Realizing Partnership Potential: A Report on a Formal Collaboration Between a Teaching and Learning Centre and Libraries at the University of Toronto

Abstract

In 2010, the University of Toronto’s Centre for Teaching Support & Innovation (CTSI) and University of Toronto Libraries (UTL) jointly launched Partnering for Academic Student Success (PASS), a partnership to foster new opportunities for collaboration between academic librarians and those involved in developing excellence in university teaching. This article describes the challenge of professional education in support of the teaching mission for librarians, and a partnership designed to address this need. The article reports on the genesis, goals, and key principles contributing to the partnership’s success, while discussing implications and recommendations for those seeking to develop similar programs of intentional collaboration that enable teaching/learning goals.

Influence of Instructional Leadership Practices on Teacher Continuous Professional Development in Selected Public Primary Schools in Rwanda

“…Teachers, according to Ursula and Lucien (2012), are considered experts in the learning process because they have adequate knowledge and skills related to educational theory and practices, as well as subject matter related to the development of classroom learning conditions and skills. According to Bolan et al (2015), teachers' continuous professional development is viewed as a critical issue that extends beyond the traditional concept of in-service training that may be provided to teachers for further education in various countries. Furthermore, policymakers and participants in learning entities in teacher education and development recognize the goal of supporting teacher professional development, which may aim to construct knowledge, skills, and values and improve the choice of teachers to meet their needs.…”

“…According to Bolan et al (2015), teacher continuous professional development is taken as the key issue which might be placed for teachers for further education in various countries.…”

Theory into practice:: Challenges and implications for information literacy teaching

“…In the higher education context, this can be accomplished by librarians engaging with educational learning theories, workshopping theories into practices, and mentorship for those who have limited awareness of theories. Librarians could also focus on partnerships with other academic services, such as the teaching and learning services and working collaboratively with the teaching faculty as a shared approach to pedagogical developments (Bolan et al, 2015; Dawes, 2019; Otto, 2014; Seal, 2016).…”

Integrated Centripetal Forces: A Study on the Benefits that Australian Learning and Teaching Centers (LTCs) will Contribute to the Development of Double First-rate Universities in China

“…The Cambridge Centre for Teaching and Learning currently supported teaching by providing training, developing network technologies and hosting a variety of development activities (Cambridge Centre for Teaching and Learning, 2016). In 2009, the Centre for Teaching Support & Innovation of Toronto University, Canada, provided teaching training for 12,500 academic and 4,300 teaching assistants (Bolan, Bellamy, Rolheiser, Szurmak & Vine, 2015). Overall, LTCs have made major learning and teaching contributions to these world first-class universities and contributed to their general academic development.…”