The Centre for Excellence in Learning and Teaching promotes teaching excellence for all TRU faculty members.
The centre supports faculty in their work to develop innovative and engaging pedagogies and programs across the university communities to improve student learning, recruitment, transition and retention.
The Centre for Excellence in Learning and Teaching will:
- recognize, support, and develop expertise in learning innovations pan-institutionally;
- be the academic catalyst that advances collective practice, academic expertise and distinctive institutional excellence in learning so that TRU can excel in exemplary learning opportunities;
- operate as the centre of resources for learning innovation and engagement across TRU learning environments;
- provide opportunities for faculty at TRU and beyond to engage with the centre as scholars of innovation learning engagement;
- promote the generation, dissemination, and assess of new knowledge of innovation and engagement in learning; and
- employ a continuous improvement model for all activities of the centre.
Values and goals
A core value of the centre is to recognize that faculty members across all divisions and units are professional instructors, and the centre’s purpose is to provide continual professional development opportunities. The centre works to build a TRU community of teachers, rather than being the centre of activity.
The centre is responsive to:
- All levels of learners (e.g. adult basic education, diploma, trades foundation and apprentices, degrees, and graduate degrees)
- All programs
- All delivery modes (e.g. classroom, blended, flipped, web-based, experiential, independent study)
- All instructors (full- and part-time campus instructors, Open Learning Faculty Members, instructional designers and teaching assistants)
Dr. Catharine Dishke Hondzel
OL 352 | 250-377-6012 | firstname.lastname@example.org
Catharine Dishke Hondzel holds a PhD in educational psychology (Western University) and a MA in applied social psychology (Windsor). Her work as an educational developer is focussed on faculty development, undergraduate research, experiential learning and the scholarship of teaching and learning. Catharine’s research projects have examined the role of teaching and the environment in fostering creativity, retention and completion in trade apprenticeships, and faculty and student perceptions of teaching at research-intensive universities.
Coordinator, Learning and Faculty Development
OL 348B | 250-828-5171 | email@example.com
Carolyn Ives holds an MA in English (University of Saskatchewan) and is a former faculty member in English at MacEwan University and in English and Modern Languages at Thompson Rivers University. Her work shifted to educational development in recent years through her roles as Academic Integrity Officer and then Curriculum Planning and Development Coordinator at MacEwan. Her professional interests include curricular integration of sustainability, diversity, and academic integrity; outcomes creation and assessment; the scholarship of teaching and learning (SoTL); and Prior Learning Assessment and Recognition (PLAR).
Coordinator, Teaching and Learning
OL 348A | 250-371-5664 | firstname.lastname@example.org
Nina Johnson is a senior lecturer in the English and Modern Languages Department. She is a TRU Teaching and Learning Scholar and researches the contemplative effects of the finger labyrinth on student anxiety, concentration and creativity. As a participant on the President’s Task Force on Mental Health and Well-Being, she is an advocate for the creation of a walking labyrinth and TRU Wisdom Garden as a teaching and learning, research, artistic and contemplative space.
Dr. Carolyn Hoessler
Coordinator, Learning and Faculty Development
Carolyn Hoessler is an award-winning educational developer, Credentialed Evaluator (CE) with the Canadian Evaluation Society, and national consultant in evaluation, experiential learning and higher education. With over 15 years in educational development, Carolyn H. enjoys consulting and facilitating discussions on program learning outcomes to highlight the strengths of your program, SoTL to evidence and explore your teaching, and aligned course design and experiential learning to focus and strengthen your students’ learning. Furthering knowledge and practice, Carolyn H. teaches evaluation, data analysis, and research methods; and collaborates in SSHRC-funded interdisciplinary research for human-nature connection for sustainability, experiential learning outcomes, and change in teaching and learning.
OL 349 | 250-828-5272 | email@example.com
Karen Densky holds a PhD in Education in Curriculum Theory and Implementation (Simon Fraser University) and an MA in Education in Curriculum and Instruction (Simon Fraser University). Her teaching areas are in English language and teacher education. Karen’s research areas include creativity and language teaching, teacher identity, and transformational teaching practices and pedagogies.
Dr. Bala Nikku hails from an agricultural family from Budithi village, State of Andhra Pradesh, India. He earned his PhD from the Wageningen University in the Netherlands and he has served in the academy and grassroot social work practice in India, Nepal, Malaysia, UK and Thailand. Dr. Nikku joined Thompson Rivers University as an Assistant Professor in 2018; his research interests include green social work, wildfire disasters in BC, international social work, comparative social policy and university community engagement. Dr. Nikku currently serves as a member of various editorial advisory boards for international journals.