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Teaching and Learning Centre

Teaching strategies

Find tools, tips and effective instructional and learning strategies that can be adapted across disciplines to meet various learners' needs.

Create accessible and inclusive content for the classroom

This playlist of four short videos offers instructions on how to:

  • create accessible documents in Microsoft Word;
  • create accessible Microsoft PowerPoint presentations;
  • plan accessible events;
  • build strength among students at UFV.

Accessibility Toolkit for open textbooks

The Accessibility Toolkit is a collaboration between BCcampus, Camosun College, and CAPER-BC. The goal of this toolkit is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook — one that is free and accessible for all students.

Blog posts



The Greenwood Dictionary of Education (John W. Collins, Nancy P. O'Brien, 2003) defines active learning as the "process of having students engage in some activity that forces them to reflect upon ideas and how they are using those ideas. Requiring students to regularly assess their own degree of understanding and skill at handling concepts or problems in a particular discipline. The attainment of knowledge by participating or contributing. The process of keeping students mentally, and often physically, active in their learning through activities that involve them in gathering information, thinking and problem-solving."

Active learning methods get students engaged in their own learning. Collaborative learning groups, problem-based learning, and flipped classrooms are just a few examples of active learning. Active learning demands both good facilitation and teaching skills as the instructor guides the students through the learning process.

The following resources provide information and examples for incorporating active learning in your teaching:

Videos by Mary Gene Saudelli, PhD


Core values

A student’s education is a holistic journey that encompasses in-class and out-of-class experiences. A great curriculum acknowledges and fosters these connections as we prepare students to meet their goals.

Curriculum at UFV is:

Principles of a quality curriculum

  1. Outcome-driven, aligned, and intentionally designed to achieve its purpose.
  2. Rigorous, meeting credential-level standards recognized by the Ministry, by professions, industry, and by academic communities, and striving for excellence.
  3. Current, relevant, and forward-looking.
  4. Connected to civic and personal obligations and growth as central to learning.
  5. Flexible — It provides varied modes of delivery, recognition of prior and alternative learning experiences, and multiple program pathways.
  6. Inclusive — It respects and honours people’s differing backgrounds, cultures, experiences, and identities as a foundation and support for each student’s success. It is in compliance with human rights legislation and reflects UFV’s commitment to internationalization, Indigenization, and access.

Developing learning outcomes: A guide for the University of the Fraser Valley

Separate fillable versions

Learning Outcomes Assessment: A Practitioner's Handbook

An alternative to lecturing in large class settings.

Handouts by Jim Sibley

Blog posts



  • Team-Based Learning Collaborative 
  • The Team-Based Learning Collaborative (TBLC) is a non-profit, volunteer supported organization which encourages the use of Team-Based Learning (TBL). Their website provides videos, papers and support materials for implementing TBL.

If you are interested in reading any of these articles, they are located in G159. To get a copy sent to you, please email Ruby Ord.

  • Alcoff, L. (1994). The Problem of Speaking for Others. Feminist nightmares, women at odds: Feminism and the problem of sisterhood (285-309). New York University and Press.
  • Australian Flexible Learning Framework. (2003). Annotated bibliography (R013B): access and equity in online learning.
  • Box, D., & Tvete, H. (2005). Memorandum: UCFV Office of Institutional Research and Planning.
  • Campbell, K. (2004). From text to e-text – message design, in e-ffective writing for e-Learning environments. Adult Learners and Hypermedia Environments, Multimodal Learning. Information Science Publishing.
  • Campbell, N., & Hawksworth, L. (n. d.). The Nuts and Bolts of Learning with the Internet in Indigenous Contexts. School of Education, University of Waikato, New Zealand.
  • Canadian Federation of Students. (2000). Online Learning: Compromising Quality.
  • CanLit Guides — Free, open educational resource, created and maintained by the journal Canadian Literature: A Quarterly of Criticism and Review. This project features teaching and learning resources produced and peer-reviewed by experts in the field ready to be adopted for use in the classroom.
  • Cavanaugh, C., Barbour, M., Clark, T. (2009). Research and practice in k-12 online learning: A review of open access literature. International Review of Research in Open and Distance Learning, 10(1), 1- 22.
  • Collins, M. (n. d.) I know my instructional technologies: It’s these learners that perplex me! DEONEWS, 8(9).
  • DVV International. (2010). Adult Education and Development. Confintea VI.
  • Golden, J. (2005). Ethical bearings in an inter-generational auto/biography: writing in my mother’s voice. Life Writing, 2(1), 97-107.
  • Groen, J., Willment, J., Baynton, M., & Slater, L., Transitional Journey: Faculty Experiences in Adapting to On-line Adult Teaching and Learning. Faculties of Education & Continuing Education, University of Calgary. 1-9.
  • Johnson, J. (2003). The evolution of distance learning in higher education, in distance education: The Complete Guide to Design, Delivery, and Improvement (chapter 1). Teachers College Press.
  • Judah, M. (2002). Action Research as a Means to Return to our Differences.
  • Keesing-Styles, L. (2003). Radical Pedagogy. The relationship between critical pedagogy and assessment in teacher education.
  • Kember, D., Jones, A., Loke, A., Mckay, J., Sinclair, K., Tse, H., Webb, C., Wong, F., Wong, M., & Yeung, E. (1999). International Journal of Lifelong Education 18 (1). Determining the level of reflective thinking from students’ written journals using a coding scheme based on the work of Mezirow, 18-30.
  • Kling, R., Courtright, C. (2003). Group Behaviour and Learning in Electronic Forums: A Socio-technical Approach to appear in: Barab, S., Kling, R., and Gray, J., (Eds.). Building Online Communities in the Service of Learning. Cambridge University Press. Bloomington, IN.
  • Klopfenstein, B.C. (1998). Klopfenstein’s diffusion of innovations on the web.
  • Langley, L. (2008). Publication and Presentation Venues for the Scholarship of Teaching and Learning: A Brief Review, 1-13. Douglas College.
  • Mamchur, C. & Rossner, V. (n. d.). Comparing Place-Based and Online Teaching in a University Level Writing Course: An Instructor’s Perspective. Simon Fraser University.
  • Martindale, K. (1992). Theorizing autobiography and materialist feminist pedagogy. Canadian Journal of Education, 17(3), 321-340.
  • Mcalpine, L. Active Learning in Higher Education. Designing Learning as Well as Teaching: A Research-Based Model for Instruction that Emphasizes Learner Practice, 119-134. Doi: 10.1177/1469787404043809
  • McConaghy, C. Indigenous Student Learning Online: An Empowerment Tool? 1-9. Centre for Research in Aboriginal and Multicultural Studies University of New England.
  • Morgan, R. (1995) Three unspeakable things: Looking through English’s family album. The Journal of Educational Thoughts 29(1), 3-29.
  • Noble, D. (1997). Digital Diploma Mills.
  • Page, J., & Miller, A. Open learning and Macquarie University. Old landscapes, new horizons.
  • Palloff, M., & Pratt, K. Gender, culture, lifestyle, and geography. The virtual student: A profile and guide to working with online learners. San Francisco, CA: Jossey-Bass.
  • Poole, G. (n. d.) Teaching from the starship enterprise: Why we venture into advanced educational technology.
  • Projecting 2005/06 enrolment by department. A simple review of historical trends 2000/01. Office of Institutional Research and Planning. 1-3, 5.
  • Savicki, V., & Kelley, M. (2000). Computer-mediated communication: Gender and group composition. CyberPsychology & Behavior, 3(5), 817-826.
  • Skidmore, D., Marston, J., & Olson, G. Frontiers. An infusion approach to internationalization: Drake University as a case study. The Interdisciplinary Journal of Study Abroad, 187-204.
  • The Gwenna Moss Centre for Teaching Effectiveness. (2009). Boyers Paradigm.
  • Tisdell, E. (1998). Poststructural feminist pedagogies: The possibilities and limitations of feminist emancipator. Adult Learning Theory and Practice. Adult Education Quarterly, 48(3), 139-156.
  • UMUC-Bell Atlantic Virtual Resource Site – Module 2: Systems approach steps 1-4.
  • University College of the Fraser Valley. (2005) Summer Semester Faculty Survey.
  • Welton, M. (2005). Cunning pedagogics: The encounter between the Jesuit Missionaries and Amerindians in 17th-Century New France. Adult Education Quarterly, 55(2), 101-115. doi: 10.1177/0741713604271853
  • White, K. (2004). Communicating in the online classroom in, the student guide to successful online learning; A handbook of tips, strategies, and techniques. The Write Way to Communicate Online. Pearson Education, Inc.
  • Wingard, R. (2004). Classroom teaching changes in web-enhanced courses: A multi-institutional study. Educause Quarterly, No. 1, 26-35.

Equity, Diversion and Inclusion

Equity, Diversity and Inclusion - Minded Practices in Virtual Learning Communities

This document was created by Jill Provoe, Senior Advisor, Educational Equity, with support from Dr. Jeff Taylor, Associate Vice President, Applied Research & Innovation from the Nova Scotia Community College (NSCC).

Teaching and learning community

Robin Kleiv

The Teaching and Learning Centre has been an invaluable resource for me. After reaching out to express my interest in pursuing research in the Scholarship of Teaching and Learning (SOTL), I was put into contact with Dr. Mary Saudelli. Together we developed a research project and a successful grant application. We are now working on this project with strong support from Teaching and Learning. I am keen to broaden my research in SOTL with the assistance of the Teaching and Learning Centre. Moreover, TLC continually inspires me as I work to hone my skills as an educator.

  • – Robin Kleiv
  •    Physics

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