions is:

http://web.uct.ac.za/projects/cbe/mcqman/mcqman01.html
Supervision of exams
One of your duties as a professor is to supervise your students during tests and exams.
Exam supervision is to be taken seriously in order to assure that all students have
equal opportunity and to prevent academic fraud. The University of Ottawa takes
academic fraud very seriously and you should be familiar with the University’s
regulations on academic fraud (Appendix H). When supervising students you should:
• Arrive early, before the students arrive;

• Have material ready;
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• Have extra copies on hand;

• Have an attendance sheet for students to sign;
• Make sure all exam booklets are collected at the end;
• Have TAs or graduate students help supervise large groups;
• Have a policy for washroom breaks;
• Ensure that students have only what they are permitted to bring to the exam;
• Report students who cheat to the Dean of the faculty after the exam is over.
Exams at the University of Ottawa
Scheduling of exams
No exam or test is permitted during the last two weeks of a class. Final exams must
be held during the periods specified by the University. Take-home exams should be
submitted within the official exam period. Changes or modifications from those rules
must be approved by the dean of the Faculty.
Assistance in the correction of exams
While it is the professors’ responsibility to score exams, some funds may exist in the
department or faculty to provide assistance to professors in the supervision and
marking of examinations. Professors who may require such assistance should direct
this request to the chair or director of their department, school, or faculty at the
beginning of the academic year or term. Part-time professors should consult Article 9
of the APTPUO Collective Agreement.
Care of exams and major papers
According to Senate regulations, students may appeal any evaluation or grade,

including the final examination. Should there be an appeal, it is important that a copy
of the exam (or major paper) be available in order to carry out the revision. Therefore,
professors are asked to retain all copies of final exams and of term papers, which have
not been returned to students, for at least twelve months after the marks are
submitted. Professors may keep exams in their office or forward them to the
secretariat of their department, school, or faculty, depending on the policies of their
academic unit. In the case of term tests, essays, assignments etc., which are returned
to students during a course, it will be the responsibility of the student to provide the
original paper if a revision is requested. Please verify with your department, school,
or faculty specific procedures or practices for returning term papers and exam copies
to students.
Correction of exams by computer
Professors who wish to use a computer for optical mark reading (OMR) should
contact the Computing and Communication Services (see Appendix C).
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Optical Mark Reader (OMR) Coding Forms: OMR coding forms can be
purchased at Cosmos, the computer department in the University of Ottawa
Bookstore located at 85 University (phone 562-5800 ext 5858).
The forms available are:
• Multiple choice response - (strawberry)

• Data collection - (pumpkin)
Please allow 2-3 weeks for large quantities.
Optical Mark Reader Request Form: An Optical Mark Reader request-for-

scanning form must accompany each optical mark reader request. Request forms are
available at:
Computer Centre
136 Jean-Jacques Lussier Street
Vanier Hall, 5th floor
562-5867
All requests must indicate an approved departmental budget code and must be
authorized by the department’s administrative officer. All processing will be refused
if the request form is incomplete.
Examination schedules and conflicts
Examination schedules for final exams are established by the University Scheduling
Office (Office of the Registrar). The examination schedules are usually established
within the first five or six weeks of the session. Information in this regard, as well as
on how students are to report exam timetable conflicts are circulated to professors
early in each session. Exam dates for summer courses are pre-determined and
published with the timetable for summer courses.
Language of exams and assignments
The Senate has approved the following regulation concerning students’ rights
regarding bilingualism:
Except in language courses, Lettres françaises, and English, every student has a right
to produce her or his work and to answer examination questions in the official
(English or French) language of her or his choice.
The regulation does not state that the professor is required to prepare the
examination questions in both languages. It is nevertheless suggested that,
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whenever such requests are made by students, professors should try to accommodate
them. Usually, professors are sufficiently bilingual to score exams in either official
language. The assistance of colleagues can be helpful in this regard.
Supervision of examinations
It is the responsibility of the professor to supervise her or his examination(s). Only

the dean of the Faculty can approve an alternate arrangement. When supervising
exams, professors are asked to keep in mind the directions concerning examinations
that appear on the examination booklets. Some departments, schools, or faculties may
be able to provide the assistance of a proctor for supervising large groups. Consult
your department for more information in this regard.
9.6 Grading
The grading scale that you select should reflect your teaching objectives and the goals
of the course. Students should be aware of the grading system to be used throughout
the course and the course outline should include the types of assessment to be given
as well as their weight with respect to the calculation of the course grade. How you
weigh different components of a course will allow students to see what you think is
important in the course and the effort you require from them on each element.
Time-efficient grading
One of the biggest complaints from professors around the world is the amount of time
that they spend grading student work. It is therefore good practice to determine time-
efficient grading procedures to save you time and trouble. Here are some strategies to
consider (Walvoord & Anderson, 1998):
1. Separate commenting from grading, and use them singly or in combination

according to your purpose.
2. Do not give to all students what only some need.
3. Use only as many grade levels as you need.
4. Frame comments to your students’ use.
5. Do not waste your time on careless student work.
6. Use what the student knows.
7. Ask students to organize their work for your efficiency.
8. Delegate the work.
9. Use technology to save time and enhance results.
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Penalties and extra credit
Professors may alter the students mark with penalties and extra credit. Students may
be penalized for handing work in late, for spelling or grammar errors, for citation
problems, etc. It is important to notify students of what infractions are cause for
penalization, and exactly what that penalization will be. On the other hand, it is also
possible for teachers to offer extra credit for extra effort from their students.
Grading on a curve
Grading on a curve imposes a specific framework on the distribution of the marks.

This means that a certain percentage of students will receive an A, another percentage
will receive a B, and so on. Effective Grading (Walvoord & Anderson, 1998) says
that curving can be especially harmful on learning because:
1. The notion that grades, and the learning they supposedly represent, are a
limited commodity dispensed by the teacher according to a statistical
formula.
2. Competition among students for a limited number of high grades-
competition that encourages students to keep the other person from learning,
lest that other person take one of the precious and limited high grades.
3. The notion that learning is a demographic characteristic that will show a
statistical distribution in a sample population.
4. The notion that each class is a sample population.
5. A teacher’s role that focuses on awarding a limited number of grades by a
formula, rather than a role that includes rewarding all learning with the grade
it deserves.
6. The possibility that standards for a grade will be lowered to enable a certain
percentage of students to receive that grade.
Grading at the University of Ottawa
Deferred marks
Many faculties do not permit professors to give deferred marks. Before approving a
request for a deferral, consult your department, school, or faculty for its procedure for
granting a deferred mark (DFR). Make students aware that there are strict rules
concerning the documentation needed to support requests for deferral on the basis of
ill-health or bereavement.
Fraud
Cheating is a serious problem that is reaching significant proportions, and the help of
everyone will be needed to eliminate it. Academic fraud is taken very seriously at the
University of Ottawa and the academic regulations regarding this issue are found in
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Appendix H. To many professors, the experience of uncovering exam cheating or

plagiarism by students with whom they feel they have established a rapport and a
relationship of mutual trust is extremely unpleasant, even disturbing. Trying to track
down plagiarized sources can be frustrating and very time-consuming. Nonetheless,
professors owe a duty to the University and to the majority of honest students not to
allow the dishonest few to profit from their crimes. Should you detect any form of
academic fraud, submit a written report to the chairperson or director of your
department, school, or faculty. The problem will then be dealt with in accordance
with University policies. The Centre for University Teaching can help you design
activities to educate your students on plagiarism and help you create assignments
where plagiarism would be more preventable.
Grades and grading
The Senate has approved the following policy concerning grades and grading:
Students are to be evaluated in accordance with the official grading scale approved by
the Senate. That is, professors are to attribute marks reflecting the achievement levels
established by the official grading scale. The grading scale approved by the Senate is
not based on any particular statistical distribution, and no particular distribution is
required for it. Although the Senate acknowledges that the mark distribution in a
course might fortuitously correspond to a particular statistical distribution (e.g. a
normal distribution), the Senate instructs faculties that the use of such distributions
with a view to determining the assignment of marks is contrary to the principles of
evaluation endorsed by the Senate.
If a faculty judges that the distribution of marks in one or several of its courses does
not conform to the official grading scale, the faculty may take whatever action it
deems necessary, so long as the action does not result in lowering a mark that has
already been communicated to a student.
Grading scale and notations
List of marks
Letter Grade Point Value Definition
A+ 10 Exceptional
A 9 Excellent
A- 8 Excellent
B+ 7 Very good
B 6 Very good
C+ 5 Good
C 4
110
D+ 3 Passable
D 2
E 1 Redeemable failure
F 0 Failure
Percentage Values
A+: 90-100 B+: 75-79 C+: 66-69 D+: 55-59 E: 40-49

A: 85-89 B: 70-74 C: 60-65 D: 50-54 F: 0-39
A-: 80-84
Passing marks
D (50%) for all courses in a concentration (3-year) program
C+ (66%) for all courses in an honours (4-year) program

(Professors are advised to consult their Faculty calendars in this regard)
Since the adoption of this scale, a number of faculties have obtained approval to
eliminate the E grade, i.e. a redeemable failure entailing the right to take a
supplemental exam. The supplemental privilege has been abolished in the faculties of
Administration, Arts, and Social Sciences, as well as for all courses at the 2000 level
and above in Engineering.
If a student has not fulfilled all the requirements of a course, or if it seems that she or
he has abandoned her or his academic activities, one of the following may be
indicated beside the student’s name in the class list:
ABS (absent): used when a student did not inform the department, school or faculty
within the time limits specified in the University Calendar that she or he dropped the
course. Such a symbol is equivalent to a failure mark (F);
INC (incomplete): used whenever a student, without a valid reason, has failed to
complete the requirements of the course within the prescribed time limit. Such a
symbol is equivalent to a failure mark (F);
DFR (Deferred): used when the appropriate authority decides that, for a valid reason,
a student who has not completed the requirements of a course be given permission to
do so within a certain time limit. This time limit cannot exceed twelve (12) months
after the end of the session. Some faculties have developed specific procedures for
granting DFRs. Check with your faculty, school, or department secretariat. If no mark
has been received by the department, school or faculty before the time of the
permitted delay has elapsed, DFR will change to INC (F).
111
Appeal of marks
The University recognizes the right of every student to see, on request, any of her or
his written tests, assignments, or examinations after they have been marked. A
student who is not satisfied with a mark is encouraged to first approach the professor
in order to obtain a re-evaluation. If this does not lead to a satisfactory resolution,
students may request a formal revision. The Senate policy and procedure on appeal of
marks is found in the calendar of your faculty, school, or department.
Submission of final marks
Before the end of each semester, some departments, schools and faculties circulate a
memo to each professor as a reminder of the deadline for the submission of marks.
According to the collective agreements, this deadline is now always 10 working days
after the date of the examination, except where the Dean or the Dean’s delegate
consents to a longer time period. Tardiness in submitting marks creates a number of
academic and administrative problems. Accordingly, the co-operation of all is
requested in order that marks are received before the deadline. Final marks are to be
submitted on the class lists which are provided for this purpose. Professors are
reminded to check their faculty, school, or department regulations on issuing marks
for concentration and honours courses.
9.7 Academic fraud

The University of Ottawa defines academic fraud as an act by a student that may
result in a false academic evaluation of that student or of another student. Basically,
academic fraud is when students cheat on assignments, tests or exams or they
plagiarize a work and pass it off as their own. The University has strict policies and
regulations on this growing concern and these regulations are shown in Appendix H.
Tips to prevent cheating on exams from Tips to Prevent Cheating (Student Judicial
Affairs, October 1999):
• Use proctors when administering exams to large classes;

• Walk around the room;
• Pass around attendance sheets and check student cards;
• Remind students that cheating will not be tolerated;
• Use several versions of an exam;
• Allow only selected materials for exams;
• Keep track of exam booklets;
• Collect all booklets and exams while students are seated;
• Have specific policies on washroom breaks;
• Have students sit in every other seat.
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Tips to prevent plagiarism from The Plagiarism Handbook (Harris, 2001):
• Change essay topics every time you teach the course;

• Change the course reading list;
• Outline your policy on plagiarism at the beginning of the course;
• Teach students about academic fraud;
• Make topics specific;
• Ask for comparisons;
• Ask students for written proposals, outline, rough draft, etc;
• Don’t allow students to change topics;
• Give students writing assignments in class to evaluate their writing and style;
• Ask students for detailed citations.
Dealing with plagiarism from The Plagiarism Handbook (Harris, 2001):
• Review all University policies and regulations;

• Follow the steps provided by the University;
• Remember you may be wrong;
• Remember how varied plagiarism is;
• Verify evidence from third parties;
• Lock all evidence and records;
• Have the evidence ready for the meeting;
• Consider the presence of a colleague when advising students;
• Let the proper officials at the University deal with the student.
9.8 Typical problems with assessment

There are many different problems that may arise depending on the assessment
method chosen for a particular course. Some of the assessment methods depend on
the size and type of course given, and therefore are more prone to problems than
others. Due to the often large class sizes, professors will have less time for assessment
and the assessments will become fewer, shorter, and less frequent. Typically the
feedback provided to students will also suffer and altogether students will get less
practice at writing, solving problems and undertaking different tasks. With many
students there is less contact between them and the instructor which can cause
problems with motivation, attendance, and quality of work. The type of assessment
chosen may alleviate some of the strain on the professor and beneficially influence
the students.
113
114
CHAPTER 10 ASSESSING AND DEVELOPING

DEVELOPING YOUR
TEACHING SKILLS
10.1 Introduction
At certain points in a course, all teachers wonder if they are doing a good job, how
well students are grasping the material, if teaching and learning objectives are being
met. You will likely know when something goes really wrong, or when something
goes extremely well. But it is not easy to know how effective your overall
performance is, what needs improving, which areas you can build on to make your
teaching even better.
With teaching effectiveness increasingly entering into the faculty review process at
universities throughout North America, perhaps it would be a good idea to take a
serious look at your teaching effectiveness, work on developing your teaching skills,
and document the steps you take. This section offers information to help you through
these steps.
10.2 Assessing your teaching effectiveness33

If you assume that your students are learning what you are teaching them, you may be
setting yourself up for disappointment when you mark the first exam they write, or
grade the first round of assignments they hand in. Often students do not learn as
much, or as well, as we expect them to. By the time we discover their gaps in
knowledge and understanding, it is often too late to sort out all the problems.
But you do not, in fact, have to wait for students to write the first exam or assignment,
or for the results of the official course evaluation to be revealed to know how you are
doing in the classroom. The results from the official evaluations, in fact, come too
late to make adjustments to the course while you are teaching it. You can obtain
feedback while the course in progress – from your students, from Centre for
University Teaching instructional consultants, from supervisors and peers, and from
yourself through self-evaluation processes. You can use the results of the feedback
you receive to fine-tune and improve your teaching approaches and techniques, and to
build your teaching confidence while the course is in progress.
33
Content adapted from the following main sources: Angelo & Cross 1993; McKeachie
1986, 266-272; Nilson 1998, 175-182; Vargas 2001, 254-280;
http://www.ust.hk/celt/ta/taguide/skills/goodjob.htm.
115
In other words …
Learning is finding out what we already know. Doing is demonstrating that you
know it. Teaching is reminding others that they know just as well as you. You are
all learners, doers and teachers.
- Richard Bach
Soliciting feedback from colleagues
A good, and often neglected, source of feedback on teaching effectiveness is

colleagues. If you are a new teacher, you may be apprehensive about discussing your
teaching methods with other teachers, asking for advice on handling teaching
situations, or having a colleague visit your class. But novice professors in particular
report that they benefit enormously from discussing teaching problems with their
colleagues, from observing other professors in action, and from responses from
colleagues sitting in on their classes. Fellow teachers have, after all, dealt with many
of the same challenges and difficulties you are facing, and they may have valuable
advice or teaching techniques to share. It may be particularly useful to discuss your
course and teaching approach with a colleague who has taught, or is teaching, a
course that relates to or complements your course.
Make your choice of colleague consultant carefully, however. Critiques from a

colleague will most likely be based on that particular individual’s teaching approach,
and his or her style may not be effective or compatible with your teaching approach.
Nevertheless, colleagues can help spot problem areas, and the suggestions they make,
even if they don’t necessarily work for you, will be a good starting points for finding
your own solution.
Tip
To complement feedback from colleagues …
The Group Instructional Feedback Technique34 goes by many names and variations,
but it essentially revolves around obtaining feedback from students with help from a
colleague. It is designed to provide teachers with a quick, rough summary of the most
frequent responses to the following questions:
• what do students think is helping them learn?

• what is hindering their learning?
34
Content adapted from Angelo & Cross 1993, 334-338
116
• what specific suggestions do they have for improving learning in the

classroom?
The process involves a trusted colleague or instructional consultant visiting your

classroom during the last 15-20 minutes of a particular class and collecting responses
to the above questions from the students. For detailed information on the Group
Instructional Feedback process, consult Angelo & Cross 1993, 334-338 – available
through the Centre for University Teaching resource centre.
Soliciting feedback from students
Discussing your teaching with students, genuinely and openly, can serve many
purposes. It can help build a positive rapport with the class, develop an
understanding of what students like and dislike, and determine what students have
learned. It is a good idea to maintain an ongoing dialogue with students throughout
the semester for continuous improvement as the course progresses.
You may also wish to solicit feedback from students through an informal
questionnaire. When you are formulating the questions, bear in mind your course
objectives, and make the questions easy for students to answer through a yes/no,
true/false, agree/disagree, or rating scale format. You may also wish to include a
couple of easy-to-answer open-ended questions. You may also wish to take an
entirely open-ended question approach.
Consider the following sorts of questions for discussions with students, or for your
questionnaire:
On general effectiveness
• have you been challenged intellectually by this course/professor?

• what are you learning in this course, and is it what you expected to learn?
• is the professor interested in the subject?
On planning and organization
• have the course goals and expectations been clearly communicated?

• is the professor prepared for each class?
On communication in the classroom
• does the professor use examples and other illustrative materials to explain
new concepts?
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• does the professor show enthusiasm for the subject?

• does the professor invite and respond effectively to questions?
On interpersonal communication
• have you been treated in a friendly and respectful manner?

• has the professor been fair/honest?
On marking and grading
• have the marking and grading standards been clearly communicated?

• have they been applied fairly?
• are the professor’s comments helpful?
• have exams/assignments been returned within a reasonable period?
Open-ended questions
• the thing I like best about this course/professor is ...

• the thing I like least about this course/professor is ...
• if I could change one thing about this course/professor it would be ...
You may also want to consider adding a “Feedback Box” to the classroom.
Encourage students to use it. It can serve to provide immediate responses and alerts
to small problems that can be cleared up quickly before they become serious.
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Tool
Sample informal evaluation questionnaires35
The following questionnaires have been used successfully in the classroom. Feel free
to use them as is, to mix and match, and to generally adapt the questions to suit your
needs and subject matter. Make sure to leave plenty of space below each open-ended
question for students to write their answers.
Sample 1 (open-ended)
1. What are you learning in this course, and is it what you expected to learn? If not,
please explain.
2. Do you understand what is expected of you regarding preparation for and

participation in this class? If not, what might help clear up any confusion?
3. What do you like most about this class?
4. What changes would you suggest for this course and how it is taught?
Sample 2 (open-ended)
1. What purpose does this course serve in your education or training?

What relevance does it have for your intended career?
2. How do you prepare for class? What might get in the way of reading or
assignments?
3. Are the assignments clear? Is the level of achievement needed to get a good
grade clear? If confusing, what would help clear up the confusion?
4. What could you do to achieve good results in this course? What could the
teacher do to help you achieve good results?
35
Source: Eric Kristensen, Centre for University Teaching
119
Sample 3 (combination closed and open-ended)
Disagree Agree
Strongly Strongly
I usually feel well-prepared for 1 2 3 4 5

class.
I understand where the class is 1 2 3 4 5

going and what we are trying to
accomplish.
I understand the material better 1 2 3 4 5

after class.
After class I am able to reconstruct 1 2 3 4 5

the main points.
I feel comfortable asking questions 1 2 3 4 5

during and/or after class.
What are you learning in this course, and is it what you expected to learn? If not
please explain.
What do you like best about the class?
Is there anything you would change about this course or how it is taught?
Classroom Assessment Techniques36
Angelo and Cross point out, in their landmark book Classroom Assessment
Techniques, that individual teachers can learn much about how students learn, how
well students are grasping content in a particular course, and how students respond to
certain teaching approaches by observing students in the process of learning,
collecting frequent feedback on student learning, and conducting modest classroom
experiments. The information collected can then be used to refocus teaching for more
effective and efficient learning.
36
Content adapted from Angelo & Cross 1993
120
These are the main ideas behind what is known as Classroom Assessment Techniques
(CAT). The purpose of these techniques is to help faculty develop the ability to
understand and promote learning, and the capacity to help students become more
effective, self-assessing, and self-directed learners – essentially to empower both
teachers and students to improve the quality of learning in the classroom.
Characteristics of classroom assessment:
Learner-centred
• primary focus is on observing and improving learning, rather than
observing and improving teaching
• to become independent, lifelong learners, students must learn to take full
responsibility for their learning
• both teachers and students need to make adjustments to improve learning
• Classroom Assessment can provide information to guide the adjustments
Teacher-directed
• Classroom Assessment respects a teacher’s autonomy, academic freedom,
professional experience, insight and judgment
• the individual teacher decides on what and how to assess, and how to
respond to the information gained through the assessment
• the teacher is not obliged to share any of the results of Classroom
Assessment with anyone outside the classroom
Mutually beneficial
• by cooperating in assessment, students reinforce their grasp of course
content, strengthen their own self-assessment skills, focus more clearly,
develop more confidence, and are likely to do better in their course work
• teachers sharpen their teaching focus by continually asking themselves the
following three questions, and acting on the results: “What are the
essential skills and knowledge I am trying to teach?” “How can I find out
whether students are learning them?” “How can I help students learn
better?”
Formative
• the purpose of Classroom Assessment is to improve the quality of student
learning, not to provide evidence for evaluating or grading students
• Classroom Assessments are almost never graded and are almost always
anonymous
• their aim is to provide teachers with information on what, how much, and
how well students are learning – with the goal of helping them succeed
better
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Context-specific
• to be useful, Classroom Assessments have to respond to the particular
needs and characteristics of each teacher-student group and each discipline
– what works well in one class won’t necessarily work well in another
• the most successful teachers are those who adjust their teaching in
response to the unique “microculture” of each class
Ongoing
• Classroom Assessment is perhaps best thought of as the creation and
maintenance of a classroom “feedback loop”
• by using a number of quick and simple Classroom Assessment
Techniques, teachers get feedback from students on their learning
• teachers complete the loop by responding to student feedback with their
own feedback to students on assessment results and suggestions for
learning, as well as adjustments to teaching
• teachers then use another Classroom Assessment Technique to check on
the usefulness of their suggestions, and the feedback loop continues
Rooted in good teaching practice

• Classroom Assessment is an attempt to build on existing good teaching
practice by making it more systematic, more flexible, and more effective
Food for thought
The seven basic assumptions of Classroom Assessment

– and of successful learning and teaching
1. The quality of student learning is directly, although not exclusively, related to

the quality of teaching. Therefore, one of the most promising ways to
improve learning is to improve teaching.
2. To improve their effectiveness, teachers need first to make their goals and
objectives explicit and then to get specific, comprehensible feedback on the
extent to which they are achieving those goals and objectives.
3. To improve their learning, students need to receive appropriate and focused

feedback early and often; they also need to learn how to assess their own
learning
.
4. The type of assessment most likely to improve teaching and learning is that
conducted by faculty to answer questions they themselves have formulated in
response to issues or problems in their own teaching.
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5. Systematic inquiry and intellectual challenge are powerful sources of

motivation, growth, and renewal for teachers, and Classroom Assessment can
provide such challenge.
6. Classroom Assessment does not require specialized training; it can be carried

out by dedicated teachers from all disciplines.
7. By collaborating with colleagues and actively involving students in Classroom

Assessment efforts, teachers (and students) enhance learning and personal
satisfaction.
The “Active learning” sections of previous chapters describe a number of activities

which can also serve classroom assessment purposes. For even more activities, check
out the sources in the box below.
Check it out
For more information on Classroom Assessment Techniques, visit

• Facultydevelopment.ca Evaluation of Teaching unit
http://www.facultydevelopment.ca/content/eng/evaluation/index.asp
• http://www.ntlf.com/html/lib/bib/assess.htm
• http://www.mtsu.edu/~itconf/proceed99/Martin.htm
For sample classroom assessment techniques, visit

• http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/asse
ss-2.htm
• http://www.ntlf.com/html/lib/bib/assess.htm
For comprehensive information on Classroom Assessment Techniques, consult the

Angelo & Cross reference, available through the Centre for
University Teaching resource centre.
Observing student behaviour
Another way to assess your teaching effectiveness is to observe the behaviour of

students in the classroom. Consider focusing your observations around the following
questions:
• what do students do before class begins?
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• how do students act at the beginning of each class – do they prepare to take notes,
grumble, show enthusiasm, talk with their neighbours?
• do students act in desired ways in class – do they listen, ask questions, participate
in discussions?
• what is your relationship with your students – do they call you by your name and
approach you personally to ask questions?
• what positive and negative sentiments are expressed by the students?
• what is their impression of you, the course, course materials, learning activities?
Monitoring your own teaching performance
You can also monitor your own teaching behaviour and activities. Ask yourself
• how well your rapport is developing with the class
• do you show respect for students – by not making negative comments, by offering
criticism in a constructive way?
• are you clear about your expectations of the students?
• do you show enthusiasm for the course?
• are you helping students learn?
• do you speak clearly and accurately and in an interesting way?
• are you achieving the goals you have set?
• do you take a personal interest in the what, how, and how well students are
learning?
• do you make an effort to identify what is and isn’t successful about your teaching
approach and methods?
• is there anything you can change to improve the course and help students learn
better?
You may want to consider recording some of your classes on videotape, and playing
them back later to see what, exactly, is happening in the classroom. You may want to
consider playing them back in the company of a colleague or instructional consultant,
and discussing the results with them. The Centre for University Teaching can help
arrange a recording of your class.
10.3 Formal course evaluations at the University of Ottawa

Formal assessments usually take the form of course evaluations, which are usually
conducted only once, near the end of the semester. These evaluations are used by the
university to evaluate the course and the professor – more specifically to determine if
the students find the course useful, and if the course is fulfilling the requirements of
the program. Depending on the results, courses can be altered from year to year to
meet academic requirements. Professors are also evaluated, enabling faculties to
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determine which faculty members are effective teachers and who can help others
become successful.
It is important to understand that course evaluations are not used to penalize

individuals, but rather to provide a catalyst to improve teaching skills. One
disadvantage of course evaluations is that they are conducted at the end of the
semester, and that you do not see the results until the course is over and it is too late
to adjust teaching to address problems which may have arisen. It is for this reason that
professors are encouraged to perform informal assessments – for example, Classroom
Assessment Techniques, as described in the previous section – throughout the year in
order to make improvements along the way. Assessing your teaching while a course
is in progress may yield better results on the formal course evaluation at the end of
the semester. Be aware that the statistical results of formal course evaluations are
available to all registered students and all active members of the faculty at the
University of Ottawa through their InfoWeb accounts. The University of Ottawa
evaluates all courses with at least nine contact hours regardless of the number of
students or the teaching method.
Formative questions available
The university also offers professors a customized formative evaluation feature which
is available online from your InfoWeb account. This customized evaluation allows
you to add up to ten additional questions to the formal evaluation to more accurately
reflect the type of course you are teaching and the strategies you use in your course.
Questions from the customized formative evaluation tool may be used at any time
during the semester to perform informal assessments. More information regarding
course evaluations and related regulations at the University of Ottawa is available in
Appendix I. Please make sure you are also familiar with Article 24 of the APUO
Collective Agreement if you are a full-time faculty member, and Articles 5 and 11 of
the APTPUO Collective Agreement if you are a part-time faculty member
The questionnaire, the comment sheets, and the A-P-S-X Reports
The questionnaire consists of 12 questions and the responses to these questions are
compiled to produce the "P" and "S" reports.
The P-Report is intended for teaching staff. For each course and each question, the
number of respondents and the percentage of responses to each option of the response
is recorded.
The S Report is intended for students. This report contains the same data as the P
Report for all courses evaluated. It may be examined by students registered at the
University of Ottawa by consulting the "Web-based Student Services" using their
personal PIN.
125
The X-Report is generated for courses that have fewer than six students or courses
receiving fewer than six evaluations. Data for this report will not be used in the
calculation of a faculty's A-report summaries. For the application of the Collective
Agreement, evaluation results from these courses will be used only if a pattern of
behaviour can be detected in the evaluations covering the last three years. To
establish such a pattern of behaviour, the Administration will rely on at least five of
these courses. If a pattern does indeed exist, it will be examined in the light of other
courses taught by the professor concerned.
The A-Report is placed in each teacher's file in the faculties (Dean's office and
department). Professors also receive a copy of this report. Content of the A-Report
helps the Dean and Teaching Personnel Committee annually evaluate professors'
individual efficiency in managing their workload.
The A-Report contains the following three questions:
1) I find the professor well prepared for class...

4) I think the professor conveys the subject matter effectively...
9) I find that the professor, as a teacher, is...
10.4 Developing teaching skills

Teaching, often described as an art or a craft, is a highly individualised profession.
What makes one professor effective may not necessarily work as well for another.
Education scholars have, nevertheless, identified certain strategies and techniques
common to good teaching practice. Many of these are described in the “Approaches
to teaching” chapter.
Improving Your Classroom Teaching37 outlines the components of effective
instruction as
• enthusiasm
• preparation and organization
• ability to stimulate student thought and interest
• clarity
• knowledge and love of the content.
37
Weimer, 1993
126
The teaching mindset
Your attitude about teaching can drastically influence the outcome of the course. If
you are positive, enthusiastic, and excited about teaching, you are more likely to
succeed. Students will realise that you enjoy teaching and will become more
involved with the subject matter you are teaching. If, on the other hand, you
approach teaching with a negative or pessimistic attitude, you are more likely to fail.
Your negative feelings will be transferred to your students and will probably result in
a lower attendance and poorer performance by students. Having the right attitude or
mindset can improve the learning experience for you and your students.
See the “Approaches to teaching “ chapter for positive and active teaching strategies
and techniques.
Preparation and organisation
Being prepared for class is an essential aspect of teaching. Class periods are not very
long, and a lot of course content must be covered in each session. You must decide
what content to present in class and what information students are to learn on their
own. If you have prepared well and wisely, you will be able to maximise class time
and cover a significant amount of information. The better organized and prepared
you are, the smoother each session will also go, the more easily students will be able
to follow the flow of content, and the more productively they will be able to learn. It
is important that you follow your course syllabus to help students prepare for each
class. Make sure to point out any changes you decide to make in the course outline.
See the “Teaching large classes” and “Planning and delivering your course” chapters
for information on planning and preparing courses and classes.
Knowing your content
Knowing your content is essential in order to accurately teach a course. Make sure to
conduct adequate research as you plan the course, and before you begin to teach it. If
you don’t, you will not be able to explain the matter effectively or respond
convincingly to questions students may ask. Do not teach a course if you don't know
the material.
Instructional development
Teaching workshops are a tremendous tool for developing teaching skills. They
enable you to learn about specific aspects of teaching from experienced instructors,
and to share and exchange with faculty members from other disciplines. The Centre
for University Teaching offers a wide variety of both instructional and technological
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workshops free of charge. For more information about the Centre for University
Teaching, see Appendix C. For information about workshops, see the box at the end
of this chapter.
10.5 Documenting your teaching skills and development

It is highly recommended that you document your teaching effectiveness and
development. The best way to do so – and something that is being increasingly
requested as part of applications for new jobs or tenure – is by putting together a
teaching portfolio, also known as a teaching dossier.
The teaching portfolio is essentially an extended teaching resume that describes your
teaching experience and growth in the profession. An important part of each teaching
portfolio is a Statement of Teaching Philosophy (see the “Approaches to teaching”
chapter). Other elements of the teaching portfolio can vary substantially, depending
on the reason for preparing the dossier, such as promotion, application for a position,
self-evaluation, etc.
However, most teaching portfolios include the following elements38:
• a summary of teaching responsibilities

• a reflective statement on teaching philosophy, practices, and goals
• course development and modification
• development of teaching materials
• products of good teaching
• a description of steps taken to evaluate and improve your teaching
• presentations, research, and publications on teaching
• administrative and committee work related to teaching
• information from students
• information from colleagues
• information from other sources.
Focus on the following three points when you are putting together your teaching
dossier:
• describe your teaching philosophy or approach

• show how effectively your students learn
• demonstrate activities of continuous professional development for
improvements and innovations in your teaching.
38
O’Neil & Wright, 1996
128
Check it out
For more information on teaching portfolios/dossiers and putting them together,

check out the following:
http://facultydevelopment.ca
• register if you have not already done so
• click on “Site Map” magnifying glass icon
• look under the “Content” (yellow) menu
• click on “Teaching Dossier”
http://www.uottawa.ca/services/tlss/cut/
• click on “Online Resources”
• click on “The Teaching Dossier”
Tip
For more information about assessing, developing, and documenting your teaching
skills, including help in developing a teaching dossier, drop by the Centre for
University Teaching (CUT) and consult the many teaching resources available to you.
Or make an appointment (562-5333) to meet with one of the CUT’s instructional
consultants. The CUT also offers a wide variety of workshops on teaching and
learning topics. For an updated workshop schedule, consult the CUT website at
129
130
CHAPTER 11 DEALING WITH DIFFICULT

DIFFICULT
TEACHING SITUATIONS
11.1 Introduction
During the course of a career, professors are bound to face difficult teaching
situations, typically more than once. Besides the common challenges of grade
disputes, lack of attendance, and chronic talking in class, post-secondary institutions
across North America are observing increasing displays of disrespect, hostility and
anger in the classroom, as well as unmotivated, disruptive behaviours. It is cause for
rising concern.
11.2 Troublesome Behaviour

Troublesome behaviour on campus is essentially anything that interferes with
academic or administrative activities, particularly behaviour which disturbs you or the
other students in the class – behaviour which impedes the teaching and learning
process. The following are some examples of troublesome behaviour, some of which
you may have encountered, as both a student and a professor:
• challenges to the professor’s • making offensive remarks

authority • talking about other students behind
• entering class loudly and late their backs
• cell phones and beepers sounding • visiting, or chatting, with other
• leaving class early students
• talking on cell phones • dominating discussions
• personal grooming • refusing to participate
• verbal abuse of teaching staff • shuffling backpacks and notebooks
• demands for special treatment • eating and drinking in a distracting
• lack of preparation for class manner
• reading newspapers • missing deadlines
• doing homework for other classes • sexual “hits” and harassment
• consistent absenteeism • arguing relentlessly over grades
• sleeping • leaving trash behind in the
• listening to personal portable classroom
sound devices • overt inattentiveness.
• an “I paid for this …” attitude
• talking out of turn
This chapter provides information about factors contributing to the growing problem
of troublesome behaviour, about preventive measures, and about ways to deal with a
certain number of difficult teaching situations.
131
Food for thought
Traditionally regarded as safe and hospitable havens for young students, the typical
contemporary college no longer stands apart from the stresses and violent social
upheavals that take place in the society outside its hallowed walls.
- Gerald Amada (Amada 1994, 1)
Factors contributing to troublesome behaviour
Numerous factors have been identified as contributing to the growing problem of

troublesome behaviour on campus, including the following39:
• consumerism: students considering themselves as customers, and regarding
professors as employees rather than instructors
• the “dumbing down” of elementary and secondary education
• students with no interest in or love for learning
• students with no intellectual life to speak of
• dysfunctional families
• upwardly mobile pressures
• the need for students to work while they are pursuing their studies
• poor parenting
• stress from the academic program
• students living at home, with related emotional dependency and delayed maturity
• substance abuse
• student uncertainty about what they should be studying and what they want to be
studying
• faculty behaving badly
• media violence
• the shrinking job market, and associated job orientation
• perception of post-secondary educational institutions as uncaring, harsh, and
insensitive.
11.3 Faculty behaviour40

Faculty behaviour is one contributing factor professors do not always consider, and
one all university faculty and administrators must be aware of. It is something worth
reflecting upon for teaching staff.
39
Content adapted from the following main sources: Amada 1994, 1-2; Gonzales and Lopez
2001; Royse 2001, 212-213; University of Ottawa Centre for University Teaching disruptive
behaviours workshop note;Young 2003
40
Content adapted from Gonzales and Lopez 2001; MSU, TAP Teaching Thoughts 22
132
If certain behaviours regularly resurface in your classes, you might examine your
teaching approach and techniques. Something you are doing may be unintentionally
inciting or allowing for certain responses or behaviours from students. Extremely
strict standards, for example, may cause students to become defiant, while unclear
and lax standards can result in disrespect.
Troublesome behaviour can be mitigated by certain teaching strategies and

techniques. An active learning approach, for instance, can engage the entire class and
keep restless students busy, thereby reducing disengagement and disinterest. See the
“Active learning” sections of previous chapters for more details and activity ideas.
It is interesting to note that according to certain research, most student complaints

about faculty behaviour revolve around issues related to whether or not they feel
faculty care about them and their academic progress. The following is a list of seven
intolerable faculty behaviours, a condensed version of John Braxton and Alan Bayer’s
findings published in Faculty Misconduct in College Teaching, a study carried out
over 6 years among 1003 faculty from a wide variety of institutions.
Condescending negativism
• the teacher makes condescending remarks to students in class
• the teacher displays impatience with slow learners in class
• the teacher criticises the academic performance of an individual in front of
other students
• a professor treats an advisee in a condescending manner
• a faculty member makes negatives remarks about a colleague in public
before students.
Inattentive planning
• the professor fails to prepare and provide a course syllabus for the class
• the professor is routinely late in ordering required texts and other reading
materials.
Moral turpitude
• a teacher has romantic or sexual relations with a student in the class
• a teacher makes suggestive sexual remarks to a student enrolled in the
course.
• the teacher, though able to teach, arrives in class intoxicated.
Particularistic grading
• the teacher takes into account social, personal or other non-academic
characteristics of students in awarding grades
133
• the teacher allows a personal friendship with a student to interfere with the
objective marking of that student’s work
• the teacher does not apply stated policies about late work and incomplete
assignments universally to all students
• the teacher offers certain student extra-credit work to improve their final
course grade after the term is completed
• students are not allowed to express perspectives that differ from those of
the teacher.
Personal disregard
• the class routinely finishes early
• the teacher is usually late for class.
• the teacher uses profane language in class
• the teacher practices poor hygiene
Uncommunicated course details

• the teacher changes the location of the classroom to another building
without informing students in advance
• the teacher changes class meeting times without letting students know
• the teacher neglects to inform students of his or her policy on missed or
make-up exams.
Uncooperative cynicism
• a professor refuses to advise departmental majors
• a professor refuses to participate in departmental curriculum planning
• a teacher expresses cynicism toward the role of teaching
• a professor’s involvement in research is so great that he or she fails to
prepare adequately for class.
134
Food for thought41
Categories of uncivil student behaviour
Each of the following six categories of uncivil student behaviour – disinterested,

disengaged, disrespectful, disruptive, defiant, disturbed – offer different challenges in the
classroom and affect the total classroom experience for both the teacher and students:
Disinterested and disengaged

These individuals typically distract other students by reading
newspapers,napping,listening to music, etc.
Disrespectful
These students engage in conversation with each other during class time to the
extent that other students have difficulty understanding what the teacher is saying.
Disruptive
Disruptive students tend to overtly enter class late and exit early, often
interrupting the flow of the lecture or discussion as a result.
Defiant
These individuals characteristically make unrealistic demands for accommodation
and often refuse to follow class requirements, making it difficult for the professor
to balance individual student needs and remain fair to all students.
Disturbed
Disturbed students display behaviours that make others feel anxious or fearful for
their safety.
11.4 Measures to help prevent difficult teaching situations

The following measures can help prevent certain difficult teaching situations,
although their success in doing so is not necessarily guaranteed. Nevertheless, they
are good teaching practices to follow, ones which will facilitate the teaching and
learning process in your classroom.
41
Content adapted from Gonzales and Lopez 2001
135
Provide a clear and comprehensive syllabus
The “Planning and delivering your course” chapter contains a section on developing a
course syllabus. In addition to the elements listed in those guidelines, consider
inserting the following:
• a definition of what will be considered acceptable or unacceptable absences
• clear consequences with respect to attendance, lateness, and missed deadlines
• the reasonable period of time students should wait in the event you are late for
class
• possible opportunities for extra credit or boosting flagging marks, at specific
periods or throughout the term
• clear assignment deadlines and exam dates
• a list of unacceptable behaviours preceded by a statement along the lines of the
following:
“Students are expected to contribute to creating a class environment that
promotes learning. To ensure that all students have the opportunity to benefit
fully from time spent in class, students are prohibited from engaging in the
following uncivil behaviours. Recurring incivility will result in a request to
leave class.”
Specify behavioural standards
In addition to the list of unacceptable behaviours in the course syllabus, you may
wish to present your class with a contract adhered to, perhaps even signed, by you
and each individual student. The contract could, in fact, begin with an adapted
version of the preceding paragraph.
Classroom contracts are used by increasing numbers of professors at universities

across North America, with satisfying results. Students, contrary to fears they would
be offended at being reminded of basic common courtesy, react positively to the
clarity of behavioural standards identified in the contracts and the usefulness of the
agreement. Most students sign the contracts when asked, and those who don’t tend to
observe the rules anyway. The contract provides professors with a valuable reference
when problems arise.
It is a good idea, before handing out the contract for students to read and possibly
sign, to put it into the context of increasing disruptive behaviour across the campus,
as well as frustration with classroom disturbance experienced by student colleagues.
The following table provides ideas for classroom contract content.
136
Tool
Content for a classroom conduct contract42
Student responsibilities:
• Come to each class.
• Arrive in class on time.
• Be prepared to start on time (e.g. in your seat and attentive).
• Come to class prepared (e.g. read the assigned materials, bring completed
assignments).
• Submit assignments according to the deadlines outlined in the syllabus.
• Volunteer comments and questions in class.
• Respond to other students’ comments and questions.
• Allow other students the opportunity to voice their comments and questions.
• Participate appropriately and equally in group work
• Be respectful of guest speakers, substitute professors, or others who may enter
the classroom
• Keep the classroom neat and clean by depositing your trash in the appropriate
containers – not leaving it on desks or throwing it onto the floor
• Turn off cell phones when you enter the classroom.
• Wait until the professor finishes the class before walking out the door,
unless previously arranged with the professor.
Unacceptable behaviours:
• Interrupting others.
• Talking while someone else has the floor.
• Putting down others.
• Talking about unrelated topics during class discussions.
• During group work, having discussions with people not from your group.
• Activities which violate the preceding list of responsibilities.
Teacher/instructor/professor responsibilities:
• Coming to each class on time.
• Starting and finishing class on time.
• Turning off the cell phone before class begins.
• Being prepared to teach the content and manage learning activities.
• Being available by e-mail and office hours for additional help.
• Recognising appropriate participation in large and small groups.
• Marking exams and assignments according to unbiased criteria.
42
Adapted, with additions, from homepages.wwc.edu/student/mclabo/
Study%20Guides/Classroom%20Contract.doc and
www.virginia.edu/sociology/teaching%20web/teachingtips/CLASSROOM%20CONTRACT.
doc
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Concluding the contract
1) Add a statement along the lines of the following:

Your continued participation in this class binds you to this contract. Your course
grade at the end of the semester is a reflection of your success in
following this contract.
2) Include signature requirements
Signature (student) ________________________________ Date ____________
Signature (teacher) ________________________________ Date ____________
** The Centre for University Teaching has additional

sample classroom contracts available
for consultation and inspiration.
Establish credibility
It is important to establish credibility from the very beginning of the course. On the
first day of class, let students know why you are the best person to teach the course.
Demonstrate that your knowledge of the material is up to date, and try to make course
content relevant to the lives of your students. Make sure to be consistent and
impartial in all teaching and learning activities, and in all dealings with students. And
try hard to avoid the faculty misbehaviours listed earlier in this chapter.
Create a positive and caring learning environment
Students are more motivated to learn, and they approach learning tasks positively,
when they feel they are accepted as worthwhile individuals and contributing members
of a group – when their needs for belonging and affiliation are essentially met. See
the “Approaches to teaching” and “Teaching large classes” chapter for information
and tips on creating a positive and caring learning environment, and on motivating
learning.
Set a good example
It is important to set a good example for students. Don’t forget that you are a role
model for the students in your courses. You should, for example:
• arrive in class on time, and begin promptly
• if you are going to be absent, inform the class ahead of time, and make
arrangements for substitution
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• be prepared for class – to teach the material effectively, and to manage

discussions and other activities efficiently
• adhere to the syllabus and class agenda
• be available for consultation during the office hours specified in the syllabus
• respond to appropriate e-mails promptly
• etc.
If you sign a code of conduct contract with your students, make sure to adhere to your
part.
In other words …
Education is the ability to listen to almost anything without losing your temper or
your self-confidence.
- Robert Frost
11.5 Dealing with certain difficult teaching situations43

Certain difficult teaching situations are common on campuses across North America.
If you address the following situations in your syllabus and/or classroom contract,
and if they still persist as problems, remind students of the relevant section of the
appropriate document and discuss how to resolve the situation with them.
The following sub-sections offer additional suggestions on how to deal with certain
difficult teaching situations. There will, inevitably, be overlap between some of the
sections.
The noisy classroom
It can be very difficult to walk into a noisy classroom and get the attention of
students. One strategy is to be start with and be consistent with an act – for example,
closing the door, writing something on the board, turning on a piece of equipment,
distributing handouts, saying a certain phrase – which will eventually become an
automatic signal for the class to start.
43
Content adapted from McKeachie 1986, 209-211; Nilson 1998, 46-48; reed 1997; Royse
2001, 212-223; Texas Tech University 2002
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Talking and inattention
Occasional comments or questions between individuals are to be expected in a

classroom. Yet chronic talking among students can interfere with the ability of other
students to focus on what you are saying, and for you to concentrate on the subject
matter. To put an end to chronic talking, try the following:
• make direct eye contact with the students doing the talking – try a dramatic stare
• continue the lecture or other classroom activity, while physically moving toward,
and stopping at, the area where the chronic talking is occurring
• or, stop talking, and wait for the students doing the talking to stop too – don’t
continue the lecture or other classroom activity until you have the attention of
everyone in the room
• if necessary, say something along the lines of, “It would be a good idea to listen to
this, because it will be on the exam” or “You are disturbing the other students in
the class”
• call on members of the offending group to answer a question
• speak to the offending students privately, explain how much their behaviour is
disturbing the other people in the room, and ask them to help you solve the
problem
• if the problem persists, try to find a task for those students (e.g. distributing
handouts, taking notes for a student who is absent, highlighting the salient points
of the lecture for the rest of the class).
Packing up early
Students who pack up early, before class has ended, can also interfere with
concentration and trains of thought. If this behaviour becomes consistent and
persistent, you may want to try the following:
• routinely reserve important pieces of content or classroom activities (quizzes,
classroom assessment exercises, writing exercises, clarification of upcoming
readings, lecture content review) for the end of the class
• have students submit assignments at the end of the class
• apply techniques similar to those for chronic talking in class.
Arriving late / leaving early
Arriving late and leaving early can be just as disruptive as chronic talking and
packing up early. If this behaviour becomes consistent and persistent, consider the
following:
• be a good role model – start and end class on time
• implement, from the beginning of class, a starting ritual students would hate to
miss or be embarrassed to miss
• draw attention to offenders by pausing, or addressing them, when they arrive
• subtract course points for arriving late or leaving early, but only if you set this
policy at the beginning of the course
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• if the tardy behaviour is justified, you could set aside an area beside the door for
latecomers and early leavers
• apply techniques similar to those for packing up early (e.g. save important
activities for the beginning or end of class).
Spotty class attendance
Attendance, in general, drops off as class size increases. Lecture-oriented classes also
tend to have lower attendance rates. If this is a problem in your courses, try the
following:
• build in more opportunities for active student involvement during class (see
“Active learning” sections in the “Approaches to teaching”, “Teaching large
classes” and “Preparing and delivering your course” chapters for more
information)
• build a class community from the very beginning – something each student feels
an important part of
• base part of the course grade on attendance and participation
• take attendance regularly (even if you don’t include it in the course grade)
• conducting frequent, graded in-class assignments and quizzes
• make sure lecture content and learning activities are crucial for exams and
professional life
• have logical consequences for missing class – follow through and do not rescue
students; make them responsible for catching up on what they missed
• present material in class that differs from what is covered in the readings
• conduct in-class group learning activities, and base grading in part on peer
assessment
• don’t make lecture notes available to students, or make them only partially
available.
Sleeping in class
If you have students who regularly fall asleep in class, bear in mind that it is not
necessarily happening because they are uninterested in class content. Some of the
lack of sleep is a result of undergraduate lifestyle – from late-night practical jokes and
disturbances in dormitories, to all-night parties and long weekend road trips, and
more. Some of the sleepy behaviour may be attributed to the time of day the class is
held (early afternoon, right after lunch, is notorious for drowsiness), or to poor air
circulation, which can result in carbon dioxide in the room and drowsiness.
If a student is sleeping in class, you can do the following:

• walk close to the sleeping student and carry on lecturing, questioning, leading a
discussion in their vicinity
• open the windows, if you can, to allow some fresh air to enter the room
• get the whole class to stand up, stretch, touch their toes, do a bit of exercise to get
the blood flowing.
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Another possibility might be that a certain sleepy student works long hours to earn
money to attend school. If a student is regularly falling asleep in your class, arrange
to speak to the student about it outside of class, and try to come up with a solution to
the problem together. If the problem can’t be resolved – if the student is so sleep-
deprived that he or she can’t keep from falling asleep in class – then the kindest thing
may be to leave them alone, unless they snore, in which case you may wish to gently
shake or wake them to avoid disturbing the rest of the class.
Requests for special consideration
Some students may request opportunities to earn extra credit, re-take a test, re-write
an assignment, or write the final exam at an alternative time. If this problem arises in
your course, bear the following in mind:
• make the same offer (e.g. re-writing, extra credit) to all the students (but first
consider the potential value and the required time commitment)
• enforce consequences for late work or missed exams, with or without an
“approved” reason
• if you wish to be more flexible, assess each request and excuse on an individual
basis, and act accordingly
• allow each student a single, documented “exception”, but draw the line at the
second instance
• discuss the situation with any student who makes regular special requests
• ask colleagues about chronic cases among majors in the department.
Wasting time
If a student, or students, in your class habitually try to monopolise class time with
questions and comments, consider the following:
• encourage the student to speak with you after class to clarify questions and
discuss comments
• broaden the discussion and call attention away from the disruptive student by
asking the rest of the class for input
• put out a box for questions and comments to be deposited, and address as many as
appropriate in the next class
• encourage students to send their questions and comments via e-mail, or to post
them on the course listserv or newsgroup.
These last two strategies are less personal, but they offer alternatives involving less
confrontation.
Grading disputes
Make sure to have clear grading criteria and guidelines, and to follow them when you
mark class assignments and exams. If a student disputes grades, be prepared to
explain exactly how marks were attributed and lost. If you have made a grading or
calculation error, acknowledge your mistake and correct it. Make sure to stick to
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your grading scheme, and don’t allow a student to push you into changing it to
accommodate a grade change on their part. See the “Assessing students” chapter for
more information on grading assignments and exams.
Challenges to authority / disrespect
Students can, at times, be vocal about their challenges to authority. If students

challenge you, it is important not to become defensive. Remain open and calm, and
try the following:
• explain the instructional objectives of the course and how assignments and other
activities relate to those objectives
• if students persist, ask to discuss the matter after class
• say “no” firmly – but neither aggressively nor submissively
• be honest if something does not seem to be working, and discuss alternatives and
solutions with the entire group.
Overt hostility
Sometimes students become verbally aggressive and abusive, particularly in

frustrating situations they perceive as being beyond their control. Fear of rejection
and feelings of righteous indignation are often associated with hostile behaviour.
These students tend to displace their anger and frustration onto others. In situations
of overt hostility
• make sure to handle the offending student with respect
• allow the student to ventilate, and recognise their feelings (“I can see that you are
very upset”)
• tell them verbal abuse cannot be tolerated (“When you shout, it is difficult to hear
what you are saying”)
• reduce stimulation – invite the student to a quiet, neutral setting to speak
privately; try to find common ground
• consider writing the student a letter describing the hostile behaviour and how it
disturbs everyone in the classroom, as well as your expectations and requests for
behavioural change – and make sure to cc the department head or other
appropriate authority.
Don’t
• get into an argument
• press for an explanation of the behaviour
• walk away from the person
• get others (e.g. student, faculty) to help settle the student down.
Sexual hits and harassment
The best way to deal with sexual come-ons is to ignore them completely, to avoid
reinforcing them in any way. Act as if you are unaware, and stick to your
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professional agenda. Address sexual harassment personally, privately, and directly.

Request that all specified behaviours cease immediately. If sexual harassment
persists, it is extremely important to follow university procedure. See the information
and contact details in Part III and the appendices for more information.
General suggestions
If you experience an unsettling, confrontational situation with a student(s), remember

to remain calm. Count to ten, breathe deeply, visualise something soothing, but
don’t lose your temper. No matter how much a student may try to needle you, you
will lose credibility if you lose your cool. If you maintain your composure, you will
gain the sympathy and support of the other students in the group. They may even
rally around you and start applying peer pressure to help curb uncivil behaviour.
11.6 Dealing with other difficult situations
Students with academic problems
If you notice that a student is having academic problems, meet with them to discuss
the issue, and to work on identifying and tackling problem areas. Help the student
find a tutor if necessary. Other academic services, such as writing assistance and
academic counselling, are also available to University of Ottawa students. See Part
III and the appendices for more details and contact information.
Students with personal problems
It is important to create a positive learning environment, to let students know that you
care about them and their academic progress, and to be approachable and friendly
with students who are having personal problems. But remember that you are not a
counsellor. The University of Ottawa provides a variety of professional counselling
services to students with personal and other problems. See Part III and the
appendices for more details and contact information.
Academic dishonesty
Academic dishonesty – cheating and plagiarism – are serious matters in post-

secondary education. It is important to express your policies on academic dishonesty
at the beginning of the course, to reinforce them in your syllabus, and to be clear
about the consequences. You may need to teach students about “what is” and “what
isn’t” considered cheating. Make sure to familiarise yourself with the university’s
policies on intellectual integrity and academic dishonesty. See the “Assessing
students” chapter for more information.
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11.7 Additional strategies
Become familiar with university policy
It is important to know the university’s policies and procedures regarding issues of

incivility, classroom disruptions, grade disputes, other appeals and grievances, sexual
harassment, etc. Consult your Faculty's Academic Calendar for more information (see
Appendix C).
Report problems you cannot resolve yourself
It is your responsibility, as a professor, to ensure a safe and stimulating learning

environment for the benefit of all students who attend class. If disruptive behaviour
is regularly interfering with the teaching and learning process, you must take action to
solve the problem. If the problem persists, you should report it to the appropriate
authorities – particularly if it is a problem that poses a threat or risk of harm to
yourself and students in the class.
Document recurring troublesome behaviour
In the case of recurring disruptive behaviour, particularly a problem that poses a

threat or risk of harm to yourself and students in the class, it is important to document
details of the behaviour – for reporting and follow up purposes.
Tip
For more information about dealing with difficult teaching situations, drop by the
Centre for University Teaching (CUT) and consult the many teaching resources
available to you. Or make an appointment (562-5333) to meet with one of the CUT’s
instructional consultants. The CUT also offers a wide variety of workshops on
teaching and learning topics, including dealing with disruptive classroom behaviour.
For an updated workshop schedule, consult the CUT website at
145
146
CHAPTER 12 TEACHING PART-TIME
12.1 Introduction
The University of Ottawa’s part-time professors are invaluable to the functioning of
both the university and the entire higher education system.
12.2 Resources available to part-time professors

Part-time professors are eligible for all the same resources as full-time professors.
Library services, computing services, teaching services, and administrative services
are designed with all teaching staff in mind. These resources may be of particular
interest to you since you may not always be on campus and may need extra help in a
particular area. The services offered by the Centre for University Teaching (CUT)
and the Teaching and Learning Support Service (TLSS) are particularly helpful to
part-time professors. See Part II for contact information regarding teaching
resources.
12.3 Keeping in touch with students

The University of Ottawa recognizes that it is often difficult for part-time professors
to keep in contact with their students. Office space available to part-time professors
varies from one department to another. Consider requesting a university email
address and voice mail account to allow students to reach you. Please contact your
faculty or your department for more information. If you have office space, make sure
to set office hours and let students know where and when you are available for
consultation.
If you don’t have designated office space or office hours, regular availability to
students can be a challenge. If you have set up university email and voice mail
accounts, it is a good idea to encourage students to contact you for help by telephone
or email. You may also wish to set up an online chat space or forum using your
course’s WebCT account where students can get updates, leave messages or ask
questions. Contact the Centre for Mediated Teaching and Learning for information
regarding viable alternatives (see Part II for contact information).
See also the “Approaches to teaching” chapter and the “Adding a personal touch”
section of the “Teaching large classes” chapter for more ideas about connecting with
students.
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12.4 The seven habits of highly effective part-time

professors44
The content of this section, adapted from Successful Strategies for Adjunct Faculty by
Dr. Richard E. Lyons, is based on the successful and popular book The Seven Habits
of Highly Effective People (1989) by Dr. Stephen Covey, professor and consultant,
aimed at strategic, accountability-minded thinkers. Lyons, a faculty development
consultant who has held an array of faculty and leadership positions in higher
education, has developed a higher-education teaching version of those seven habits.
1) Be proactive
As a part-time professor, you have more influence on the education of your students
than you may think. One of the most satisfying rewards of part-time teaching is
developing relationships with students in your classes. If you take a proactive
approach to fostering those relationships from the very first class, your teaching will
be more effective, your students will learn better, and you will be able to anticipate
and manage challenges that typically arise later in the term.
To be proactive as a part-time professor, consider the following:

• anticipate challenges students are likely to face, and plan for their resolution
• orchestrate a rich first class that meets multiple objectives
• speak with as many students as possible before, during, and after the first
class
• gather information from students to tune in to their needs and interests
• follow up promptly on student inquiries and absenteeism
• update students on course developments through e-mail.
In other words …
A teacher affects eternity; he can never tell where his influence stops.
- Henry B. Adams
44
Content adapted, with additions, from Lyons 2004, 18-24
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2) Begin with the end in mind
Since a part-time professor’s teaching contract is not automatically renewed each

term, it is particularly important that you provide particularly rewarding learning
experiences for students – ones that meet the needs of each particular group of
students you teach.
To begin with the end in mind, integrate the following tactics into your teaching
approach:
• before you start planning your course, obtain departmental documents that
specify objectives for the courses you are assigned
• develop rich assignments that help students meet these objectives, and that
students perceive as relevant to their lives
• develop a detailed, visually appealing syllabus that clearly outlines course
objectives, strategies and guidelines, and refer back to it openly and often
• throughout the term, clarify the course objectives outlined in the syllabus
• make sure assessment activities reflect course objectives.
See the “How We Learn” and “Approaches to Teaching” chapters for information
about approaches to learning and teaching, and for ideas on matching them to help
students learn better. The “Planning and delivering a course” chapter provides
practical information about efficient and effective course design.
3) Put first things first
If you have an effective course plan in place, and if you are persistent in following
through on it, you will avoid the trap many part-time professors fall into:
procrastination. Stay organised and discipline yourself to divide your weekly
planning into two distinct steps: promptly evaluate and analyse the class that just
finished, and look ahead to the next class.
To put first things first, do the following:

• evaluate and analyse the class that just finished
• develop a detailed agenda for each class, including time parameters
• address critical learning objectives early in each class, while students are still
fresh and most receptive
• develop assignments and objectives that encourage student mastery of the
course’s most critical content
• dedicate the majority of class time to content on which students will be
evaluated
• provide an overview of the next class to enable students to organise their
thinking in advance of new material
• communicate regularly with students via e-mail to clarify and reinforce
upcoming course activities.
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4) Think win/win
Steven Covey’s book details the common strategies individuals bring to their dealings
with others, essentially six paradigms of human interactions:
• lose/win (I will lose and help you win)
• lose/lose (because I’ll likely lose, you will lose too)
• win (you’re on your own, because I’m going to make sure I win)
• win/lose (the opposite of lose/win)
• win/win
• win/win or no deal.
Professors are often viewed by students as employing win and win/lose strategies in
teacher-student interactions. These perceptions often lead to student detachment and
de-motivation. With a win/win approach, both you and your students can achieve
success. Students who see the professor as a caring individual who invests in their
wellbeing will typically extend themselves to meet higher expectations, and will
begin to internalize high standards for performance.
Professors who think win/win typically do the following:

• provide positive feedback to students in front of their peers
• encourage flexibility on assignments to enhance student mastery of learning
objectives
• prepare students thoroughly for exams, especially the first one in the course
• foster student performance by providing and reviewing the marking rubric for
each assignment when they give it
• provide prompt, individualised feedback on marked exams and assignments
• talk regularly with students before and after class, and via e-mail, about their
progress toward learning objectives.
See the “Approaches to teaching” chapters for additional practical information on

taking a win/win approach in your courses.
5) Seek first to understand, then to be understood
Invest the time and emotional effort necessary to fully understand the perspective of
the instructional leaders in your faculty/department/school/course section, the
university’s policies on issues influencing teaching, and, most critically, the students
who enrol in your courses or course sections. Effective professors have learned that
they do not teach a ‘discipline’ as much as they teach students – individuals who have
the potential to grow well beyond the challenges of the classroom. Such professors
typically say that the most rewarding aspect of their profession is to see the lights
come on in their students’ eyes.
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Seek first to understand and be understood by trying the following:

• use a student profile form to gather useful information about each student
during the first class (see the following “Sample student profile form” tool)
• update the form throughout the term to note key points that arise during
teacher-student interactions, from assignments and other critical events, and to
have on hand when consulting with the student
• view student characteristics, experiences and attitudes as assets and potential
class enriching factors for both you and the rest of the class
• demonstrate awareness of popular culture, and use vocabulary and examples
students can relate to
• solicit informal feedback from students throughout the term (see the
“Classroom Assessment Techniques” section of the “Planning and delivering
a course” chapter for more information).
See the “Approaches to teaching” chapter for additional practical information on

seeking to understand students.
Tool
Sample student profile form45
Date _____________________
The information you volunteer below will enable me to meet your individual
needs more fully. All information will be kept in strict confidence.
(Lyons suggests asking students the following information. Make sure to set up
your form so that students have enough space or blanks to write their answers)
• name
• course
• complete mailing address
• e-mail
• telephone number (day, night)
• employment information (employer/title, avg. hours/week)
• goal in taking the course
• ultimate educational goal
• background
• hobbies/interests
• personal accomplishments
45
Lyons 2004, 90
151
• special situations
• most memorable learning experience
• learning challenges
• how do you learn best?
• signature (indicating receipt of syllabus)
• questions/concerns related to the class.
6) Synergize
One way to view synergy is as ‘creative co-operation’. Professors who work toward
synergy believe their courses should be more than the sum of their assignments, exam
results and classroom interactions. These professors thrive on the diversity of
experience and perspective that students bring to the classroom.
Each course or class section should truly enrich the lives of all students by giving
them a foundation on which to build an interconnected understanding of and current
and subsequent academic work, life experiences, and personal insights. Synergy in a
course is based on the previous five habits, combined with trust that students will
develop the insights and courage to take their learning a step further.
To realise synergy in your courses, do the following:

• promptly review student profiles to identify strengths of individual students
• during discussions, draw out student experiences relevant to class content
• link assignments and discussions to students’ lives
• encourage students individually to contribute more of themselves to the class
as a whole
• use active learning techniques to help students synergise with each other
• orchestrate out-of-class study groups
• be proactive in building a classroom community that celebrates the unique
nature of learning.
For more information on active learning techniques and ideas for synergising in a
course, see the various related sections in the “Approaches to teaching” and
“Teaching large courses” chapters.
7) Sharpen the saw
Steven Covey’s book relates a number of parables, including one about a man
spending an inordinately long time cutting down a tree. When asked why he doesn’t
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sharpen his saw, he responds that he doesn’t have the time because he is too busy
sawing.
If you are becoming frustrated because your tried and true techniques fail with a
particular group of students, sharpen your saw, your teaching tools. Recent research
reveals fascinating information and crucial insights into how people learn, and
education scholars have developed valuable strategies and techniques for adapting
teaching to help students learn more effectively. As a professional, it would be wise
for you to invest time and energy in becoming familiar with some of this research and
assessing its implications for teaching and learning in your courses.
To continuously “sharpen your saw”, consider the following:

• establishing a mentoring relationship with effective veteran professors
• mentoring a novice part-time professor, regularly discussing effective
teaching approaches and strategies
• annually stretching beyond your discipline to read a well-received book on
teaching and learning (the resource centre at the Centre for University
Teaching offers plenty of titles)
• consulting with a Centre for University Teaching instructional consultant
• taking workshops and courses offered through the Centre for University
Teaching
• accessing online faculty development resources
• reading through the rest of this guide if you haven’t already done so.
12.5 Assessing and developing your teaching skills

It is important for your career that you assess, develop, and document the evolution of
your teaching skills. Formal course evaluations, informal class assessments,
continuing instructional education, statements of teaching philosophy, teaching
portfolios, etc. are important and useful tools for developing your teaching career. As
a part-time professor, you have access to all the university’s career development
services.
See the “Assessing and developing your teaching skills” chapter for more
information.
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Tip
If you have any questions about teaching part-time at the University of Ottawa, if you
face challenges you don’t know how to deal with, if you have comments, or if you
would like to simply consult with someone regarding teaching, drop by the Centre for
University Teaching (CUT) or make an appointment (562-5333) to meet with one of
the CUT’s instructional consultants. The CUT also offers access to a wide variety of
teaching resources, and a significant range of workshops on teaching and learning
topics. For an updated workshop schedule, consult the CUT website at
APTPUO
The Association of Part-time Professors at the University of Ottawa bargains

collectively on behalf of all part-time professors teaching on the campuses of the
University of Ottawa. You can access the current collective agreement and
communicate with the Association through their website, which is located at:
http://www.uottawa.ca/associations/aptpuo/index.html
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CHAPTER 13 THE TEACHING ASSISTANTSHIP
13.1 Becoming a teaching assistant
Advantages of being a TA
There are many advantages to being a TA. Students who have been assigned teaching
assistantships naturally appreciate them for their financial rewards. However,
teaching assistantships also present graduate students with a multitude of enriching
opportunities.
Teaching experience
The roles and responsibilities of being a TA provide opportunities to develop teaching

skills and acquire teaching experience. For TAs who aspire to a teaching career, the
teaching assistantship is a valuable employment credential. In addition, the
professional skills acquired in teaching are applicable in most fields and professions:
presenting ideas clearly and concisely, working effectively with groups, and
evaluating others’ work.
Complements graduate studies
Teaching undergraduate students is an optimal way to attain expertise in your area of

study or future profession. As Allen and Rueter (1990) state, there is no better way to
internalize knowledge more effectively than by attempting to explain it to others.
Personalizes undergraduate education
TAs add a personal dimension to undergraduate studies by giving students the

opportunity to interact with teaching staff, which is difficult in large classes. TAs
often interact with students on a one-on-one basis, in small discussion or tutorial
groups, or in laboratories. These situations lend themselves to interaction among the
students and direct, personal feedback on their performance.
Personal and social enrichment
Regular contact with students will help you better understand the concerns and
experiences of undergraduate students. By the same token, frequent discussions and
exchanges with professors can help you discover interests that may lead to exploring
new career options. As you acquire teaching skills and greater expertise in your field
of study, you will become more self-confident, grow intellectually, and last but not
least, feel great personal satisfaction.
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Responsibilities of the TA
Teaching assistants are typically graduate students who have been assigned to assist
professors with the tasks of teaching undergraduate courses.
The TA's tasks will depend on the professor's requests and the nature of the course.
Some of the most common tasks are the following:
• Marking assignments and examinations;

• Leading discussion groups or tutorials;
• Running and supervising laboratories;
• Occasionally teaching classes;
• Office hours for supporting students in the learning process;
• Advising students on an individual basis;
• Administering and proctoring examinations.
Roles of the TA
You will gain experience in a number of roles by performing the tasks you have been
assigned as a teaching assistant. The roles of the teaching assistant include (Wright
and Herteis, 1993):
Instructor
As a TA you will be expected to teach students or assist in marking student work.

You must be well prepared for this task and may have to learn new material. Since no
one is perfect, the University of Ottawa does not expect you to know everything.
Please do not be afraid if to make a mistake on occasion. You can acquit your duty
well by correcting your mistake and quickly communicating the correction to your
students. Concomitantly, don't be afraid to admit it if you do not know the answer to
every question a student may ask. Teach them the importance of inquiry and knowing
how to find a suitable answer.
Departmental representative
Since you indirectly represent the department and consequently, the University of
Ottawa, together with the professor you are responsible for establishing reasonable
standards for the students.
Teacher
You are responsible for helping students learn and develop their minds.
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Role model
Your involvement in graduate studies makes you an excellent role model for
undergraduate students. Try to show students by example what they can aspire to and
achieve.
Moral support
You know from your own experience what it feels like to be a student and you are in
the best position to understand students and interact with them. You will create a
positive learning environment if you are fair and enthusiastic, dedicated and
knowledgeable.
Intermediary
Your role will enable you to be a meaningful and productive link between the faculty
and the student body.
Responsibilities of the TA
When you were an undergraduate student, you probably looked upon your teaching
assistant as someone with superior knowledge and mastery of the subject, and
especially as someone who took part in your evaluation. Now that you are a teaching
assistant, you will discover many responsibilities you were probably unaware of
before. These duties vary from one course or faculty member to another and often, in
large lower level courses, the teaching assistant acts as a primary contact with the
students.
There are various aspects to being a teaching assistant and thus, a number of roles to
be played:
Student advisor
Office hours
Office hours are an extension of the classroom relationship and can ameliorate the
impersonal relationship between the TA and his or her students, regardless of whether
your primary duties are those of a marker, tutor, lab monitor or other.
In order to put students at ease, it is important to invite them to come during your
office hours and let them know they are welcome to discuss any concerns that they
might have. Another way to attract them would be to post the answers to the
homework, problems solved in the tutorial, or marked assignments on your door
during your office hours in order to meet with students.
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One-on-one help for students
In this regard, it is important to analyze the reasons why students attend a TA's office
hours. As a matter of fact, the reason for this visit may be related to: material that is
not completely mastered, logistics having to do with the course, or personal problems.
It is of the utmost importance that you be aware of the means at your disposal for
encouraging exchange and advice:
• Try to be natural and friendly. Don't forget that the best thing to do when a
student comes to visit you is to make him or her feel welcome.
• Take time to listen to the student. It is normal for you to suspect certain
problems but don't press the student to the point that he or she is
uncomfortable.
• Don't do anything else while the student is in your office. It is of the utmost
importance that the student not feel that he or she is wasting your time.
Don't forget that you will not always be the most appropriate person to solve a
student's emotional problems. Occasionally, students may have serious emotional or
personal problems. Advising these students to contact a more qualified individual
would be a wise choice!
Liaison between students and staff
As a teaching assistant, you are an intermediary between the professor and the
students. In a way, you belong to both groups. This enables you to facilitate the
learning process by communicating course requirements and standards, as well as
clear up misunderstandings between the administration and students.
Some tips that can make your role easier:
• Take the time to discuss the course organization so that students have a good
understanding of requirements.
• Allow sufficient time for students to ask you questions concerning points they
do not understand.
• If you discover a problem with the professor's teaching style (for example, if
he or she speaks very quickly or softly; doesn't write enough information on
the board or is difficult to follow), don't hesitate to discuss it respectfully and
politely with him or her.
Challenges faced by TAs
Throughout your career as a TA, you will likely face many challenges. For example,
you may feel trapped when time limitations make it difficult to fulfill your academic
requirements as well as your requirements as a TA. Conflicts may also arise due to
ethical issues concerning students, professors, or both. Finally, you should always
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display a high level of competence in your area of study and in the course for which
you are a TA. These issues are discussed in greater detail in the following sections.
Role conflicts
TAs are required to act as professors’ assistants, student advisors, and student
evaluators. At the same time, you are also a graduate student. If you are unable to
fulfill your academic and TA requirements within the allotted time, it may be because
you are not prioritizing your tasks.
TA activities can be personally rewarding but also very demanding, which can lead
you to neglect your academic work and cause you psychological stress. Don't hesitate
to contact the Centre for University Teaching (see Appendix C) should you
experience these problems. Trained and skilled resource persons are always available
to help you.
Conflicts related to TA duties
Conflicts can arise for a number of reasons. They can occur between you and the
professor due to differing views about student needs, the grading of examinations and
assignments, or your efficiency in completing tasks assigned to you by the professor.
At times, you may also find yourself performing work that does not conform to the
agreed upon duties or that you are working more hours than normal. Some steps that
you can take to manage these conflicts are summarized below:
Negotiating tasks with professors and program directors
You can inform professors and/or program directors when you are unable to perform
certain assigned tasks. This is considered acceptable when you lack the necessary
training for performing the job or when the workload of your assistantship surpasses
the weekly maximum number of hours. In some cases, you can also negotiate with the
program director of your department regarding the type of course in which you can
most effectively assist.
Obtaining clear instructions from professors
From the moment you sign your contract, be sure that you have a clear understanding
of what is expected of you and that these expectations are realistic. As a TA, you may
request the professor in charge of the course to put in writing your responsibilities,
when you should be available to students, the dates of examinations that you will
have to proctor, and the amount of time that you have for correcting assignments. By
doing this, you can plan your work and confidently perform the required tasks.
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Being familiar with Policy 110
Understanding Policy 110, The Treatment of Graduate Students on Non-Academic

Matters and Non-Employment Issues, will avoid misunderstandings about your rights
and obligations. It is located in Appendix G.
13.2 The teaching environment
What makes a good TA?
As mentioned above, the teaching assistant experience can be great for learning the
art of teaching and having a positive influence on the students. Furthermore, a TA is a
key link between students and the faculty. All of this gives you the opportunity to
observe and understand the organization and how courses function while having close
contact with students and learning objectives. If you maintain this perspective, you
will find that being a teaching assistant is one of your best university experiences.
In order to fulfill your requirements, which are also those of the University of Ottawa
with regard to quality in teaching, it is important to list a few points that describe a
good teaching assistant:
Preparation
Whatever your task, plan the material to be presented in advance. Do not hesitate to
ask for help from the professor or to ask former assistants for materials they
developed for the course.
Knowledge
Besides your education and specialization in a particular field of research, be careful

to stay up to date with the course content for the course you're assisting in. There is
nothing more disappointing for a student than to discover gaps in the assistant's
training or to find a gap between the level of the reading assignments and the
tutorials.
Communication skills
Develop interesting examples that apply to the topic of discussion, particularly when
you must clearly explain relatively advanced and at times, complex, concepts. Above
all, listen carefully to the students' questions and let them explain their confusion.
Moreover, basic presentation skills can contribute to your comfort and, therefore, to
your success as a TA.
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Accessibility
Give students the impression that you are there to support them. Friendly relations
can be nurtured with your students by staying a few minutes at the end of the class to
talk with them and inviting them to come to your office during office hours or to e-
mail you if they have urgent questions.
Concern for students' learning
Students can easily tell the difference between a TA that considers the job a waste of
time and one who likes to teach and interact with the students. This is just a matter of
concentrating on the positive aspects of the course and your interaction with the
students.
A good relationship with the professor
A good TA creates a solid link between the professor's objectives and his or her daily
accomplishments. To do this, interact positively and on a regular basis with the
professor and provide him or her with constructive feedback on how the course is
progressing from both your point of view as well as that of the students.
Organization
Anticipate ways to make the course go smoothly and pleasantly for the professor as
well as for the students. This means looking for the means and documents that can
make the activities related to teaching more effective.
Motivating students
There is a strong link between student motivation and learning. It is easier for
students to learn material that interests and challenges them. Motivation plays a role
in the amount of time students will devote to learning a subject. A major component
of the "art" of teaching is, therefore, motivating students to become independent
thinkers, to explore their own strengths and to grow – personally and intellectually.
Encourage them to participate in class, and stimulate their interests and intellectual
curiosity. It is unlikely that you will succeed with every student but you can motivate
him or her enough to achieve the learning objectives for the course.
Here are some ways that you can motivate students to learn:
• Consider the students’ interests when using examples;

• Discuss what makes the course interesting to you;
• To the extent possible, involve the students in choosing what they will be
learning;
• Start with learning tasks at the current level of your students’ abilities;
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• Reward students with positive, constructive feedback;

• Help your students to discover things for themselves;
• Interact with your students in the classroom.
Surviving your first day
The first day of class may seem to be the most difficult for you. It is normal to feel a
little nervous before the class begins because your first meeting with the students is
important and can set the tone for the entire session. Show them “that you are
approachable and knowledgeable, and most of all that this is an important class with
interesting material." (Wright & Herteis, 1993).
Here are a few tips on how to survive your first day:
• Be well prepared.
• Arrive on time.
• Visit the classroom ahead of time.
• Know the course outline.
• Relax and speak slowly.
• Introduce yourself to the students and introduce the course.
• Give your office hours and contact information to the students.
• Discuss the materials that will be used.
• Clearly describe the course goals and objectives.
• State the rules and policies regarding attendance, plagiarism, late assignments,
etc.
• Make eye contact with the students.
Preparing for class
Being prepared for your labs, tutorials or discussion sections is an essential part of
teaching. The course periods are not generally very long but there is often a lot of
course content. Together with the professor, you must decide which information will
be presented in class and which the students will learn on their own. If you prepare
effectively, you will be able to take full advantage of the class time to present a
significant amount of information. The better organized and prepared you are, the
smoother each session will go. Moreover, it is the organization of the course that will
enable the students to follow it and learn in depth. It is therefore important that you
follow the course syllabus, enabling students to prepare for each session.
You will also be less nervous or anxious if you are well prepared for your lecture and
can anticipate the questions students may ask. Remember that nobody knows
everything and you shouldn't be afraid to admit you don't know something. Students
will respect you more if you admit to not knowing something than if you avoid
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questions or mislead the class. You can then research the answer and bring it to the
following class.
Effective communication
In order to teach, it is not enough just to know the material you are teaching. You
must be able to communicate this knowledge clearly and effectively.
Here is a classroom communication checklist to help you with your communication

skills (Wright & Herteis, 1993):
• Know at least your students' fist names;

• Don't let silence unnerve you;
• Be clear;
• Avoid jargon;
• Listen carefully;
• Be sensitive to student behaviour;
• Create a climate of equity in your classroom or laboratory;
• Use humour appropriately.
Handling questions
Most of the questions you'll be answering will be from students during tutorials,
discussion sessions or after class. Questions are a fundamental part of the learning
process and are used to assess how well students understand the course material.
Don't worry if there are questions you can't answer. If appropriate, you can research
the question and give an answer during the next class. It is better to postpone the
question until the next class than give your group incorrect information.
When answering student questions:
• Listen carefully;
• Avoid interrupting, thinking that a student is asking the question;
• Encourage participation;
• Do not dismiss student comments;
• Repeat students' answers;
• Never humiliate or belittle a student;
• Give students enough time to ask question.
Office hours
Office hours enable students to meet with you individually. During these meetings,
they will ask questions about the work or tests, or simply seek clarification on a
marked assignment. Set your office hours before the term begins and make sure that
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you are available during these times all term. Students should also be able to contact
you by telephone or e-mail. Being available to students encourages them and guides
them in the learning process.
13.3 Survival Skills for TAs

This final section introduces you to strategies that can help you survive as a graduate
student and as a teaching assistant. It emphasizes the fact that while graduate students
are in the process of learning to be professionals, researchers, and teachers, it is also
important to be concerned about your physical and psychological well-being. The
following sections suggest strategies on how to manage your time and maintain your
health throughout your graduate studies. Consult Appendix C for services available
to students.
Time-management
Time-management can help TAs achieve three goals. The first is to become aware of
how time is actually spent. Without being aware of time limitations and the tasks that
need to be completed within that time, you cannot engage in effective planning. The
second goal is to identify and prioritize the tasks that are most and least relevant to
successfully completing your degree. This task can assist you in investing energy in
the tasks that are most important to you. The third goal is to deal with procrastination,
a major cause of failure to meet academic and TA requirements. Uruh (1989)
describes the following time-management techniques:
• Step l: Keeping a time log. Create a list of activities that you have spent time
on during the day for one week. Your activities may include household
chores, travelling to school, social activities, sleeping, reading,
procrastinating, marking examinations, meeting with supervisors, researching
at the library, writing papers, and studying for an examination. Then note the
amount of time that you spent engaged in each of the activities. These lists
will make you aware of how you are spending your time during the week.
• Step ll: Prioritizing goals. Create two additional lists. The first will contain
the goals that you plan to achieve in the long-term. The second list includes
the tasks that you have to complete in order to achieve those long-term goals.
Evaluate the importance of each long-term goal and work tasks by assigning
them an “A” if they are of the highest priority, a “B” if they are of secondary
concern and a “C” if they are unnecessary. By comparing the tasks on these
two lists with your time log, you can verify whether you are actually spending
your quality time on tasks that lead to achieving your most important goals.
• Step III: Construct daily, weekly, and monthly calendars. While

concentrating on your most important goals, construct “to do” daily, weekly
and monthly lists that can bring you closer to them. Include activities such as
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resting, socializing and travelling. Schedule your most important tasks during
the period of the day when you are most alert and productive. Complete your
most unpleasant and difficult tasks before other tasks. Do not over-schedule,
as it can only lead to frustration. Instead, give yourself slightly more time than
would be normally required to complete each task. This “extra” time allows
for unexpected interruptions and changes of plans.
• Step IV: Be prepared for the occasional failure to complete your tasks.
Even well-planned schedules can fall apart during stressful periods. One way
of regaining some control over your plans is to create and follow a “master
plan” of your most important short-term goals. This plan can help you focus
your attention on your more important tasks until you can return to your
previous schedule.
Other strategies for effective time management
When time is limited, TAs can use time-management skills to facilitate their coping
with time stress. The following time management techniques complement the
methods indicated above:
• Keep order on your desk.

• Note all your work on a master list that you keep on your desk.
• When you feel that you are losing control over your time, STOP and
reorganize yourself.
• Avoid the impulse to stop everything to “put out the fire”. Very often, the
“fire” can wait!
• Always plan your work for the times when you are more productive and set
specific times of the day to do those small jobs during your less productive
time of the day.
• Over estimate the time requirements for tasks to ensure that you complete
them with little stress.
• Remember: “It’s far better to refuse a job than to accept it and never get it
done!”
• Use the “15 minute edge” method; always plan to get to your destination 15
minutes ahead of time when possible. This will reduce stress and make you
punctual.
• Always schedule your days to start with a BANG! This makes you feel
productive and like you’ve accomplished something.
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Procrastination
Even though it may not appear intentional to you or your students, procrastination is a
major cause of failure to complete tasks on time. TAs and students procrastinate most
when they feel overwhelmed by the amount and level of difficulty of the work that
has been assigned to them. It is important to identify and control these fears.
• Identifying fears associated with accomplishing a goal. Many fears are

associated with accomplishing important goals. People can experience fear of
failure, fear of success, fear of being evaluated and judged, fear of not
understanding the material of a course, fear of not being capable of mastering
a skill or teaching a class, fear of public speaking, fear of not being able to
complete an assignment within a specific period of time, fear of the
expectations of others if one masters a skill, or fear of having to prove oneself
to one’s peers and professors. Once the fears are identified, they are easier to
manage.
• Controlling reactions to fear. During periods of stress and fear, many

physiological reactions occur. One can experience increases in heart rate and
respiration, tightening of the stomach muscles, increasing perspiration, and
tension in the body muscles. Difficulty in concentration, absent-mindedness,
headaches, chronic fatigue, and depression are also common. These reactions
can be diminished or eliminated.
• Engage in relaxation exercises. Sit or lie in a comfortable chair in a dimly lit

and quiet room where you are unlikely to be interrupted for approximately
thirty minutes. Breathe deeply and slowly at regular intervals during this
period, allowing your body to relax. Then tense and relax one muscle group
at a time, concentrating on the relaxation or your body as the tension is
released. Do not forget your face and neck muscles. After you have practiced
this daily exercise for several weeks, you may be able to consciously relax
your muscles in situations other than the room in which you had begun.
• Seek social support from friends or support services. Confide your worries
to a friend or counsellor who can provide you with support. This may alleviate
some fear and help you realize that you are not alone. A support person who
has experienced the same fear may also offer advice on how to deal with the
demands you face.
• Make your tasks manageable. Break down overwhelming assignments into

small, manageable tasks. Then reward yourself for each task that you
complete.
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Stress-management
Very often, procrastination and poor time-management can be a result of excess

stress. Physically, stress can manifest itself through signs such as nail biting,
muscular tension, lack of energy or headaches. Very often, high levels of stress can
lead to depression, sleeping problems, mood swings, or an increase in substance
abuse.
Thus excess stress can have a detrimental effect on your health and your capacity to
work and enjoy life in general. You may not be able to control your sources of stress,
but you can change the way you interpret and react to them. Ever since stress was
acknowledged as an integral part of everyday life, numerous methods, approaches,
and techniques have been developed to combat it.
In addition to the other strategies to manage your time and avoid procrastination,
remember to take care of your physical being.
• Get enough sleep: Unfortunately, students do not give enough importance to

sleep. Since it is an integral part of a healthy person’s rest cycle, lack of sleep
can eventually creep up on you in the form of fatigue, lack of alertness and
energy, and eventually “burn-out” if done for prolonged periods of time.
• Eat well: Like sleep, eating is an integral part of a healthy person’s cycle. If
you feel that you suffer from bad eating habits, seriously consider consulting a
dietitian. The University of Ottawa Health Services employs a part-time
dietitian who can be consulted by students free of charge.
If after consulting the above references and having tried some of the techniques, your
physical or psychological symptoms persist consider contacting the Counselling or
Health Services. See Appendix C for the relevant services available to students at
the University of Ottawa. Counsellors and psychologists can help you develop a
personalized stress management program.
CUPE
Canadian Union of Public Employees – U. of O.
CUPE local 2626 is the union representing teaching and research assistants, markers,
examination proctors and students at SFRB at the University of Ottawa. Their office
hours are: Monday through Friday, 10:00 A.M. to 3:00 P.M.
Come see them for answers to your questions. If you wish to get in touch with them
outside regular office hours, you can also leave a message at 562-5345 or e-mail
info@cupe2626.ca.
For more information, please refer to their web site:
http://www.uottawa.ca/associations/SCFP-CUPE2626/
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CHAPTER 14 TEACHING IN CANADA FOR THE

FIRST TIME
14.1 Practical advice

All professors and teaching assistants encounter new challenges every time they teach
a course. People from other countries face the same challenges but also encounter
difficulties that are unique to their own situation. This section will provide some
practical tips to professors and graduate students who have recently arrived from
abroad. These tips will help facilitate their transition and integration into the
University of Ottawa teaching system.
During your studies or teaching experience abroad, you were undoubtedly familiar
with a different teaching system from the one the students at the University of Ottawa
encounter over the course of their studies. These differences have to do with the
university's administrative operations, students' education, marking policies and
above all, the relationship between the professor and students.
The Centre for University Teaching and your colleagues who have had experience as
TAs or professors can provide you with lots of information to help you familiarize
yourself with your new academic environment.
Suggestions
Here are some tips for getting off to a good start!
• Communicate with the other professors or TAs in your department to take

advantage of their experience getting along with the faculty and students.
• If you are a professor in charge of a course, communicate with your colleagues in

charge of the other sections or with the department head. If you are a teaching
assistant, communicate with the professor in charge of the course. You can start
by asking questions about organizational matters, like: What are your
expectations and those of the students? What are the course objectives? What are
the grading policies? What has been the class average in past years?
• Attend workshops organized by the Centre for University Teaching or your

department. This is an excellent way to get the teaching tools that are specific and
suited to University of Ottawa teaching criteria.
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• Starting with your first class session, create a comfortable environment by

discussing your personal interests as well as your expertise in the subject you're
teaching. You may also ask the students to share with you and your colleagues
either what they already know of the course content or the reasons why they are
taking this particular course.
• Encourage the students to ask questions and get them to ask for clarification if
they are having trouble understanding, whether it is a concept pertaining to the
subject or simply your accent.
• Regularly remind students during your classes, tutorials or laboratory sessions

that they are welcome to come and see you during office hours. These hours are
extremely useful for becoming better acquainted with the students and the
particular needs of each one.
14.2 The language of instruction (English or French) is your

second language
For the purpose of clarifying your explanations in your second language:
• Write a summary on the board or provide an outline of activities to be

completed during the class. This way, if you should mispronounce a word or
have a problem explaining a certain concept, your students will still be able to
follow you.
• Write the terms and key concepts on the board or use Power Point. This
information will complement your oral presentation.
• You can always rely on a dictionary of the language of instruction.
• If you have a problem with the pronunciation of a word, do not hesitate to ask
your colleagues for assistance.
• Try to practice what you have to explain, aloud, in front of your friends, the
wall or the mirror. Don't be embarrassed – this is an excellent way to develop
confidence.
14.3 A few details about the University of Ottawa

Remember that professors and students may be more informal in their
communications with you than you may have experienced in other places, and may
use familiar forms of address. Students may even openly disagree with or challenge
the professor regarding the subject matter.
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Students in a course often do not have the same level of expertise or knowledge,
whether in literary or scientific subjects. Therefore, they may not always have the
knowledge necessary to complete the assignments you give them.
Many students work part-time and are either fully or partially responsible for their
university expenses. In general, their job restricts the time they have for their studies
and as a result, may hamper their efforts to get good marks.
14.4 Second language courses (French or English)

The University of Ottawa wants to help you be successful in your university and
professional career. The Second Language Institute invites you to take, free of
charge46, courses in French or English that will help you speak and write these
languages better and improve your understanding of the cultures. If you are interested
in these courses, contact the Second Language Institute (see Appendix C for more
information).
14.5 International Office

The University of Ottawa’s International Office provides assistance to international
students arriving in Canada and in Ottawa. On their website and in their office you
will find helpful guides and links to information and resources. Through the Office,
you can also find professional training and development resources plus listings of
University of Ottawa international projects, research, funding, etc. Many of these
guides and much of the information may be useful to faculty. Please visit their web
site at:
http://www.uottawa.ca/international/f/main.html
46
If you are a full time professor or graduate student.
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CHAPTER 15 DIVERSITY AND ETHICS
15.1 Creating a positive environment

The University of Ottawa is dedicated to creating a positive environment for all
students, professors and support staff. The University does not tolerate any form of
discrimination or harassment. The University expects all of its members to behave in
a professional and respectful manor.
15.2 Ethics in teaching

In the university classroom the professor is in a position of considerable power and
authority over his/her students. The professor is also in a position where he/she
represents the entire institution. It is for this reason that professors are expected to
meet high ethical standards. A general guideline for ethics in teaching from Ethical
Principles in University Teaching (Murray et al., 1996) is included below:
• A university teacher maintains a high level of subject matter knowledge and

ensures that course content is current, accurate, representative, and appropriate
to the position of the course within the student's program of studies;
• A pedagogically competent teacher communicates the objectives of the course
to students, is aware of alternative instructional methods or strategies, and
selects methods of instruction that, according to research evidence (including
personal or self-reflective research), are effective in helping students to
achieve the course objectives;
• Topics that students are likely to find sensitive or discomforting are dealt with
in an open, honest, and respectful way;
• The overriding responsibility of the teacher is to contribute to the intellectual
development of the student, at least in the context of the teacher’s own area of
expertise, and to avoid actions such as exploitation and discrimination that
detract from student development;
• To avoid conflict of interest, a teacher does not enter into dual-role
relationships with students that are likely to detract from student development
or lead to actual or perceived favouritism on the part of the teacher;
• Student grades, other academic records, and private communications are
treated as confidential materials, and should be released only if the student has
consented, in writing, to disclosure and if the disclosure is necessary for the
performance of the teacher’s duties. An exception to this rule applies when
you have reasonable grounds to believe there is a risk of significant harm to
the health or safety of the student or others;
• A university teacher respects the dignity of her or his colleagues and works
cooperatively with colleagues in the interest of fostering student development;
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• Given the importance of assessment of student performance in university

teaching and in students' lives and careers, instructors are responsible for
taking adequate steps to ensure that assessment of students is valid, open, fair,
and congruent with course objectives;
• In the interests of student development, a university teacher is aware and
respectful of the educational goals, policies, and standards of the institution in
which he or she teaches.
15.3 Sexual harassment

The University recognizes . . . “that all members of the University community are
entitled to a working and learning environment which is pleasant [and] professional,
and [that] promotes due respect and regard for the rights and feelings of all; the
University therefore affirms that sexual harassment is a negation of such reciprocal
respect in addition to being a violation of the fundamental rights, dignity, and
integrity of the person and that it undermines the environment required for the
advancement of learning and the dissemination of knowledge.”
The University policy (No.67), defines sexual harassment as including any one of the
following:
• unwanted sexual attention from a person who knows or ought reasonably to

know that such attention is unwanted;
• implied or expressed promise of reward for complying with a sexually

oriented request;
• implied or expressed threat of reprisal or actual reprisal for refusal to comply

with a sexually oriented request;
• a sexual relationship which constitutes an abuse of power in a relationship of

trust: or
• sexually oriented remarks or behaviour which may reasonably be perceived to

create a negative psychological and emotional environment for work or study.
Fore more information, please call or write to the university’s Sexual Harassment
Office or visit their web site at: http://www.uottawa.ca/services/sex-har/eng/
To view the University of Ottawa Policy on Sexual Harassment in full please refer to
Appendix E.
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15.4 Human rights and discrimination

The Canadian Human Rights Act states that it is against the law to discriminate on the
basis or race, colour, age, sex, national or ethnic origin, religion, marital status, family
status, disability, sexual orientation and pardoned criminal conviction. Under the
Ontario Human Rights Code every person has the right to equal treatment, free from
discrimination based on race, ancestry, place of origin, colour, ethnic origin,
citizenship, creed, sex, sexual orientation, age, record of offences, marital status,
family status or handicap. The University of Ottawa fully supports the Canadian
Human Rights Act and the Ontario Human Rights Code and does not tolerate any
violations of the law.
15.5 Helping students with disabilities
The University of Ottawa has a proud tradition of helping students with disabilities
reach their full academic potential. Since 1985, it has offered a variety of services and
resources with expertise, professionalism and confidentiality. Through the expertise
of its Access Service, the University strives to integrate students with disabilities into
the greater university community. Specifically, the Access Service acts as
intermediary between students, their faculty and other University offices to ensure
that the special needs of these students are addressed and that the best possible
learning conditions are being offered. This underscores the University's commitment
to creating and maintaining a learning environment that's open to all.
Recommendations for accommodations of the following disabilities are available on

the Office’s webpage: http://www.sass.uottawa.ca/en/access/professors/
• Students with acquired brain injury

• Students who are blind or visually impaired
• Students with medical conditions
• Students who are deaf, deafened, or hearing impaired
• Students with learning disabilities
• Students with a physical disability or mobility impairment
• Students with psychological or psychiatric disabilities (such as depression,
OCD, etc.)
• Students with attention-deficit disorder and attention-deficit hyperactivity
disorder
175
Further resources are available to instructors through the Access Service office.
Please consult the web page or call the office for assistance with any questions or
concerns you may have.
Access Service
University Centre, room 339
Phone :(613) 562-5976
TTY Phone : (613) 562-5214
Fax : (613) 562-5159
Email : adapt@uottawa.ca
176
APPENDIX A.1
University of Ottawa Organization Chart
http://web5.uottawa.ca/admingov/orgchart_1.html
177
APPENDIX A.2
Academic Staff by Faculty, Rank and Gender
Fall 2002*
Faculty
Full Associate Assistant Lecturer Other
M W M W M W M W M W
Arts 61 21 51 31 22 16 5 2 2 4
Education 8 9 7 13 6 4 1
Engineering 46 1 14 5 30 5 1 1
Graduate and
2 1
Postdoctoral Studies
Health Sciences 5 6 10 20 5 20 1 5
Management 21 24 5 13 8 2 5
Medicine 41 5 11 7 9 7
Science 44 4 24 6 19 4
Social Sciences 36 19 27 14 14 13 1 2
Common Law 9 6 10 5 1 9 2
Droit civil 15 2 1 3 3
Other 1 1 2 1
TOTAL 288 75 179 110 119 91 12 17 2 4
NOTES
• Teaching Staff data as per Statistics Canada file

• Other units includes: Human Rights Research & Education Centre
and Institute of Women's Studies
• Rank other includes: visitors, language professors
• M: Male
• W: Women
*This is the most current data available as of April 2007. To check for current
information, please see:
www.uottawa.ca/services/irp/eng/staff_index.html
178
APPENDIX A.3
Faculties and Departments
Although the University of Ottawa was originally a liberal arts college, we have been
teaching pure and applied sciences in both French and English since the 1800s.
Today, the University offers a full range of academic and professional programs at
the undergraduate level in nine faculties: Administration, Arts, Education,
Engineering, Health Sciences, Law, Medicine, Science and Social Sciences. Master's
and doctoral degrees are also offered in most disciplines by the Faculty of Graduate
and Postdoctoral Studies. U of O offers the second-highest number of doctoral
programs in Ontario.
Faculty of Arts: George Lang, Dean
Aboriginal Studies
Arts administration
Communication
Classics and Religious Studies
English
Environmental Studies
Geography
History
Institute of Canadian Studies
Lettres françaises
Linguistics
Medieval Studies
Modern Languages and Literatures
Music
Philosophy
Second Language Institute
School of Translation and Interpretation
Second Language Teaching
Theatre
Visual Arts
Faculty of Education: Marie Josée Berger, Dean
179
Faculty of Engineering: Claude Lague, Dean
Chemical Engineering
Civil Engineering
Mechanical Engineering
School of Information Technology and Engineering
Faculty of Graduate and Postdoctoral Studies: Gary Slater, Dean
Chair of Ukrainian Studies
Faculty of Health Sciences: Denis Prud’homme, Dean
School of Human Kinetics

School of Nursing
School of Rehabilitation Sciences
Faculty of Law
Civil Law Section: Nathalie Des Rosiers, Dean

Common Law Section: Bruce Feldthusen, Dean
Human Rights Research and Education Centre
Faculty of Medicine: Jacques Bradwejn, Dean
Anatomy
Anesthesia
Biochemistry, Microbiology and Immunology
Cellular and Molecular Medicine
Epidemiology and Community Medicine
Emergency Medicine
Family Medicine
History of Medicine
Medical Oncology
Medicine
180
Obstetrics and Gynecology

Ophthalmology
Oto-Rhino-Laryngology
Pathology and Laboratory Medicine
Pediatrics
Psychiatry
Radiology
Surgery
Faculty of Science: André Lalonde, Dean
Biology
Chemistry
Earth Sciences
Mathematics and Statistics
Physics
Faculty of Social Sciences: François Houle, Dean
Criminology
Economics
International development and globalisation
International studies and modern languages
Political Studies
Public administration
School of Psychology
School of Social Work
Sociology and Anthropology
Women's studies
School of Management: Michéal J. Kelly, Dean
BCom - Honours Bachelor of Commerce

Accounting
e-Business
181
Finance
Human Resources Management
International Management
Management
Management Information Systems
Marketing
MBA - Master in Business Administration
MHA - Master of Health Administration
M.Sc. in Management – Master of Science in Management
EMBA - Executive MBA
182
APPENDIX A.4
Number of Students by Faculty, Field of Studies and
Language in Use47
Fall 2005
Underg. Grad.
Students by Faculty Total
French English French English
Arts
General 258 712 970
Visual Arts 69 151 220
Classical Studies 55 75 3 133
Communication 444 647 27 20 1,138
Second Language Teaching (Eng.) 2 42 44
Second Language Teaching (French) 24 39 63
Aboriginal Studies 4 14 18
English 71 652 2 56 781
Canadian Studies 5 4 9
Women's Studies 4 7 11
Medieval Studies 7 13 20
Lettres françaises 179 30 47 2 258
Geography 122 228 18 20 388
History 224 593 30 59 906
Second Language Institute 12 80 92
Linguistics 118 156 9 35 318
Modern Languages and Literatures 49 106 8 30 193
Mathematics 40 53 93
Music 66 189 11 35 301
Philosophy 52 186 17 54 309
Religious Studies 37 75 7 24 143
Theatre 80 148 3 231
Translation and Interpretation 136 90 19 31 276
47
http://www.uottawa.ca/services/irp/eng/field_studies_language04.html
183
TOTAL 2,058 4,290 195 372 6,915
Law
Common Law 193 683 876
Civil Law 392 129 521
Law Programmes (Graduate level) 23 65 88
TOTAL 585 812 23 65 1,485
Education
Educational Studies 205 298 503
Formation à l'enseignement (français) 655 28 683
Teacher Education (English) 41 1,012 1,053
TOTAL 696 1,040 205 298 2,239
Graduate
Postdoctoral Studies
E-Commerce - Interdisciplinary Programs 2 2
E-Business 2 14 16
Population Health 10 26 36
Systems Science 2 58 60
TOTAL 14 100 114
Engineering
Computer Engineering 77 217 294
Chemical Engineering 52 194 1 59 306
Computer Science 83 220 11 171 485
Civil Engineering 104 208 7 76 395
Electrical Engineering 93 395 20 240 748
Engineering Management 9 105 114
Mechanical Engineering 157 358 12 82 609
Software Engineering 78 152 230
TOTAL 644 1,744 60 733 3,181
Management
General 854 2,200 3,054
Health Administration 12 34 46
184
M.B.A. (Executive) 16 49 65
M.B.A. 144 191 335
Pub. Pol. and Gov. 1 1
TOTAL 855 2,200 172 274 3,501
Medicine
Biochemistry 6 14 86 106
Cellular and Molecular Medicine 16 149 165
Postgraduate Medical Education 50 636 686
Epidemiology and Community Medicine 2 69 71
M.D. 151 409 560
Microbiology and Immunology 6 79 85
Pharmacology 7 1 8
Physiology 2 20 22
Special-elective 2 133 135
TOTAL 205 1,211 39 383 1,838
Science
General 24 44 68
Biochemistry 149 624 773
Biomedical Science 113 221 334
Biology 164 490 19 80 753
Biopharmaceutical Sciences 160 417 577
Chemistry 34 93 30 57 214
Environmental Science 30 68 98
Earth Science 24 33 14 24 95
Physical Geography 4 3 7
Mathematics 80 216 15 48 359
Ophthalmic Medical Technology 3 12 15
Physics 45 67 19 34 165
TOTAL 830 2,288 97 243 3,458
Health Sciences
Human Kinetics 303 866 28 69 1,266
185
Audiology 10 3 13
Occupational Therapy 131 15 146
Speech-Language Pathology 33 33
Physiotherapy 177 40 217
Nursing 357 833 26 65 1,281
Bachelor in Health Sciences 128 359 487
TOTAL 1,096 2,113 97 137 3,443
*Nursing - Algonquin Campus 13 346 359
Social Sciences
General 101 232 333
Criminology 484 790 30 42 1,346
International Development
196 377 573
and Globalization
Economics 136 467 21 98 722
International Studies and Modern Languages 141 218 359
Women's Studies 11 12 23
Public Administration,
61 136 197
Management and Governance
Political Studies 309 741 58 25 1,133
Psychology 564 917 46 80 1,607
**B. Sco. Sc. (First Year) 1 1
Sociology and Anthropology 229 416 41 5 691
Social Services 2 56 58
TOTAL 2,234 4,307 252 250 7,043
GRAND TOTAL 9,216 20,351 1,154 2,855 33,576
186
NOTES
• All the data are assembled in accordance with policies and rules of the Ministry of Training, Colleges and
Universities of Ontario.
• Registrations as of November 1st
• Saint Paul University students and visitors are excluded from all tables
• Special students, foreign students defined as exchange students from abroad as well as students registered to
A.Q. and A.B.Q. are included
• Underg.: Undergraduate Level
• Grad.: Graduate Level
*Collaborative Nursing Program - Algonquin College

**Students enrolled in First Year in Social Sciences
187
188
APPENDIX B:
Libraries, Collections and Resource Centres
On Campus
Schedules are available here : www.biblio.uottawa.ca/hrs-index-e.php
Archives and Special Collections

65 University Private, room 603
Phone: 562-5910
Fax: 562-5133
email: arcs@uottawa.ca
www.uottawa.ca/library/archives/index-e.html
Art and Archaeology Slide Library

Phone: 562-5800 ext. 3720
Fax: 562-5133
email: libmedia@uottawa.ca
Centre for Geographic, Statistical and Governmental Information

Phone: 562-5211
Fax: 562-5133
email: cartomap@uottawa.ca
www.biblio.uottawa.ca/map/index-e.php
Centre for Legal Translation and Documentation

113 Osgoode St.
Phone: 562-5244
Fax: 562-5245
email: dagel@uottawa.ca
www.uottawa.ca/associations/ctdj
Centre for University Teaching Resource Centre

Phone: 562-5333
Fax: 562-5616
email: centre@uottawa.ca
www.uottawa.ca/services/tlss/cut
Health Sciences Library

Roger-Guindon Hall, 451 Smyth Rd.
Phone: 562-5407
Fax : 562-5401
189
email: refrgn@uottawa.ca
www.uottawa.ca/library/health
Law : Brian Dickson Library

Fauteux Hall, 57 Louis Pasteur Private
Phone: 562-5812
Fax: 562-5279
email: droitlaw@uottawa.ca
www.uottawa.ca/library/droit-law
Learning Resource Centre, Faculty of Education

Lamoureux Hall, 145 Jean-Jacques-Lussier, room 245
Phone: 562-5861
Fax : 562-5146
www.uottawa.ca/academic/education/crplrc/welcome.html
Media Resources:
65 University Private
Phone: 562-5723
Fax: 562-5133
email: libmedia@uottawa.ca
www.biblio.uottawa.ca/media/
Morisset Library:
Phone: 562-5882
Fax: 562-5133
email: helene.carrier@uottawa.ca (Hélène Carrier, Director)
www.uottawa.ca/library/mrt/index-e.html
Music Library:
Perez Hall, 50 University Private, room 302
Phone: 562-5209
email: dbegg@uottawa.ca
www.uottawa.ca/library/firestone/index-e.html
Reserve Desks
www.biblio.uottawa.ca/form-rsrv-e.php
Centre for Geographic, Statistical and Governmental Information

562-5211
Health Sciences (Roger Gundon) 562-5407
Law Library (Fauteux) 562-5812
Learning Resource Centre 562-5800 x4168
Media Resources 562-5723
190
Morisset 562-5800 x3596

Music Library 562-5800 x3638
Subject Librarians
Phone: 562-5213
For current information, please check : www.biblio.uottawa.ca/lnx-spct-
e.php
Morisset Library (Arts and Science)

Discipline Name Telephone E-Mail
Ginette 562-5800
Audiovisual gmageau@uottawa.ca
Mageau (3632)
562-5800
Biochemistry Edith Arbach earbach@uottawa.ca
(3093)
Halina de 562-5800
Biology hdemauri@uottawa.ca
Maurivez (3596)
562-5800
Chemical Engineering Edith Arbach earbach@uottawa.ca
(3093)
562-5800
Chemistry Edith Arbach earbach@uottawa.ca
(3093)
Francine 562-5800
Civil Engineering fbisson@uottawa.ca
Bisson (3616)
562-5800
Classical Studies Ingrid Haase imhaase@uottawa.ca
(3107)
Diego 562-5800
Communication diego.argaez@uottawa.ca
Argáez (4563)
Francine 562-5800
Computer Science fbisson@uottawa.ca
Bisson (3616)
Elizabeth 562-5800
Criminology ereicker@uottawa.ca
Reicker (3654)
Elizabeth 562-5800
Economics ereicker@uottawa.ca
Reicker (3654)
562-5800
Education Ingrid Haase imhaase@uottawa.ca
(3107)
562-5800
Electrical Engineering Edith Arbach earbach@uottawa.ca
(3093)
Caitlin 562-5800
English Literature ctillman@uottawa.ca
Tillman (3655)
191
Jennifer 562-5800
General Reference jhaire@uottawa.ca
Haire (3615)
Cécile 562-5800
Gerontology cprud@uottawa.ca
Prud'Homme (3094)
562-5800
History Ingrid Haase imhaase@uottawa.ca
(3107)
Ann 562-5800
Human Kinetics Ann.Hemingway@uottawa.ca
Hemingway (3656)
Ann 562-5800
Leisure Studies Ann.Hemingway@uottawa.ca
Hemingway (3656)
Francine 562-5800
Lettres françaises fbisson@uottawa.ca
Bisson (3616)
Ann 562-5800
Library Science Ann.Hemingway@uottawa.ca
Hemingway (3656)
Cécile 562-5800
Linguistics cprud@uottawa.ca
Prud'Homme (3094)
Littérature canadienne- Francine 562-5800

fbisson@uottawa.ca
française Bisson (3616)
Elizabeth 562-5800
Management ereicker@uottawa.ca
Reicker (3654)
562-5800
Mathematics Edith Arbach earbach@uottawa.ca
(3093)
Francine 562-5800
Mechanical Engineering fbisson@uottawa.ca
Bisson (3616)
Modern Languages and 562-5800

Ingrid Haase imhaase@uottawa.ca
Literatures (3107)
562-5800
Music Debra Begg dbegg@uottawa.ca
(3638)
Newspaper Articles and Jennifer 562-5800

jhaire@uottawa.ca
Current Events Haire (3615)
562-5800
Philosophy Ingrid Haase imhaase@uottawa.ca
(3107)
562-5800
Physics Edith Arbach earbach@uottawa.ca
(3093)
Cécile 562-5800
Psychology cprud@uottawa.ca
Prud'Homme (3094)
562-5800
Religious Studies Ingrid Haase imhaase@uottawa.ca
(3107)
Second Language Cécile 562-5800 cprud@uottawa.ca
192
Teaching Prud'Homme (3094)
Cécile 562-5800
Social Work cprud@uottawa.ca
Prud'Homme (3094)
Caitlin 562-5800
Sociology ctillman@uottawa.ca
Tillman (3655)
Spanish Language and Halina de 562-5800

hdemauri@uottawa.ca
Literature Maurivez (3596)
Elizabeth 562-5800
Theatre ereicker@uottawa.ca
Reicker (3654)
Cécile 562-5800
Translation cprud@uottawa.ca
Prud'Homme (3094)
562-5800
Visual Arts Ingrid Haase imhaase@uottawa.ca
(3107)
Valerie 562-5800
Women's Studies valerie.critchley@uottawa.ca
Critchley (3881)
Geography, Statistics and Government

Canadian Government Carl 562-5800

carl.martinez@uottawa.ca
Information Martinez (2725)
Louise 562-5800
Earth Sciences lgibson@uottawa.ca
Gibson (2721)
Louise 562-5800
Environmental Studies lgibson@uottawa.ca
Gibson (2721)
Louise 562-5800
Geography lgibson@uottawa.ca
Gibson (2721)
Carl 562-5800
International Development carl.martinez@uottawa.ca
Martinez (2725)
Carl 562-5800
Political Science carl.martinez@uottawa.ca
Martinez (2725)
Brian Dickson Law Library

Stephen 562-5800
Law spark@uottawa.ca
Park (5845)
193
Health Sciences Library

Dianne
Health Sciences and Medicine 562-5418 kharouba@uottawa.ca
Kharouba
Off Campus
Library Services for Distance Students
Halina de Maurivez, Morisset Library
Phone: 562-5800 ext. 3596
email: hdemauri@uottawa.ca
for Cornwall, Hawkesbury, Pembroke students
www.biblio.uottawa.ca/page-e.php?s=12&n=srv-dst
Student Services
Library Tours: Orientation
Phone: 562-5800 ext. 3656
Service to Students with Disabilities:

Morisset Library, rooms 405 and 406 (study rooms)
contact: Halina de Maurivez
Phone: 562-5800 ext. 3596 or 3046
www.biblio.uottawa.ca/page-e.php?s=12&n=srv-dsb
Library Orientation and Services for Distance Education:

contact: Halina de Maurivez
Phone: 562-5800 ext. 3596
Fax: 562-5133
www.biblio.uottawa.ca/page-e.php?s=12&n=srv-dst
194
APPENDIX C:
Campus Services and Resources
Aboriginal Resource Centre

85 University Private, room 215A
Phone: 562-5800 ext. 4529
Fax: 562-5301
email: ARC-CRA@uottawa.ca
www.uottawa.ca/services/equite/arc/index.html
Academic Appeal Centre

University Centre 215A
Phone: 562-5800, ext. 2350
Email: appeasl@sfuo.ca
Access Service
Information for faculty and students on accommodating disabilities.
Phone: 562-5976
Fax: 562-5159
email: adapt@uottawa.ca
www.sass.uottawa.ca/en/access/
Access Copyright (formerly CANCOPY)

Morisset Hall, room 023
Phone: 562-5800 ext. 3105
Fax: 562-5136
Resource Person: Suzanne Lévesque
Email: Suzanne.Levesque@uOttawa.ca
APTPUO – Association of Part Time Professors at the University of Ottawa

Phone: 562-5800 ext. 4375
Fax: 562-5153
email: aptpuo@uottawa.ca
www.uottawa.ca/associations/aptpuo/
APUO – Association of Professors at the University of Ottawa

Phone: 562-5800 ext. 4364
Fax: 562-5197
email: apuo@uottawa.ca
www.apuo.uottawa.ca/index.htm
195
Bookstore, Student (Agora)

145 Besserer St.
Phone : 562-4672
Email : info@agora.to
www.agorabookstore.ca
Bookstore, University (CosMos)

Phone: 562-5353
Fax: 569-1657
email: ottawa@bookstore.com
www.bkstr.com/webapp/wcs/stores/servlet/StoreCatalogDisplay?storeId=11
012
Calendars, Academic
Each faculty maintains its own academic regulations affecting grades,
requirements, course schedules and examinations. You can find your
faculty’s regulations in the right hand blue column at the following link:
www.uottawa.ca/academic/info/regist/crs/homeENG.htm
CUPE 2626 – Canadian Union of Public Employees Local 2626

Union representing Teaching and Research Assistants, Markers, Proctors
and SFRB students at the University of Ottawa.
Phone: 562-5345
Fax: 562-5220
Email: info@cupe2626.ca
www.uottawa.ca/associations/SCFP-CUPE2626/
Career Services
Phone: 562-5806
TTY: 562-5214
Fax: 562-5154
Manager: Patrick Milot
email: scs@uottawa.ca
www.uottawa.ca/students/career/index.html
Centre for e-Learning

Phone: 562-5850
Fax: 562-5148
http://www.tlss.uottawa.ca/index.php?lang=en
196
Centre for Mediated Teaching and Learning

139 Louis Pasteur, room 262
Phone: 562-5787
Fax: 562-7499
www.maestro.uottawa.ca
Centre for University Teaching

Phone: 562-5333
Fax: 562-5616
email: centre@uottawa.ca
www.uottawa.ca/services/tlss/cut
Child Care, Bernadette Centre

Brooks Complex, 100 Thomas More Private
Phone: 562-5937
http://www.uottawa.ca/services/hr/newweb/familycare.html#bernadette
Classrooms, Multimedia
Self-Serve Rooms With Podium: (a workshop must be taken in order to
obtain access to podium)
Full descriptions of all currently available multimedia classrooms can be
found at the following website:
www.uottawa.ca/services/tlss/distribution/English/Classrooms/classroom_ho
me5.htm
Each listing contains information on size, equipment and lighting inventory,
instructions for use and a virtual tour of the room.
Community Life
Promotes social, cultural and community life at the University of Ottawa.
University Centre 318
Phone: 562-5800 ext. 4424
Email: commlife@uottawa.ca
www.uottawa.ca/students/community/
Computing and Communication Services

http://www.ccs.uottawa.ca/
Computing Help Centre

On-line help form: http://www.ccs.uottawa.ca/cybersos
Urgent issues: 562-5800 extension 6555
Copy Centres
Full information, including current office hours, can be found here :

http://www.uottawa.ca/services/tlss/reprography/index.htm
197
Main office & services for professors: Morisset Hall, 65 University

Private, room 023
Phone: 562-5876
Morisset Main Office: 65 University Private, room 022

Phone: 562-5876
Louis Pasteur Branch : 139 Louis Pasteur, room 157

Phone: 562-5800 ext. 6563
Roger Guindon Hall Branch, 451 Smyth Rd.

Phone: 562-5800 ext. 8298
Counselling and Personal Development Services

100 Marie Curie, 4th Floor
Phone: 562-5200
Fax: 562-5964
http://www.sass.uottawa.ca/personal/
Financial Aid and Awards Service

85 University, rooms 102 and 123
Phone: 562-5734
Fax: 562-5155
email: finaid@uottawa.ca
www.uottawa.ca/students/financial/index.html
Graduate Student Association (GSAED)

601 Cumberland St.
Phone: 562-5935
Fax: 562-5142
email: gsaed@uottawa.ca
www.uottawa.ca/gsaed/
Health Services
100 Marie Curie, 3rd floor
Phone: 564-3950 [emergencies included]
Fax: 564-6627
www.uottawa.ca./sante
Human Resources Service

550 Cumberland, Tabaret Hall, room 019
Phone: 562-5832
Fax: 562-5206
email: infohr@uottawa.ca
http://www.hr.uottawa.ca/
198
Academic Labour Relations Sector

Phone: 562-5800 ext. 1552
Compensation, Benefits and Information Sector

Phone: 562-5800 ext. 1477 or 5832
Employee Relations Sector

Phone: 562-5800 ext. 1555
Occupational Health, Disability, and Leave Sector

Phone: 562-5800 ext. 1472
Payroll Sector
Phone: 562-5800 ext. 1535
Pension Sector
Phone: 562-5800 ext. 1206 or 1747
pension@uOttawa.ca
Staffing and Employment Equity Sector

Phone: 562-5800 ext. 2315
Systems Sector
Phone: 562-5800 ext. 1478
Training and Development Sector

Phone: 562-5800 ext. 1542
InfoService
75 Laurier Ave. East, Tabaret Hall
Phone: 562-5700
Toll Free Phone: (877) 868-8292
Fax: 562-5323
199
Mature Student Centre

85 University Private, room 215B
Phone: 562-5800 ext. 3756
email: mature@uottawa.ca
http://www.viecommunautaire.uottawa.ca/en/section/resources/mature.htm
Media Resources, Audiovisual Material

65 University Private, Morriset Library
Phone: 562-5723
Fax: 562-5133
Email: libmedia@uottawa.ca
http://www.biblio.uottawa.ca/media/p.php?g=e&s=5&n=coll
Multimedia Distribution Service

65 University Private, Room 014
Phone: 562-5900
Fax: 562-5316
www.uottawa.ca/services/tlss/distribution
Peer Help Centre

85 University Private, room 211D
Phone: 562-5249
email: entraide@uottawa.ca
www.peerhelp.sfuo.ca/
Physical Resources Service

141 Louis Pasteur Private
Phone: 562-5712
Fax: 562-5182
email: infosdi@uottawa.ca
http://www.uottawa.ca/services/immeub/eng/prs.htm
Pride Centre (GLBTQ)

85 University Private, room 215E
Phone: 562-5800 ext. 3161
Long-distance:1 -877-UOTTAWA poste 3161
Fax: 562-5969
email: uopride@sfuo.ca
www.uottawa.ca/student/glbtq
Protection Services
141 Louis Pasteur
General Inquiries: 562-5499
Emergencies: 562-5411
Fax: 562-5183
200
email: protect@uottawa.ca
http://www.protection.uottawa.ca/en/index.html
Foot Patrol
Phone: 562-5800 ext. 7433 (PIED)
email: ftpatrol@uottawa.ca
http://www.protection.uottawa.ca/en/foot-patrol.html
Parking and Traffic

Brooks Complex, 100 Thomas More Private, room 102
Phone: 562-5785
Fax: 562-5110
email: park@uottawa.ca
http://www.protection.uottawa.ca/en/parking.html
Research Services
Research Grants and Ethics Services

550 Cumberland, room 159
Phone: 562-5841
Fax: 562-5338
Courriel : research@uottawa.ca
http://web9.uottawa.ca/services/rgessrd/rges/index.asp
Technology Transfer and Business Enterprise (TTBE) office

800 King Edward, room 3042
Phone: 562-5399
Fax: 562-5336
Courriel : ttbe@uOttawa.ca
http://www.ttbe.uottawa.ca/index.asp
Second Language Institute

600 King Edward Ave., Room 114
Phone: 562-5743
Email: ils-sli@uottawa.ca
www.secondlanguage.uottawa.ca/index.html
Sexual Harassment Office

100 Marie Curie, 4th Floor
Phone: 562-5222
Fax: 562-5964
Officer: Andrée Daviau
email: harass@uottawa.ca
www.harassment.uottawa.ca/sexual/
Spiritual Services Centre
201
85 University Private, room215B

Phone: 562-5800 ext. 4525
email: spiritu@uottawa.ca
http://www.communitylife.uottawa.ca/en/section/resources/spiritual/
Sports Services
Montpetit Hall, 125 University Private

Phone: 562-5789
Fax: 562-5496
www.uottawa.ca/services/sports
Sports Complex
801 King Edward
Phone: 562-5789
Fax: 562-5496
www.uottawa.ca/services/sports
Fitness Centre, Montpetit

Phone: 562-5800 ext. 4327
Health & Lifestyle Centre, Sports Complex

Phone: 562-5789
Student Academic Success Service (SASS)

Phone: (613) 562-5101
Fax: (613) 562-5964
sass@uottawa.ca
http://www.sass.uottawa.ca/welcome.php
Student Federation of the University of Ottawa (SFUO)

Phone: (613) 562-5966
Fax: (613) 562-5966
www.sfuo.ca/
Teaching and Learning Support Service

120 University, room 209
Phone: 564-5300
Fax: 564-5237
email: tlss@uottawa.ca
www.uottawa.ca/services/tlss
Technical Services
202
Technical coordinator: Pierre Bouchard

pbouch@uottawa.ca
Phone: 562-5800 ext. 4492
Fax: 562-5278
WHMIS (Environmental Health and Safety Service)

1 Nicholas St., Room 840
Phone: 562-5892
Fax: 562-5711
email: safety@uottawa.ca
www.uottawa.ca/services/ehss/
Women’s Centre
Phone: 562-5755
email: wrc@uottawa.ca
www.wrc.uottawa.ca
Writing
Academic Writing Help Centre

Serves students from all faculties.
Phone: 562-5601
Fax: 562-5229
Email: cartu@uottawa.ca
http://www.sass.uottawa.ca/writing/
Faculty of Arts Writing Centre

Services for students in English and Lettres françaises courses.
60 University Private, 0021 Simard Hall (enter from Waller Street)
Phone: 562-5800 ext. 2267
email: writcent@uottawa.ca
http://www.arts.uottawa.ca/writcent/
203
204
APPENDIX D:
Persons responsible for scheduling in faculties, schools and
departments
Updated April 2007
FACULTY NAME TELEPHONE E-MAIL

Alain Boisvenue 562-5821 nboisvenue@management.uottawa.ca
Annabelle Mineault x4664 mineault@management.uottawa.ca
(schedule –ADM
undergraduate level)
N. Carrière, D. Sarrazin 562-5884 sarrazin@management.uottawa.ca
Administration Hong Zhao Tang x4718 tang@management.uottawa.ca
(schedule MBA)
John Udvarhelyi 562-4669 udvarhelyi@management.uottawa.ca
Monique Walker 562-4763 mwalker@uottawa.ca
(schedule – EBC)
Nathalie Paré 562-4714 pare@management.uottawa.ca
Francine Daoust (temp.) 562-5404 chantal.boudreau@uOttawa.ca

(schedule NSG-ERG-
PHT-REA)
Francine Daoust 562-8032 francine.daoust@uOttawa.ca
Administration
(schedule NSG-ERG-
Nursing
PHT-REA)
Karen Littlejohn 562-3072 klittlej@uottawa.ca
(schedule –NSG graduate
level and PHT graduate)
Lynda Chénard (schedule 562-4945 lchenard@uottawa.ca
-HS-PHA-ANP-BAC)
Suzanne Biagé 562-8062 sbiage@uOttawa.ca
Academic Administrator
Architecture Jean Guénette 562-6579 jguenett@uottawa.ca
Sonia Cadieux 562-1028 sonia.cadieux@uOttawa.ca

Arts
Academic Administrator
Jacynthe Pouliot 562-1017 jpouliot@uOttawa.ca
Supervisor of Academic
Services
Josianne Trudel 562-5335 jtrude2@uOttawa.ca
(Secretary)
Canadian Studies –
Schedule 562-3231 hmessadh@uOttawa.ca
Houria Messad
Classical and Religious
Studies
Communication –
Schedule 562-3825 mbrodeur@uOttawa.ca
Mélanie Brodeur
205
English – Schedule
Marie Tremblay-Chénier 562-1133 mchenier@uOttawa.ca
Yves Desnoyers 562-1132
yves@uOttawa.ca
Geography/Geomatics
and Spatial
Analysis/Environmental 562-1062 sletang@uOttawa.ca
Studies Schedule– Sylvie
Letang
History and Medieval
Studies Schedule manon.bouladier-
Manon Bouladier-Major 562-315 major@uOttawa.ca
Lettres françaises –
Horaire 562-1083 mletourn@uOttawa.ca
Marjolaine Létourneau
Linguistics – Schedule
Jeanne D’arc Turpin 562-1757 jaturpin@uOttawa.ca
Modern Languages and
Literatures – Schedule
Michelle Sigouin 562-3752 msigouin@uOttawa.ca
Music–Schedule
Linda Bergeron 562-2325 lbergero@uOttawa.ca
Philosophy – Schedule
Jocelyne Lacasse 562-3697 jlacasse@uOttawa.ca
Second Language –
Schedule 562-3390 mbergero@uOttawa.ca
Marthe Bergeron
Theatre – Schedule
Nathalie Parent 562-3727 nathalie.parent@uOttawa.ca
Translation– Schedule
Odette Thauvette 562-3228 ottrans@uOttawa.ca
Visual Arts-Schedule
Carolle Girouard 562-3725 cgirour@uOttawa.ca
Audiology and Linda Fulton (schedule as 562-8063 lfulton@uottawa.ca

Speech-Language well as for ERG graduate
Pathology level)
Céline Sarazin 562-3216 csarazin@uottawa.ca

Nicole Bernier (Schedule) 562-3218 nbernier@uottawa.ca
Civil Law
Pauline Laferrière 562-3738 laferrie@uottawa.ca
(Schedule)
Chrystine Frank 562-3272 cfrank@uottawa.ca

(Schedule)
Common Law
Nathalie Gravelle 562-3273 ngravell@uottawa.ca
Paulette Baddour 562-3077 paulette.baddour@uOttawa.ca
Conventions and Andréa Palasczka 562-4414 apalaczk@uOttawa.ca

Reservations (APALACZ)
Service Hélène Labelle 562-4415 hlabelle@uottawa.ca
206
(HXLZY)
Mandy Arsenault 562-4413 marsenau@uOttawa.ca
(MARSENA)
Reception 562-5771
562-5771
Distance Teaching Lilian Hajjar 562-5787 mpville@uottawa.ca
Denise Raymond 562-4021 raymond@uottawa.ca

Education
Madeleine Fortier 562-4427 mfortie@uottawa.ca
Marie Beaulieu 562-4024 mbeulie@uottawa.ca
Stéphanie Tavares 562-4025 stavares@uottawa.ca
Frédérick Tremblay 562-6702 frederick.tremblay.uOttawa.ca

Engineering (Schedule –
undergraduate level)
Marie Rainville (Schedule 562-5784 marie.rainville@uOttawa.ca
– graduate level)
Monique Lalonde 562-6178 monique.lalonde@uOttawa.ca
Natacha Chiasson 562-5347 natacha.chiasson@uOttawa.ca
(Schedule – graduate
level)
Human Kinetics Joanne Howard 562-4238 jhoward@uottawa.ca

Rachelle Leblanc 562-2419 rlebland@uOttawa.ca
(schedule-APA)
Kinanthropology Lise O'Reilly (Schedule)) 562-2236 lcosa@uottawa.ca
Medicine Carol Ann Kelly

(Schedule) 562-5424 cakelly@uottawa.ca
BMI, MIC,BCH, HMG
Donna Hooper (Schedule)
CMM, PHA, PHS, NSC, 562-8396 dhooper@uottawa.ca
ANA, ANP
Fay Draper (Schedule) 562-8008 fdraper@uottawa.ca
EPI
Guylaine Renaud 562-8427 grenaud@uottawa.ca
(Schedule) MED,CLI, ELE
Nicole Trudel (Schedule) ntrudel@uottawa.ca
Biochemistry, 562-8164
Microbiology)
Nurse Practitioner Francine Drouin 562-8443 fdrouin@uottawa.ca
Technical Support Denis Soulière 562-2423 dsoulier@uottawa.ca

Strategic
Enrolment
Management
Joanne Chartrand 562-4183 jchartra@uOttawa.ca

Psychology (SSOC) Academic Administrator all
levels
207
Julie Monette (Schedule 562-4184 jmonette@uottawa.ca

undergraduate level)e
Mireille Coté (Schedule – 562-4197 mcote@uottawa.ca
graduate level)e
Louise Labelle 562-5171 llabelle@science.uottawa.ca

Undergraduate Programs
Co-ordinator
Louise Smith 562-5727 lsmith@science.uOttawa.ca
Academic service officer
Schedule – Biomedical
Sciences and Ophthalmic
Medical Technology
Annie Robillard – 562-6001

Schedule Exams 562-6031 arobil@science.uOttawa.ca
Diane Perras – Schedule dperras@science.uOttawa.ca
Exams
Biology – Schedule
Edith Legault 562-5729 elegault@uOttawa.ca
Biochemistry and
Sciences Biotechnology – Schedule 562-5846 mbruyere@science.uOttawa.ca
Mireille Bruyere
Chemistry and
Biopharmaceutical 562-6033 lbaron@.uOttawa.ca
Sciences – Schedule
Lynda Baron
Environmental Sciences
and Earth Sciences – 562-6870
Schedule hdegouf@uOttawa.ca
Hélène De Gouffe
Mathematics and
Statistics – Schedule
Michelle Lukaszczyk 562-5788 mlukas@uOttawa.ca
Physics – Schedule2
Madeleine Thomas 562-6750 mthomas@uOttawa.ca
Nadine Roberge 562-1726 nroberge@uOttawa.ca

Supervisor of Academic
Services
France Dompierre 562-1700 fdompier@uottawa.ca
(Requests for schedule
Social Sciences modification or swap
have to be sent to France
Dompierre)
Criminology – schedule
Anne Donavan 562-1809 adonovan@uOttawa.ca
Economics – schedule
Diane Ritchot 562-1428 dritchot@uOttawa.ca
208
Glob. and Int. Dev.- 562-2833

schedule
Éliane Lafrenière
Political Studies
Anick Mineault 562-1546 amineau@uOttawa.ca
(horaire EIL,PAP,POL)
Social work – schedule

Hélène Lafrance 562-6384 hmlafra@uOttawa.ca
Sociology and
Anthropology– schedule 562-1256
France Prud’homme frprud@uOttawa.ca
Women’s Studies –
schedule 562-1890 mcharbo@uottawa.ca
Margot Charbonneau
SIS Bertin Paulin 562-2944 bpaulin@uOttawa.ca

Mohammed Gouiaa 562-2751 mgouiaa@uOttawa.ca
Sylvain Léonard 562-1918 sleonard@uottawa.ca
Technical Support Denis Soulière 562-2423 dsoulier@uottawa.ca

Strategic
Enrolment
Management
Benoit Asselin 562-6576 benoit.asselin@uottawa.ca

Cell. : 613-864-
Transport 2299
Serge Lafrance 562- slafranc@uOttawa.ca
6576
UNIVERSITÉ ST- Francine Forgues 236-1393 ext. fforgues@ustpaul.uottawa.ca

PAUL 2237
209
210
APPENDIX E
Policy 67: Policy on sexual harassment
Preamble
1. Whereas the University of Ottawa Act, 1965, provides that one of the University of
Ottawa's objectives is to promote the advancement of learning and the dissemination of
knowledge;
and whereas the Ontario Human Rights Code, 1981, provides inter alia that every person
who is an employee has a right to freedom from harassment in the workplace because of
sex;
and whereas, in recognition of its responsibility to have an appropriate environment for
the discovery and sharing of knowledge, the University has made a commitment to create
an atmosphere of reciprocal respect among members of the University community;
and whereas, the University recognizes as well that all members of the University
community are entitled to a working and learning environment which is pleasant,
professional, and promotes due respect of and regard for the rights and feelings of all;
and whereas romantic or sexual relationships between faculty members and students or
between supervisors and employees or students are ones in which a power differential
may exist;
and whereas an abuse of that power differential creates a negative environment for work
and study and casts doubt on the validity of the consent to such relationships;
the University therefore strongly disapproves of romantic or sexual relationships between
faculty members and students or between supervisors and employees or students, and
expects members of its community to refrain from engaging in them;
the University affirms that sexual harassment is a negation of reciprocal respect in
addition to being a violation of the fundamental rights, dignity and integrity of the person
and that it undermines the environment required for the advancement of learning and the
dissemination of knowledge.
Definition
2. Sexual harassment is:

a) unwanted sexual attention from a person who knows or ought reasonably to
know that such attention is unwanted; or
b) implied or expressed promise of reward for complying with a sexually oriented
request; or
c) implied or expressed threat of reprisal or actual reprisal for refusal to comply
with a sexually oriented request; or
d) a sexual relationship which constitutes an abuse of power in a relationship of
trust; or
e) a sexually oriented remark or behaviour which may reasonably be perceived to
create a negative psychological and emotional environment for work or study.
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Committee on sexual harassment (CSH)
Structure
3. The Committee is chaired by the Secretary of the University.

4. Each of the groups listed below must forward five nominations to the Secretary of the
University, who then appoints members of the Committee as follows:
a) Administrative Committee - two people
b) Students' Federation - one person
c) Graduate Students' Association - one person
d) Support Staff Executive Committee - three people
e) 796A, 796B - one person
f) Association of Part-Time Professors of the University of Ottawa (APTPUO) -
one person
g) Association of Professors of the University of Ottawa (APUO) - two people
h) Clinical professor - two people
5. Appointments are for a period of two years.
Terms of reference
6. The primary mandate of the Committee is to develop and coordinate an education and
awareness program on campus relating to sexual harassment.
7. The Committee must, in addition,
a) maintain confidential records;
b) make recommendations with respect to the Sexual Harassment Policy and
Procedure;
c) provide an investigative and hearing process for the settlement or determination
of sexual harassment complaints;
d) report its activities annually to the Administrative Committee.
Complaint procedure
General
8. The Chair of the Committee on Sexual Harassment must appoint a Sexual Harassment
Officer whose duties include counselling and recommending on matters related to sexual
harassment as well as investigating under the authority of the Chair of the Committee on
Sexual Harassment or Dean where appropriate.
9. In a case of suspected or alleged sexual harassment, the offended party may contact the
Sexual Harassment Officer for advice or to make a verbal or written complaint.
10. Any complaint should be made as soon as possible but in any event, unless
exceptional circumstances exist, a complaint will not be considered if it is made more
than six months after the alleged incident.
212
11. A complaint may be made by either the individual or individuals who have been
directly affected by the alleged sexual harassment or by any person who has actual
knowledge that sexual harassment has taken place.
12. The Sexual Harassment Officer must, within five working days of the receipt of
complaint, arrange a meeting with the complainant in order to obtain information to
confirm and clarify the circumstances giving rise to the complaint, and determine
whether there is a need to refer the matter to another appropriate body. In the case of a
complaint made verbally, if the matter cannot be resolved informally, the Sexual
Harassment Officer assists the complainant with the written form. No further official
steps may be taken unless the complaint is in writing and signed by the complainant.
13. The Sexual Harassment Officer then forwards to the person against whom the
complaint is made (hereinafter referred to as the respondent) a copy of the written
complaint filed, any additional information obtained from the complainant and a request
that the respondent reply to the complaint in writing within five working days. The
Sexual Harassment Officer may assist the respondent in the preparation of a response.
14. If a response is received, the Sexual Harassment Officer forwards a copy of such
response to the complainant and the complainant has five working days to reply in
writing. The Sexual Harassment Officer may assist the complainant in formulating a
reply.
15. Except where the Sexual Harassment Officer is absolutely convinced that there is no
possibility of settlement by agreement or withdrawal, the Sexual Harassment Officer will
convene a meeting with the parties to attempt a settlement.
16.a) The Sexual Harassment Officer files as soon as possible, but in any event within
thirty days of receipt of the complaint, a report with the Chair of the CSH, setting out all
of the information obtained as well as copies of all documentation filed by both parties
and recommending:
i) that no further action be taken because the complaint is frivolous, vexatious or
vindictive, or because the conduct complained of cannot reasonably be said to fall
within the definition of sexual harassment as set out in section 2; or
ii) that no further action be taken because a settlement has been reached; or
iii) that a Complaint Panel be appointed.
A copy of the report is sent to the complainant and the respondent.
b) Where the respondent is a member of APUO, the following provisions apply.
i) If the Sexual Harassment Officer determines that 16.a)i) or 16.a)ii) applies, he
or she will inform the complainant and the respondent of his or her determination
in writing, and the file will then be closed.
ii) If the Sexual Harassment Officer determines that neither 16.a)i) nor 16.a)ii)
applies, but that the complaint should be dealt with further, he or she, pursuant to
39.5.6 of the APUO collective agreement, forwards the appropriate
documentation to the member's Dean, the Chief Librarian or the Director of the
Career and Counselling Service, who then proceeds with an investigation
pursuant to 39.1.2 of the agreement.
The Sexual Harassment Officer notifies the complainant and the respondent that the
matter has been referred to the Dean, the Chief Librarian or the Director of the Career
and Counselling Service.
213
17. In the event that the recommendation is to appoint a Complaint Panel, the Chair
immediately appoints three members of the CSH and nominates one of the appointees to
the chair.
18. The Complaint Panel invites the complainant and the respondent to appear before it to
submit any additional pertinent documentation and make oral submissions. Such meeting
will be held on a mutually convenient date, but in any event within twenty working days
of the appointment of the Panel.
19. The Complaint Panel must determine whether the acts complained of constitute
sexual harassment and, if so:
a) recommend appropriate disciplinary action, if any;
b) recommend any other measures it considers appropriate for remedying or
mitigating any academic or employment harm or disadvantage suffered by any
person as a result of the sexual harassment.
20. The report of the Complaint Panel must be in writing and delivered to the Chair of the
CSH within ten working days of the meeting referred to in paragraph 18. The report must
provide:
a) a summary of the relevant facts;
b) a determination as to whether the acts complained of constitute sexual
harassment as defined in article 2;
c) recommendations as to appropriate disciplinary action and other measures
which in its opinion are necessary in the circumstances.
21. If the report of the Complaint Panel contains any recommendations, the Chair must
forward a copy of the report to the Administrative Committee for appropriate action.
Appeals
22. In the event that the Sexual Harassment Officer recommends that no further action be
taken pursuant to sub-paragraph 16.a)i) the complainant has the right to appeal such a
decision by forwarding to the Chair a notice to that effect within ten working days of the
receipt of the Sexual Harassment Officer's report.
23. The notice of appeal must clearly set out all of the factors relied on by the
complainant in disputing the recommendation made.
24. In the event that a notice of appeal is filed, the Chair appoints a Complaint Panel
pursuant to paragraph 17.
25. The Complaint Panel will, after the expiry of the time granted to the respondent to
reply to the notice of appeal, review all the material considered by the Sexual Harassment
Officer as well as all other material filed to determine whether the grounds of appeal
reasonably establish that the Sexual Harassment Officer was in error in making his or her
recommendation and that the appointment of a Complaint Panel should have been
recommended.
26. a) The Complaint Panel notifies the parties in writing of its decision within five
working days, and if the Panel agrees with the complainant that the Sexual Harassment
Officer should have recommended the appointment of a Complaint Panel then the matter
proceeds in accordance with paragraphs 18, 19 and 20.
b) When the respondent is a member of APUO, the following replaces the provisions of
26.a). The Complaint Panel notifies the parties in writing of its decision within five
214
working days. If the Panel agrees with the complainant that the Sexual Harassment
Officer should have forwarded the file to the Dean, the Chief Librarian or the Director of
the Career and Counselling Service pursuant to 39.5.6 of the APUO collective agreement
so that an investigation pursuant to 39.1.2 could be carried out, the Panel orders that this
be done.
27. If the Panel confirms the Sexual Harassment Officer's recommendation, the complaint
file will be closed and no further action may be taken by the complainant pursuant to this
policy.
28. Nothing in this policy prevents a complainant from seeking redress in any court
and/or through the Ontario Human Rights Commission in addition to or instead of
following the procedures outlined above. The University's procedures for dealing with
complaints of sexual harassment are carried out independently of any investigations
being or to be conducted by any outside agency.
Disciplinary action
29. For the purpose of this policy, disciplinary action includes but is not limited to an
apology, reprimand, transfer, suspension, expulsion or dismissal, depending on the
seriousness of the conduct, the respondent's connection to the University, the respondent's
prior record and any mitigating factors, it being understood that any disciplinary action
must be undertaken in conformity with the procedures set out in the relevant collective
agreement or University policy.
30. Any disciplinary action taken against an employee or a student may be subject to a
grievance or an appeal in accordance either with the procedures set out in any applicable
collective agreement or with the policies and procedures of the University.
Confidentiality of records
31. Any complaint received pursuant to this policy must be considered to be strictly
confidential and all committee members are under a duty to take all necessary steps to
maintain such confidentiality. In particular, but without limiting the generality of the
foregoing, the Committee must ensure that:
a) any reports of the Sexual Harassment Officer or reports of the Complaint Panel
required to be considered by the CSH be amended so as to protect the identity of the
complainant and of the respondent;
b) all procedures and deliberations of the Complaint Panel be held in camera.
Rights of complainant and respondent
32. The filing of a complaint of sexual harassment is the right of every member of the
University community and may be exercised without fear of reprisal or threat thereof. In
addition, the mere fact that a complaint has been filed against an individual does not, in
and of itself, constitute grounds for disciplinary action against that individual.
215
Exception
33. No exception may be made to this policy without the written consent of the
Administrative Committee.
Revised March 17, 1998 (Office of the Secretary)
web5.uottawa.ca/admingov/reg-e.php?id=67
POLICY 67A :
“Policy on sexual harassment applicable to all members of the university community

except when the respondent is an APUO member” can be found here :
web5.uottawa.ca/admingov/reg-e.php?id=67a
216
APPENDIX F
Policy 77: OCCUPATIONAL HEALTH AND SAFETY POLICY
Purpose
1. The University of Ottawa recognizes its legal and moral responsibilities in health
and safety for the University community by ensuring sound and safe conditions in all
its activities.
To achieve this, all reasonable precautions having regard to the particular

circumstances of each case will be taken to ensure the protection of employees in the
performance of their duties.
2. This policy takes into account all existing federal, provincial and municipal laws,
regulations and guidelines. It must be read in conjunction with University policies 18
(Workmen's Compensation), 58 (Regulation on Smoking in University Buildings)
and 87 (Temporary Interruption of University Activities at a Faculty, School or
Service).
3. The University of Ottawa has a Joint University Occupational Health and Safety
Committee structure which has been sanctioned by the Ministry of Labour and whose
terms of reference are contained in the document detailing the Committee's structure.
4. In accordance with the Occupational Health and Safety Act (OH&S Act), the
University must prepare and review at least annually a written occupational health
and safety policy and develop and maintain a program to implement that policy. The
policy must be posted at conspicuous locations on the health and safety bulletin
boards.
Roles and Responsibilities of the University
5. Having regard for the protection of employees, without limiting the requirements
imposed by the OH&S Act the University shall:
• provide equipment, materials and protective devices, and shall maintain them
in good condition and ensure that they are used as prescribed under the OH&S
Act
• ensure the measures and procedures prescribed are carried out in the
workplace;
• provide information, instruction, and supervision to employees to protect their
health or their safety;
217
• ensure that when appointing supervisors, they are competent with respect to
their responsibilities under the OH&S Act;
• afford assistance and co-operation to the Occupational Health and Safety
Committee or any of its members in discharging their responsibilities under
the OH&S Act or its regulations;
• provide the Occupational Health and Safety Committee with the results of
reports prepared respecting occupational health and safety;
• advise workers of the results of occupational health and safety reports;
• safeguard workers from undue exposure to biological, chemical or physical
agents as prescribed under the OH&S Act;
• provide workers with written instructions as to the measures and procedures to
be taken for the protection of employees, where prescribed in the OH&S Act;
• carry out training programs for employees, supervisors and committee
members as may be prescribed under the OH&S Act.
6. Where applicable and when allowed by the granting agency, equipment, materials
and protective devices required for research projects will be paid from the grant
supporting the research project.
Roles and Responsibilities of Deans, Directors, Chairpersons and

Principal Investigators
7. In the application of the responsibilities stated in Section 5, the responsibility for

health and safety in faculties and services lies with the deans, directors, chairs and
principal investigators who must show due diligence in the application of health and
safety measures in general and who must ensure that those under their authority are
diligent in the application of their responsibilities; in particular, they must also:
• keep informed of the health and safety needs of employees under their
authority;
• initiate necessary preventive measures to control health and safety hazards
associated with activities under their authority;
• incorporate preventive measures in all functions and activities in which there
may be some incident or accident with health-related consequences;
• ensure that their supervisory personnel are aware of their health and safety
responsibilities and that they provide proper information and instructions to
individuals under their supervision;
• provide safety training opportunities for all their personnel;
• provide assistance and co-operation to the University Occupational Health and
Safety Committee and to its Sectoral Occupational Health and Safety
Committee members in the carrying out of their functions as stipulated in the
terms of reference under which they must act (cf. section 4);
218
• report accidents and incidents according to sections 17 and 18 of this policy

and investigate reports and further actions according to section 19 of this
policy.
Roles and Responsibilities of Supervisors and Principal

Investigators
8. Supervisors and principal investigators or anyone who has charge of a workplace

or authority over other employees must show due diligence in the application of
health and safety measures in general; in particular they must also:
• keep informed of the health and safety regulations applicable to the employees
under their authority;
• initiate necessary preventive measures to control health and safety hazards
associated with activities under their authority;
• incorporate preventive measures in all functions and activities in which there
may be some incident or accident with health-related consequences;
• ensure that employees under their authority work in the manner and with the
protective devices, measures and procedures required under the OH&S Act;
• ensure that employees under their authority use or wear the equipment,
protective devices or clothing required;
and investigate such reports and further actions according to section 19 of this
policy.
Roles and Responsibilities of Employees
9. The responsibility for health and safety lies with all University personnel in the
performance of their duties. In addition, the following particular requirements must
be adhered to by all University employees:
• work in compliance with the provisions of the OH&S Act and all health and
safety procedures and instructions;
• use or wear the equipment, protective devices or clothing that the University
requires to be used or worn and report to their supervisors the absence of or
defect in any equipment or protective device of which they are aware and
which may endanger themselves or other employees;
• report to the appropriate supervisory staff all known health and safety hazards
or any violation of the OH&S Act or its regulations;
• not use or operate any equipment, machine, device or thing or work in a
manner that endangers themselves or other employees and not remove or
make ineffective any protective device required by the regulation or by the
219
University, without providing an adequate temporary protective device; when

the need for removing the protective device has ceased, the original protective
device shall be reinstalled immediately;
• not engage in any prank, contest, feat of strength, unnecessary running or
rough and boisterous conduct or otherwise endanger their co-workers or
themselves;
and investigate such reports and further actions according to section 19 of this
policy.
Training
10. The University must ensure that workplace-specific and mandatory training is
provided to employees to conduct their activities safely.
11. Employees are required to attend mandatory training sessions related to their
work environment.
12. Units where health-and-safety-related training has been provided will maintain
up-to-date data bases regarding the training provided (centrally or locally).
Workplace Hazardous Materials Information Systems (WHIMIS)
13. All employees exposed to, or likely to be exposed to, a hazardous material or to a
hazardous physical agent must receive and participate in instruction and training
regarding the use, storage, handling and disposal of these materials.
14. Deans, directors, chairpersons and principal investigators are responsible for
ensuring that all legally required systems and procedures are in place with respect to
WHMIS. In particular, they must ensure:
• that material safety data sheets are available and up-to-date, for consultation
by all employees exposed to or likely to be exposed to hazardous materials or
who must handle such materials;
• that all hazardous materials in the workplace are identified in the prescribed
manner.
15. If material safety data sheets are accessible on a computer terminal at a

workplace, deans, directors, chairpersons and principal investigators shall:
• take all reasonable steps necessary to keep the terminal in working order;
• give a worker a copy of the material safety data sheet upon request; and
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• teach committee members and employees who work with or close to

hazardous materials how to retrieve the material safety data sheet on the
computer terminal.
16. Employees who are exposed to, or likely to be exposed to, a hazardous material or
agent have the responsibility of consulting material safety data sheets for these
materials.
Reporting and Investigation of Incidents and Accidents
17. The supervisor must advise Protection Services immediately after a serious or
critical injury or fatality, or after accidents and incidents involving chemicals,
biological or radioactive substances and physical agents, including accidental spills
and emissions both inside and outside the workplace. The Occupational Health and
Safety Officer must notify the Ministry of Labour immediately after a critical injury
or a fatality and must send a written report to the Ministry of Labour within 48 hours
or its occurrence.
18. All accidents, fires, and other potentially serious incidents (e.g. spills, emissions)
must be entered on an Accident, Incident or Occupational Disease Report, and the
supervisor must submit the report to the Occupational Health, Disability and Leave
Sector within 24 hours of the occurrence.
19. Responsibility for investigating and for taking appropriate actions against
recurrences lies primarily with the dean or director concerned. The Occupational
Health and Safety Committee may assist when necessary and will make appropriate
recommendations for corrective actions to the dean or director involved. In cases of
critical injury or death, the Occupational Health and Safety Committee may
investigate and inspect the workplace where the accident occurred. This must be done
according to the University's Investigation Guidelines Following a Work-related
Accident or Incident.
Communications in Cases of Emergencies
20. In accordance with Regulation 1101 - First Aid Requirements, the University
must provide immediate first-aid assistance to an injured worker. To ensure this,
appropriate means of communications must be in place to reach Protection Services
or designated first-aiders for the area.
21. Deans and directors will ensure that telephones for emergency are installed in
University laboratories with increased risk due to the presence or use of hazardous
materials in quantities capable of causing injury, or where the type of activity
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performed is at a level where risks of injury can occur, or if the room is isolated from
public areas and there is limited access to a telephone.
Disciplinary Measures
22. Employees who contravene this policy are subject to disciplinary measures in
accordance with the policies (Policy 2d Disciplinary Measures for Reprehensible
Acts) and collective agreements governing their work conditions.
Reprisal Prohibited
23. No employee can be disciplined, penalized, coerced, dismissed, intimidated or

suspended for complying with this policy or the OH&S Act and its regulations.
External Contracts
24. Contracting officers of the University must ensure that external contracts include
a requirement for adherence to the OH&S Act and its regulations.
Exception
25. No exception may be made to this policy without the written consent of the
Administrative Committee.
Revised March 15, 2000 (Human Resources Service)
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APPENDIX G
Policy 110: Policy on treatment of graduate students on non-
academic and non-employment issues
Preamble
1. In its strategic plan approved in 1995, the University of Ottawa made the following
commitment:
"We will provide a safe and inviting intellectual, cultural and social environment, in
which our students, faculty and staff are motivated and challenged to perform at their
highest potential. We will continue protecting individual rights and safeguarding the
principles of equal opportunity and equitable treatment."
The University recognizes the many contributions of graduate students to this

institution and is committed to offering them protection from abuse in all aspects of
their relationship with the University. Not only are students learning for their own
benefit, but many contribute to the research life of the University as a required part of
their degree programs. Others may also function as employees (for example, teaching
assistants, sessional lecturers, research assistants). As employees, their rights and
privileges are specified by collective agreements. As students, any academic
evaluation may be appealed through procedures specified by the Faculty of Graduate
and Postdoctoral Studies (FGPS).
The purpose of this document is to address other aspects of the graduate student's
experience at the University of Ottawa; in particular (but not limited to)
• discrimination
• harassment and intimidation
• fair and equitable treatment
• intellectual property
• academic misconduct or fraud
• health and safety
Application
2. This policy covers all full-time and part-time graduate students registered at the
University of Ottawa. No student will suffer academic consequences as a result of
exercising his/her rights under this policy. This policy shall have effect 30 days after
approval by the Board of Governors of the University of Ottawa.
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3. The procedures for recourse in this policy may be used as well in any circumstance
where any other policy of the University of Ottawa is applied or should be applied to
a graduate student or graduate students other than situations involving:
• the appeal of academic decisions related to grades or other requirements for

entry into or completion of degree or diploma programs, or to student status.
Such appeals are subject to the general regulations of the Faculty of Graduate
and Postdoctoral Studies.
• any issue subject to a collective agreement between the University and one of
its unions. In such cases, the relevant collective agreement shall apply.
The procedures for recourse in this policy are not intended to supersede Policy 67 on
sexual harassment or Policy 110a on soft-funded research bursaries.
Definitions and Statements of Principle
Discrimination
4. No member of the academic community shall be subject to discrimination by

reason of age, race, creed, colour, national or ethnic origin, citizenship, ancestry, sex,
sexual orientation/choice, disability, age, marital, parental or family status, political,
academic or religious beliefs or affiliations, or membership or non-membership in
any student organization, or the exercise of rights under this policy.
There shall be no discrimination on the basis of language except where language

competence is an academic requirement and is consistent with the University's policy
and regulations on bilingualism.
Harassment
5. No member of the academic community shall be subjected to harassment or

intimidation.
• a) Sexual Harassment: The University's Policy 67 on sexual harassment shall

apply to any complaints of sexual harassment and may be addressed to the
University of Ottawa Sexual Harassment Officer.
• b) Non-sexual harassment: Harassment involves engaging in a course of
comment or conduct, whether deliberate or inadvertent, which denies
individuals their dignity and/or respect, or is offensive, intimidating,
embarrassing or humiliating, vexatious or vindictive, or adversely affects the
environment for study, that is known or ought to be known to be unwelcome.
There are many types of harassing or intimidating behaviour, including, but
not limited to: verbal or written intimidation/harassment (for example,
shouting, swearing, belittling, demeaning comments or communications);
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physical intimidation/harassment (this includes any violent or threatening

behaviour); reprisal or threat of reprisal.
Fair and Equitable Treatment
6. Graduate students have the right to be treated according to commonly accepted

norms of fairness and ethical behaviour. In particular:
• a) All academic evaluations will be performed fairly, impartially, and in a

timely manner. Any appeal of an academic evaluation must be made in
writing in accordance with the appeal procedures of the FGPS. No graduate
student shall be subjected to educational imbalance (this may include
inadequate supervision and/or excessive demands without educational merit).
• b) The nature of the relationship between thesis director and student is unique,
and will vary according to the individuals and discipline involved. The usual
responsibilities and expectations of both parties are outlined in general terms
in the FGPS document "Research and Thesis". Professors and students must
always act in accordance with University policies.
• c) Funding opportunities: It is understood that some programs have
established guidelines setting minimum guaranteed funding levels and
durations for graduate students. The University is committed to at least
maintaining these levels and encourages graduate programs that do not
currently have such guidelines to introduce them in accordance with
University of Ottawa practices. It is expected that programs will make these
policies known and accessible to students in writing, and will abide by them
unless all parties agree to an exception in writing.
There are many sources of funding available to graduate students,

including but not limited to: financial aid, scholarships, soft-funded
research bursaries, employment as part-time professors, teaching
assistants, research assistants, tutors, markers, proctors, laboratory
monitors and demonstrators. The rights and privileges of students as
employees are governed by the APTPUO collective agreement in the
case of part-time professors, and by the collective agreement with
CUPE 2626 in the case of teaching assistants, research assistants,
markers, proctors, laboratory monitors and demonstrators. Moreover,
• Financial aid is awarded based on financial need and is subject to provincial

or federal regulations.
• Scholarships awarded by the University and by external agencies recognize
academic merit, and are awarded on a strictly competitive basis, subject to the
availability of funds and the eligibility conditions as specified by the agency
in question.
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• Professors may use their own research funds (soft funds) to offer "soft-funded
scholarships"(SFS) to their students on a non-competitive basis. Such
scholarships are subject to the FGPS Policy on Soft-Funded Scholarships.
• Soft funds may be used to offer "soft-funded research bursaries" (SFRB),
which are defined in and subject to Policy 110a.
• Research assistantships, both from hard (HFRA) and soft funds (SFRA), are
regarded as employment and are subject to the collective agreement with
CUPE 2626, as indicated above.
When a thesis director offers an SFS, SFRA or SFRB to his/her

student, it is assumed that the professor will make reasonable efforts to
secure adequate soft funds to continue to support the student in
accordance with the funding policy of the academic unit, provided
satisfactory progress is maintained. It is understood that a professor
will not discontinue the soft-funded support of a student making
satisfactory progress during the normal duration of the program (as
determined by the policy of the academic unit) in order to offer
funding to a new student.
• d) Holidays and absences: Students are not normally required to perform

academic activities on any of the following holidays: New Year's Day, Good
Friday, Easter Monday, Victoria Day, Canada Day, Civic Holiday, Labour
Day, Thanksgiving Day, Christmas Day, Boxing Day and any other statutory
holiday or other holiday declared by the University's Board of Governors.
Students are entitled to observe holidays associated with their religion, and shall not
normally be required to perform academic activities between December 23 and the
first day of classes in January. Likewise, in addition to official holidays and the
Christmas shutdown, a student may expect to have a period of three weeks, two of
which must be consecutive, without imposed academic activities, provided that it
does not impinge on course requirements.
Requests for short term absences for just cause will not unreasonably be denied.
However, any absence in excess of four weeks must be approved by the FGPS.
Notwithstanding the above, it is understood that it is the student's responsibility to

ensure that he or she meets all academic deadlines, and to carry out his or her
research in a timely manner. In exceptional circumstances this may entail foregoing
normal holidays or absences.
Intellectual Property
7. Students have the right to receive appropriate recognition for and to benefit from
their research endeavours. University policy on intellectual property rights is defined
by Policy 29 on Patents and in the collective agreements with the APUO, the
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APTPUO, and CUPE 2626. The University's guidelines on authorship are stated in
Articles 3.2.2 and 3.2.3 of the FGPS publication "Research Ethics".
Academic or scientific misconduct or fraud
8. The University will not tolerate any form of academic or scientific misconduct or
fraud on the part of any member of the academic community. This includes, but is not
limited to, the following:
• plagiarism or cheating
• false claims of authorship or ownership of intellectual property
• falsification or concoction of research data; lack of honesty in the collection or
interpretation of data
• attribution of a purported statement or reference to a source which has been
concocted
• falsification or misrepresentation of a document, or use of a falsified
document
• colluding with colleagues in committing academic or scientific misconduct or
fraud
Academic fraud and scientific misconduct are dealt with pursuant to the Senate Policy
on Academic Fraud and the applicable collective agreements.
Health and Safety
9. The University is responsible for providing all of its students with a safe and
healthy working environment. While students are not subject to the provincial
legislation on occupational health and safety, the University abides by those
principles as shown in Policies 77 and 91.
Students are covered by the general liability insurance held by the University.
Notwithstanding the fact that Health and Safety Committees are established under
legislation for workers, any student who is concerned about his/her health and safety
in performing an assignment or activity required by his/her academic program may
bring this to the attention of the University's sectoral occupational health and safety
committee. If the student considers such an assignment or activity to be unsafe,
he/she may suspend its performance and request that a member of the University's
sectoral occupational health and safety committee investigate and determine whether
it is safe. If the assignment or activity is found to be safe, the student must perform it.
Any student who becomes pregnant may request precautionary measures, including a
modification of her academic program, to protect herself and her fetus. Should she
request any such measures, she shall report her pregnancy to her thesis director, the
Occupational Health and Safety Nurse, and the University's Radiation Safety
Inspector, where appropriate, and a modified program will be implemented for the
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duration of the pregnancy, with no academic prejudice or loss of scholarship, bursary

or salary during the period of the modified program. Women of childbearing age
should ensure that they seek all relevant information concerning exposure to
hazardous materials, including those which are biohazardous in nature, from the
appropriate MSDS information and/or the Radiation Safety Inspector.
In cases where a student is exposed to an infectious agent either by working directly

with an infectious organism or by working with human or animal tissues or fluids, the
cost of any required vaccination not covered by a provincial or municipal health plan
will be paid from the thesis director's research grant, unless the vaccination is
required as a prerequisite of admission to a program of study. The University agrees
that it will not amend the current prerequisites of admission relating to vaccinations
without consulting the GSAED unless the change is imposed by an external agency
legally entitled to require compliance.
Policy 110 Joint Consultative Committee
10. There shall be a Policy 110 Joint Consultative Committee which shall draft and
amend from time to time any regulations or procedures required for this policy to
have effect. Recommendations from the Policy 110 Joint Consultative Committee for
such regulations or procedures shall go directly to the Administrative Committee.
The Committee will also draw up the list of internal arbitrators for internal recourse.
The Policy 110 Joint Consultative Committee shall be composed of two graduate
students named by the GSAED, and the Dean and the Vice-Dean of the Faculty of
Graduate and Postdoctoral Studies or their delegates.
The Policy 110 Joint Consultative Committee shall meet as necessary. Meetings may
be called by either party on written notice of five working days or by mutual consent.
Quorum shall consist of all four members and minutes of meetings shall be taken.
Recourse
11. As noted above, any graduate student or group of graduate students shall have
access to this procedure for recourse in order to compel the fair application of any
existing University policy pertaining to graduate students, with the exception of any
employment issue subject to a collective agreement, or any policy, regulation or
procedure used to undertake the appeal of academic decisions related to grades or
requirements for entry into or completion of degree programs. A graduate student
may be assisted or represented at any step of this recourse process by a person of
his/her choice, as a matter of right.
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Where a student is alleging harassment or discrimination by a professor, he/she may

bypass steps 1, 2 and 3 below and file a written complaint directly with the
professor's dean. Where the resulting action by the dean is deemed unacceptable by
the student, he/she may proceed directly to step 4 below.
Step 1
A graduate student who feels that a University policy has not been appropriately or
fairly applied should first attempt to resolve the matter informally with the person
whom the student believes has failed to properly apply that policy.
Step 2
If the matter is not resolved at Step 1, the student should follow the conflict resolution
procedure of the faculty, if one exists. All faculties are strongly encouraged to
develop such procedures. Otherwise, the student may seek recourse in writing within
five working days from the chairperson of the student's department, or, where no
department exists, from the dean of the faculty. The student may skip Step 2 if the
student believes that circumstances warrant doing so, and may proceed directly to
Step 3.
Step 3
If the matter is not resolved at Step 2, or if the student has elected to skip Step 2, the
matter may be submitted in writing within five working days to the Vice-Dean of the
Faculty of Graduate and Postdoctoral Studies or his/her delegate, who shall have a
further ten working days to attempt to resolve the matter.
Where after consultation with the Dean of Graduate and Postdoctoral Studies the
Vice-Dean is of the opinion that the complaint may involve a breach of ethics under
article 10 (Professional Ethics) of the APUO collective agreement or 2.6 (Ethical
Behaviour) of the APTPUO collective agreement, the complaint or such part of the
complaint bearing on the possible breach of ethics shall be transmitted to the dean of
the faculty of the professor concerned to be dealt with under 39.2 (Discipline for
violation of article 10) of the APUO collective agreement or under article 6
(Discipline and Discharge) of the APTPUO collective agreement, as appropriate ;
only that part (if any) of the complaint that does not deal with a question of ethics can
proceed to step 4 of this policy. The dean of the faculty will inform the Dean of
Graduate and Postdoctoral Studies once the appropriate steps have been completed,
according to the relevant collective agreement.
Step 4
If the matter is not resolved at Step 3, the student may refer the matter to an internal
arbitration by notifying the Dean of the Faculty of Graduate and Postdoctoral Studies
within a further five working days.
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The matter shall be heard by an internal arbitrator chosen either by mutual consent or
by lot from the list drawn by the Policy 110 Joint Consultative Committee. No
internal arbitrator shall serve in respect of a dispute involving a student or an
employee from the internal arbitrator's own department, or, if dealing with a faculty
which does not have departments, from the internal arbitrator's faculty. The
University of Ottawa agrees to be bound by the decision of the internal arbitrator, and
the student's use of the internal arbitration process is deemed to represent acceptance
by the student of the binding nature of the internal arbitration process.
The use by the student of the provisions of this section shall not be taken into
consideration in any matter relating to grades in graduate courses or in eligibility for
admission to other graduate programmes.
Revised March 14, 2000 (Board of Governors)
Policy 110A
“Graduate students holding soft-funded research bursary (SFRB Students)” policy

can be found here:
web5.uottawa.ca/admingov/reg-e.php?id=110a
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APPENDIX H
University Regulations on Academic Fraud
Academic Fraud
Definition
1. Academic fraud is an act by a student that may result in a false academic

evaluation of that student or of another student. Without limiting the generality of this
definition, academic fraud occurs when a student commits any of the following
offences:
a) commits plagiarism or cheating of any kind; (to obtain more information on
plagiarism and how to avoid it, consult our Web site at
www.uottawa.ca/plagiarism.pdf).
b) submits a work of which the student is not the author, in whole or in part (except
for duly cited quotations or references). Such work may include an academic paper,
an essay, a test, an exam, a research report, and a thesis, whether written, oral, or in
another form;
c) presents research data that has been falsified or concocted in any way;
d) attributes a purported statement of fact or reference to a source that has been
concocted;
e) submits the same piece of work or significant part thereof for more than one
course, or a thesis or other work that has already been submitted elsewhere, without
written authorization of the professors concerned and/or of the academic unit
concerned;
f) falsifies an academic evaluation, misrepresents an academic evaluation, uses a
forged or falsified academic record or supporting document, or facilitates the use of a
falsified academic record or supporting document;
g) undertakes any other action for the purpose of falsifying an academic evaluation
Sanctions
2. A student who has committed or attempted to commit academic fraud, or who has
been a party to academic fraud, is subject to one or more of the following sanctions:
a) the mark of F or zero for the work concerned;
b) the mark of F or zero for the course concerned;
c) the mark F or zero for the course concerned and the loss of all or part of the credits
for the academic year concerned and/or an additional requirement of 3 to 30 credits
added to the student’s program of studies. The courses for which credits were
withdrawn remain in the student’s file; they are included in the grade point average
and must be repeated or replaced by other courses at the discretion of the Faculty;
d) suspension from the program or from the Faculty, for at least one session and at
most three academic years;
e) expulsion from the Faculty;
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f) expulsion from the University of Ottawa for at least three years, it being understood
that three years after being expelled, the student concerned may ask the Senate
committee for the study of individual cases to review his or her case, with the
possibility, where applicable, of having the notice of expulsion withdrawn from the
student’s transcript. If the student reapplies for admission, the regular admission
process shall apply;
g) cancellation or revocation of a degree, diploma or certificate where the offence
relates to the eligibility to receive such degree, diploma or certificate, and was
discovered or determined after its award;
h) inclusion of the following statement in the student’s academic transcript: “Sanction
pursuant to contravention of the University regulations on fraud.”
Decisions
3. Sanctions stipulated in articles 2 (a) to (d) are taken by the Faculty in which the
student is registered. Sanctions 2 (e) to (h) are taken by the Senate committee for the
study of individual cases upon the recommendation of the Faculty. Decisions shall
take effect immediately, notwithstanding appeal.
Procedure
4. Allegations of fraud are submitted in writing, with supporting documentation, to

the dean of the Faculty in which the student is registered.
5. If the dean or the dean’s representative decides that the allegation is founded:
a) the file is referred to a committee of inquiry consisting of at least three persons
appointed by the dean;
b) the dean informs the student in writing of the allegation made against him or her
and provides a copy of all supporting documentation, as well as of this regulation.
6. The committee of inquiry:
a) invites the student to present, in writing, within a prescribed time limit, any
information or documents relevant to the allegation which has been made and, if it
deems it appropriate, invites the student to appear before the committee;
b) solicits any other information that it considers relevant to its inquiry.
7. On the basis of this documentation and information, and once the student has been
given the opportunity to be heard in writing and/or in person, the committee of
inquiry:
a) either concludes that the allegation is not sufficiently founded and that no further
action should be taken; or,
b) concludes that the allegation is founded and prepares a summary report for the
dean, which shall include a recommendation for the appropriate sanction.
The student is informed by the dean of the conclusions reached by the committee of
inquiry and of the next procedural steps. The dean informs the student that he or she
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may submit comments on the report of the committee of inquiry, provided that such
comments are made in writing within 10 working days following the date at which
the report was sent.
8. The report of the committee of inquiry, and, if applicable, the written submissions
made by the student, are submitted to the executive committee of the Faculty or its
equivalent, which either decides the sanction to be imposed or recommends it to the
Senate committee for the study of individual cases as the case may be.
9. If the sanction is one the Faculty has the power to impose, the decision of the
executive committee of the Faculty or its equivalent shall take effect immediately,
notwithstanding appeal.
10. The dean informs the student in writing of the decision or the recommendation
made by the executive committee of the Faculty or its equivalent, and of the
procedure to be followed should the student wish to appeal.
Appeal
11. A student who decides to appeal the decision of the executive committee of the
Faculty or its equivalent, or its recommendation to the Senate committee for the study
of individual cases, must so inform the secretary of the University and provide the
reasons for the appeal, within 10 days following the date at which the decision or
recommendation was sent.
12. The secretary of the University transmits the file to the Senate committee for the
study of individual cases which:
a) invites the student to appear before the committee and/or submit in writing any
information the student considers relevant;
b) solicits any other documentation or information it considers relevant.
13. The decision of the Senate committee for the study of individual cases is final and
cannot be appealed.
Fraud concerning more than one student
14. When the allegation of fraud concerns students from more than one Faculty, the
committee of inquiry consists of one professor appointed by each Faculty concerned
and of one chairman jointly appointed by the deans of these faculties. Failing such
appointment, the chairman will be appointed by the vice-rector, academic. The report
of that committee is forwarded to the Senate committee for the study of individual
cases, whose powers, for this purpose, are those described under procedure number 8
for the executive committee of a Faculty. In this case, the decision of the Senate
committee for the study of individual cases may be appealed to the executive
committee of the Senate, in accordance with the procedures described under Appeal.
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Suspension
15. A student who has been suspended from a program shall not be awarded any
credit for courses otherwise acceptable as part of the student’s program or as part of
the overall requirements of the program, when such courses are taken, at the
University of Ottawa or elsewhere, during the period of suspension which has been
imposed. A mark of F (zero) will be assigned retroactively, if applicable, to any
course so taken at the University of Ottawa, and tuition fees will not be refunded.
16. At the end of the period of suspension, the student will be authorized to continue
the program once he or she has registered in accordance with the conditions
applicable at that time.
www.uottawa.ca/academic/info/regist/crs/home_5_ENG.htm
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APPENDIX I
University Regulations on Course Evaluation
In November 1977, the University of Ottawa Senate adopted a policy on evaluation of
teaching and courses which is administered by the Senate Subcommittee on the
Evaluation of Teaching and Courses. The Customized Formative Evaluation
components was added in 2002 allowing teachers to choose an additional 10
questions for their own feedback on specific aspects of their teaching. In 2005, the
questionnaire underwent major revisions so that its questions applied to the varied
ways that courses are taught. The results of the evaluation are available online to all
students and teachers through Infoweb. The followings are a few points to remember:
PURPOSE OF THE EVALUATION
• to provide teaching staff with information that might help them improve their
teaching
• to establish a method for factoring teaching performance into decisions about
the teaching staff
• to provide students with a means for voicing their opinions on teaching and/or
the flow of the course
• to provide students with information on certain aspects of their professors'
teaching which may help with their course selection
• to help the University of Ottawa maintain a high standard of teaching
WHICH COURSES AND PROFESSORS ARE EVALUATED?
At the University of Ottawa, all courses involving at least nine contact hours with the
same professor will be subject to an evaluation by students, regardless of the number
of students and the teaching method used. If two or more professors teach a course,
each professor is evaluated at the end of the part of the course that he/she taught if the
part represents more than nine hours in that course.
WHEN AND HOW ARE EVALUATIONS FILLED OUT?
The process used to administer the evaluation was developed in consultation with the
Internal Audit Office. Evaluations take place near the end of courses, on specific
dates. Procedures and instructions are forwarded to the professor in question by the
dean prior to the evaluation date. Professors must assign one or more student
monitors who will provide instructions and oversee the evaluation.
The evaluation must take place at the beginning of the class. The professor must leave
the classroom before the monitor issues instructions and students start filling out the
questionnaire.
Students give the completed questionnaires to the monitors, who will place the
questionnaire in a sealed envelope (R), insert the confidential comment sheets in
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another sealed envelope (C), and deliver all the envelopes directly to the faculty. The
faculty then sends the envelopes containing the questionnaires unopened to the
Computing and Communications Service and the envelopes containing students’
confidential comments unopened to the professor once the final marks have been
submitted. ANONYMITY is guaranteed. The evaluation cannot affect students’
grades.
WHAT DOES THE UNIVERSITY DO WITH COMPLETED QUESTIONNAIRES?
Evaluations are done on the official form, unless the Senate approves a specific
evaluation method or an exemption. The evaluation form contains two sections: a
questionnaire (response sheet) and a confidential comment sheet. The questionnaire
consists of 13 general questions and 3 questions used for statistical purposes only.
The responses to these questions are compiled to produce up to four different reports:
The A-REPORT is placed in the professor's files in the Dean's office and at his/her
department. The professor is also provided with a copy of this report. This part of the
information is considered annually by the Dean and Teaching Personnel Committees
during the review of a faculty member's efficiency in managing workload duties and
is considered collectively for a minimum period of three years in order to establish a
trend in teaching performance.
The A-Report contains the following three questions:
• 1) I find the professor well prepared for class

• 4) I think the professor conveys the subject matter effectively
• 9) I find that the professor, as a teacher is…
The P-REPORT, which only professors receive, contains the tabulated results of all
the questions and provides professors with feedback that might help them improve
their teaching.
The S-REPORT contains the tabulated results for all the questions on the official
evaluation form along with lists of all the courses and professors evaluated during a
specific session. As of 1998, the S-Report is published on the Web and is accessible
to all students currently registered at the University of Ottawa and all faculty
members. To view the S-report, login to InfoWeb at
https://web3.uottawa.ca/infoweb/logon/en.html, click on Services and then on S-
Report – Evaluation of Teaching and Courses.
The X-REPORT is created when fewer than six students are registered in a course or
when less than six evaluations are received in a course. It is generated only when
there have been at least six evaluation forms completed over a period of three
consecutive academic years or less, for the same course code. Evaluation results from
these courses will be used only if a pattern of behaviour can be detected in the
evaluations covering the last three years. To establish such a pattern of behaviour, the
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Administration will rely on at least five of these courses. If a pattern does indeed
exist, it will be examined in light of other courses taught by the professor concerned.
The comment sheet is attached to the response sheet and contains students’
confidential commentaries. The envelope containing the comment sheets is personally
addressed to the professor evaluated and is returned sealed to him/her only after all
the marks are handed in, a few weeks after the final exams. The professor is the only
one to see these comments.
The Customized Formative Evaluation provides professors with an optional

evaluation tool adapted to their individual needs, so they can get feedback on specific
aspects of their course. At his or her discretion, the professor may ask students to
answer up to 10 additional questions chosen from a customized bank of questions.
This evaluation is administered along with the official evaluation but its results are
not part of the official evaluation and the professor is the only person who will see
these results.
All Web-based courses will be evaluated by students on the Web. Evaluations should
be done on the official questionnaire on the Web that is located on a secure site and
can be filled out only during the official evaluation period. Students may access this
form through InfoWeb. It is important to note that students are not required to provide
information that could be used to trace their identity; responses remain anonymous.
237
238
APPENDIX J
University of Ottawa Award for Excellence in Teaching
The University of Ottawa Award for Excellence in Teaching was created in 1976 to
recognize one professor each year for outstanding contributions to university
teaching.
Sponsored by the university, the Association of Professors (APUO), and the Alumni
Association, the Award comprises a $3000 honorarium, contributed by the sponsors
of the award and presented on the occasion of the annual Teaching Lecture given by
the recipient, a framed parchment certificate and a photo-portrait of the winner.
Mention also is made of the award, and the winner recognized at fall convocation.
Check with the APUO for information related to nomination forms and deadlines
(Appendix C).
Criteria
Only regular members of the teaching staff (with tenure or on a tenure-track

appointment) may be nominated. The nominator should indicate the candidate's
contributions to teaching, broadly defined, such as instructional ability, curriculum
development and course design, interpersonal skills, and innovative practices.
Activities for which the individual professor is cited should not be limited to those in
the current year, but preferably should relate to the ongoing activities spanning a
period of time.
Procedures
Nominations from any member of the University community must be submitted by

the deadline set annually (usually in the month of February) to the dean of the
nominee's faculty. The Teaching Personnel Committee of each faculty selects the
nominations to be forwarded to the Teaching Awards Committee and prepares a brief
in support of each selected candidate.
The winner of the award is chosen by the Teaching Awards Committee, composed of
two members appointed by the APUO (usually the two most recent laureates).
Recipients of the University of Ottawa Award for Excellence in Teaching
1975-76: William Barry, Psychology

1976-77: Alphonsus Campbell, English
239
1977-78: Michel Nedzela, Administration

1978-79: Robert C. Smith, Physics
1979-80: Danielle Juteau Lee, Sociology
1980-81: Vladimir Sistek, Anatomy
1981-82: Tom Moon, Biology
1982-83: André Vachet, Political Science
1983-84: Gérard Artaud, Education
1984-85: Emil J. Hayek, Common Law
1985-86: Raymond St. Jacques, English
1986-87: Nadia Mikhael, Pathology
1987-88: Donat Pharand, Civil Law
1988-89: James Fenwick, Biology
1989-90: Jean-Louis Schaan, Administration
1990-91: William Hallett, Mechanical Engineering
1991-92: Terrance Orlick, Human Kinetics
1992-93: Denis Williamson, Medicine
1993-94: Jane Fulton, Administration
1994-95: Jean-Paul Dionne, Education
1995-96: Murat Saatcioglu, Civil Engineering
1996-97: Victor DaRosa, Sociology
1997-98: Benoit Pelletier, Civil Law
1998-99: Tony Durst, Chemistry
1999-00: Denis Caro, Administration
2000-01: Claude Lamontagne, Psychology
2001-02: Chad Gaffield, History
2002-03: Rachel Thibeault, Rehabilitation Sciences
2003-04: Judith Robertson, Education
2004-05: Sylvia Boyd, Engineering
2005-06: Jon Houseman, Biology
240
APPENDIX K
Part-Time Professor of the Year Award
The Award
The Part-Time Professor of the Year was created in 1996 in recognition of the
contribution of the members of the APTPUO to university education. Sponsored by
the University of Ottawa, the Alumni Association, and the Association of Part-Time
Professors of the University of Ottawa, the Award consists of a $ 2 000.00 honorarium
and a photo portrait, which will be conferred during the special lecture given by the
recipient. The award winner will also be recognized at the Fall Convocation.
Eligibility
Members of the Association of Part-Time Professors of the University of Ottawa

(APTPUO).
Selection Criteria
Excellence in teaching, participation in research, and the candidate's contribution to

university life will be taken into account as selection criteria.
Nominations
• Except for members of the Selection Committee, any member of the

University community may nominate a candidate.
• The nominator must include a letter outlining the candidate’s exceptional

contributions to university teaching.
Selection
• Each department chair or head of an academic unit submits one nomination

from his or her department or unit to the dean of his or her faculty.
• The dean of each faculty then submits two nominations to the Part-Time
Professor of the Year Award Committee.
Selection Committee
The Selection Committee consists of:
• two members of the APTPUO

• two members appointed by the Vice-Rector, Academic of the University of
Ottawa
241
• one member of the Alumni Association

• one member of the Graduate Students’ Association (GSAED)
• one member of the Students’ Federation of the University of Ottawa (SFUO)
Recipients of the Part-time Professor of the Year Award
1996 Weixuan Li, Computer Science

1997 Daniel Lavoie, Psychology
1998 Félix Quinet, Administration
1999 Michael Wilson, Education
2000 Peggy Kleinplatz, Psychology
2001 Darene Toal-Sullivan, Rehabilitation Sciences
2002 Steven Desjardins, Mathematics
2003 Joseph Khoury, Mathematics and Statistics
2004 Pierre Sabourin, Management
2005 Shelley Jordan, School of Psychology
2006 Shelley Rabinovitch, Women’s and Religious Studies
www.uottawa.ca/associations/aptpuo/awa.html
242
APPENDIX L
Teaching and Learning Grants Program
Introduction
The Centre for University Teaching is responsible for the management of the
Teaching/Learning Grants sponsored by the Teaching Grants Subcommittee of the
Senate Committee on Teaching. The funds are used to sponsor pedagogical projects
aimed at improving teaching and learning on the campus.
The objectives of the Teaching/Learning Grants Program are:
• to improve teaching and learning effectiveness

• to encourage innovation in teaching.
Are there teaching strategies you would like to test, but need some help to do it? Do
you have a new idea to help your students learn? Are there innovative teaching
materials you would like to develop? If so, consider applying for a Teaching/Learning
Grant.
Eligibility
All regular full-time faculty members of the University of Ottawa are eligible to apply
for a Teaching/Learning Grant.
Application Procedure
• Application procedures are straightforward and uncomplicated.

• Application forms and detailed procedures are available from the Centre for
University Teaching and on our Web site.
Evaluation Criteria
A committee of peers, the Teaching Grants Subcommittee of the Senate Committee on

Teaching, evaluates applications according to the following criteria:
• potential to meet program objectives stated above

• departmental and faculty support (financial and other)
• applicant's involvement in the project
• lack of other suitable sources of funding
• plans for dissemination of results
• quality of the proposal
• development of pedagogical material rather than it's production
243
Recently Funded Projects
• Introduction to Dispute Resolution: Interactive Web Site for French and

English Courses
• Production d'un CD-ROM sur l'histoire de la traduction en vue de son
utilisation à titre expérimental comme moyen d'enseignement
• Elements of Software for Internet-Based Problem-Solving Tutorials
• Cybermétho- Dix modules d'une banque de ressources méthodologiques pour
les sciences humaines
• Faculty of Medecine Conflict Resolution Web Site Project: Increasing Medical
Students' Core Competencies Through Conflict Resolution Training and
Implementing the Faculty of Medicines Conflict Resolution Policy
• Le droit de la responsabilité civile délictuelle en Common Law- recueil de
jurisprudence annoté
• Cours pratique d'écriture sur Internet: un gabarit WebCT pour toutes les
langues. Practicing Writing on the Web: a WebCT template for all languages.
Amounts Available
1. Regular Teaching and Learning Grants Program. Limited funds (about

$56,000.00/yr) are available. Consequently, the typical grant is under $5,000.00 and
is for a project clearly focused on instructional development.
2. Special grants program for innovative pedagogical material. This program
offers $50,000.00 for the development of French-language multi-media material.
Further Information
The staff at the Centre for University Teaching will gladly provide additional
information and direction in formulating applications.
Centre for University Teaching

Telephone: (613) 562-5333
Fax: (613) 562-5616
E-mail: centre@uottawa.ca
http://www.tlss.uottawa.ca
244
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TEACHING

at the University of Ottawa

A Handbook for Professors

Fifth Edition, Revised

Eric Kristensen, Editor

CENTRE FOR UNIVERSITY TEACHING

I am confident that this Teaching Guide will be welcomed by all.

Robert Major, Ph.D.

CHAPTER 1 UNIVERSITY TEACHING.............................................................................................1

5.5 THE FUNDAMENTALS OF LECTURING ......................................................................................... 55

CHAPTER 12 TEACHING PART-TIME ......................................................................................147

APPENDIX A.1 .........................................................................................................................................177

APPENDIX G ........................................................................................................................................... 223

APPENDIX H ........................................................................................................................................... 231

INTRODUCTION TO THE REVISED FIFTH EDITION

THE UNIVERSITY OF OTTAWA

The University of Ottawa, Canada’s University

What sets us apart from other Canadian universities:

• North America’s premier bilingual university

• Students study in their choice of English or French

• One of Canada’s most cosmopolitan universities

• Located in Ottawa, Canada’s capital city

• Students and faculty from more than 150 countries

• to attract first-class scholars, students, and support staff;

• to exercise leadership in the development of teaching, research, and professional

• to give priority consideration to those programs of excellent academic standing

• to continue to be a leader in the promotion of women in all aspects of university

• to further international co-operation.

A university whose programs are research driven

A bilingual university that values cultural diversity

A university committed to promoting Francophone communities

A university that builds strong partnerships to fulfill its social responsibilities

A university that offers equal opportunities to its staff

A university that values its community

Our major directions

Strengthening our competitive edge

Goal 1: To play a leadership role in promoting Canada's official languages

Proposed actions by the University

Goal 2: To be an integral part of Canada's Capital

Proposed actions by the University

Goal 3: To move onto the international stage

Proposed actions by the University

Creating knowledge, inventing and discovering

Goal 4: To create knowledge through research

Proposed actions by the University

Goal 5: To focus on learning that is driven by innovation and excellence

Proposed actions by the University

Goal 6: To offer students an unparalleled university experience

Proposed actions by the University

Caring for our community

Goal 7: To highlight our human potential

Proposed actions by the University

8. Develop more gathering places on campus for social encounters.

Goal 8: To embrace a modern governance model

Proposed actions by the University

UNIVERSITY STATEMENT ON TEACHING

The University believes that teaching must be an essential component of every

• the maintenance of curricula and course syllabi with coherent pedagogical

• the provision, through the Centre for University Teaching, of programs to

• the evaluation of the quality of education received by students, and in particular

• the development of appropriate methods of evaluation of all forms of teaching at

• the periodic review and upgrading of instructional facilities such as classrooms,

• the provision of high quality instructional aids and equipment, such as