Please note: The following information is now available on the Faculty & Staff Gateway on the Supporting teaching & learning page in the Teaching, research, & creative activity site.

PCTC Programs

The PCTC offers a variety of programs and support for faculty at Mount Allison.
These include: robert lapp teaching class

  • Communities of Practice in 1) Indigenization of the Curriculum and 2) Experiential Learning (Read more)
  • Teaching Portfolio Preparation (see below)
  • Peer Consultation (see below)
  • Teaching Triangles (see below)
  • Moodle Support (opens in new window)--in cooperation with Computing Services 

 Teaching Portfolios
The portfolio benefits teachers, students, and administrators because it:

  • keeps a record of a teacher's accomplishments
  • focuses attention on teaching and recognizes its importance
  • stimulates discussion about teaching and pedagogy
  • encourages the scholarship of teaching
  • encourages teachers to develop and present better evidence of the quality of their teaching
  • provides a better assessment tool for those who hire, promote, and evaluate teachers
  • gives the teacher some control over the process as compiler and editor

More and more universities and colleges throughout Canada, the US, and the UK are using portfolios as a means of evaluating candidates for promotion and tenure; many are even requiring portfolios from applicants for tenure-track positions.

To find out more, visit the Teaching Portfolio website at the University of Saskatchewan (Herteis, 2001).

Guidelines on the recommended Mount A Teaching Portfolio components and structure (opens a pdf document)

Peer Consultation
Peer Consultation is a voluntary, collegial program:

  • designed to support teaching and teachers
  • voluntary and confidential
  • initiated by a teacher who is committed to on-going improvement

Why request it? You may request a consultation for many reasons:

  • to obtain feedback on changes you have made in a course
  • to discover what's going well
  • to improve your overall teaching skills or address a particular concern
  • to discuss ideas and innovations

What is involved? The consultant will likely:

  • Meet you to discuss your needs
  • Attend one or more of your classes and be introduced to the students with a short explanation
  • Observe your teaching and gather information
  • Give students a brief questionnaire at the end of class (optional)
  • Meet you again to discuss the information that has been gathered
  • Send you a confidential report on the consultation

Remember, all aspects of Peer Consultation remain confidential from start to finish. However, the consultant's report is your property to use or to share however you wish.

All teachers, but especially new faculty at Mount Allison, are warmly encouraged to take part in Peer Consultation.


Teaching Triangles
The popular Teaching Triangles Program is designed to enhance teaching and learning through a collegial yet structured process of classroom visits, self-reflection, and discussion. The purpose of these visits is not to evaluate your colleagues teaching or give them feedback; rather it is to reflect upon your own teaching. Together, the triangle participants will serve as a broader mentoring or learning community.

What are Teaching Triangles?
Each Teaching Triangle consists of three teaching colleagues who:

  1. Visit a class taught by the two others (two observations each)
  2. Reflect on that experience and what they learned from their colleagues' teaching
  3. Share reflections with their Triangle partners, individually and as a whole group.

Triangle Outcomes
The focus of Teaching Triangles is learning from others; it's not about giving them teaching feedback. Triangles provide a mutually supportive environment in which participants can:

  1. Observe and reflect on good teaching and learning
  2. Develop their own teaching and learning repertoire
  3. Devise a plan for trying and developing new approaches
  4. Understand and appreciate the work of colleagues.

Teaching Triangle Approach
Each Triangle can set its own “rules,” including:

  1. Sharing a teaching schedule of “open” classes
  2. How much notice you want to give/receive about a visit
  3. What course/class information would be useful in advance of the visit
  4. Scheduling your after-visit meeting.

In short . . .
Each participant will visit two classes and have two colleagues visit his or her class. Each of these visits is followed soon (not necessarily immediately) by a one-on-one discussion, to be scheduled at the participants' convenience.

There are two calls for Triangle participants each year--in early September for the Fall term, and mid-December for the Winter term.