Faculty Certificate Independent Project

Teaching Dossier

Participants in the Certificate may choose to prepare a cohesive teching dossier that accurately reflects their philosophy of teaching, teaching experiences, and innovations in teaching and learning.

A Guide to Constructing Your Western Teaching Dossier

Participants can consider attending an informational workshop on developing a teaching philosophy and dossier. For the next workshop date and details, contact tsc@uwo.ca.


Research on Teaching and Learning Proposal

Certificate participants may choose to prepare a proposal for a Scholarship of Teaching and Learning (SoTL) project using a shortened version of the Research Ethics Board's (REB) protocol. Those interested in pursuing their projects will be able to use their proposals to complete the expanded REB protocol for submission.

Research Ethics Board Protocol (shortened form)

Have an idea? Please contact our Educational Researcher, Ken Meadows kmeadow2@uwo.ca, for helpful hints on getting started.

Resources to help you get started:

Guidelines for Teachers' Research With Their Own Students: http://www.uwo.ca/research/services/ethics/nonmedical_reb/guidelines.html

Research Western Tips and Templates: http://www.uwo.ca/research/services/ethics/nonmedical_reb/tips.html

SoTL resources: http://www.uwo.ca/tsc/research/sotl.html

Participants can also consider enrolling in the Institute for Research on Teaching and Learning, a three-day hands-on workshop designed to support faculty members in the development of a research project on their own teaching.


Educational Leadership Project

Educational leadership is the practice of engaging colleagues in developing and implementing shared visions, values, and goals that support learning for all students. Educational leaders promote meaningful changes that have a deep impact beyond the classroom. Because learning varies across the disciplines, faculty members are uniquely positioned to facilitate improvements to student learning experiences within their Faculties and departments.

Faculty members who choose this option for the Certificate will plan a faculty development initiative that meets a specific instructional or pedagogical need, and promotes a culture of teaching and learning in their home departments by inspiring, organizing, and supporting, collaborative faculty communities.

Certificate participants are encouraged to explore scholarly discourse on understanding, critiquing and improving teaching and learning in the university setting. The goal is to think beyond one-off workshops in order to develop practical, sustainable, and enduring plans for change within their departments.

Development initiatives include a broad range of activities that facilitate the growth and renewal of knowledge, skills, and attitudes towards teaching and learning. Such initiatives may include, but are not limited to, the following:

  • Developing discipline-specific teaching resources for the department.
  • Integrating technology into the instructional experience across the curriculum.
  • Bringing faculty together to address department-wide assessment strategies, challenges, and opportunities.
  • Establishing a community of instructors interested in enhancing their teaching practice and student learning (e.g., by exploring the use of e-portfolios, service-learning, etc.).
  • Helping faculty within the department incorporate student-centred practices and approaches to face-to-face and/or online instruction, including active learning techniques or other novel ways of engaging students.
  • Developing resources or programs for mentoring new faculty or graduate student mentorship (e.g., establishing a graduate supervision retreat).
  • Addressing department-specific learning needs (e.g., undergraduate writing competencies) or departmental challenges (e.g., first year enrollment and retention, etc.).
  • Create initiatives to encourage faculty/student collaborations (e.g., start a research or grant-writing group).

Example Initiatives and Helpful Resources:



Mary Deane Sorcinelli and Jung H. Yun. "When Mentoring is the Medium: Lessons Learned from a Faculty Development Initiative" To Improve the Academy 27 (2009): 365-384.
Available at: http://works.bepress.com/marydeane_sorcinelli/3

Faculty Focus Articles: