The Provost’s Advisory Task Force on the Student Learning Experience is pleased to announce that the Teaching and Learning Action Plan is now complete.
The plan, which was presented at Queen’s Senate on February 25, 2014, is comprised of fifteen recommendations which, as noted above, focus on processes or interventions that are innovative, sustainable, cost-effective, and informed by evidence-based practices in teaching and learning.
Any comments on the plan can be sent to firstname.lastname@example.org
Terms of Reference
The mandate of the Student Learning Experience (SLE) task force is to recommend specific sustainable initiatives and processes that would enhance the student learning experience, to make recommendations for academic and learning support units, to support the Queen’s University Quality Assurance Processes, and to propose infrastructure, policy, and resource requirements related to teaching and learning. The SLE task force will create a robust Teaching and Learning Action Plan for the Provost’s consideration; specific recommendations will be sent for approval to governance bodies as appropriate.
This initiative builds upon the university’s recent strategic planning processes, including Principal Woolf’s vision document, Where Next? (2010), the Academic Writing Team’s Imagining the Future (2010), and the Senate Academic Planning Task Force’s Academic Plan (2011). The SLE Task Force will align itself with the Academic Plan, focussing specifically on the Student Learning Experience pillar, and will seek to complement the work of the current Senate Academic Planning Task Force. Where appropriate, the SLE Task Force will also consider the Institutional Vision, Proposed Mandate Statement and Priority Objectives report submitted to the Ministry of Training, Colleges and Universities in October 2012.
The specific mandates of the Task Force are to
(i) Recommend specific and clear goals to foster an environment of innovative and effective teaching and learning, including:
(ii) propose infrastructure, policy, and resource requirements related to teaching and learning;
(iii) identify mechanisms and processes to reach the recommended goals;
(iv) identify key steps, targets, and a timeline for the realization of these goals, and identify ways of measuring progress toward those goals.
The primary aim of the Student Learning Experience task force is not to create a document but to identify specific mechanisms by which to enhance the student learning experience at Queen’s with a particular emphasis initially on undergraduate education. Recent and on-going strategic planning processes have engaged faculty, staff and students in broad consultation, and here the emphasis will be on creating a Teaching and Learning Action Plan that proposes how best to implement recommendations in the Academic Plan. The SLE task force will consult with stakeholders across the university in regard to specific initiatives, but will heavily draw on the recommendations from the broad consultation described in Imagining the Future and the Academic Plan.
Head, Biomedical & Molecular Sciences
|J. Atkinson||Associate Professor and Chair of Undergraduate Studies, Department of Psychology|
Vice-President of University Affairs, Alma Mater Society
Head, Learning and Research Services for the Humanities and Social Sciences, Stauffer Library
Director of Program Development for the Faculty of Engineering and Applied Science
Associate Professor, Faculty of Education
Associate Dean (Studies), Faculty of Arts and Science
Associate Professor, School of Business
Associate Professor, Department of Geological Sciences and Geological Engineering
Acting Associate Head, Languages, Literatures and Cultures
President, Society of Graduate and Professional Students
Acting Director, Centre for Teaching & Learning and Associate Professor, Education
Vice-Provost and Dean of Student Affairs
Chief Information Officer and Associate Vice-Principal (Information Technology Services)
|P. Watkin||Associate Director, Academic Initiatives|
Co-Chairs: B. Frank and J. Scott
Secretary: P. Watkin