The Centre for Teaching, Learning and Technology (CTLT) focuses on professional development in teaching and learning, integration of technology into teaching and learning, development and delivery of distance education courses and programs and other technology-enhanced learning opportunities and, through the Institute for the Scholarship of Teaching and Learning (ISoTL), scholarly approaches to curriculum and pedagogy.
Established in July 2010, CTLT builds on the collaborative and high quality programming legacy of its predecessor centres, the Centre for Teaching and Academic Growth (TAG) and the Office of Learning Technology (OLT) and integrates a re-configured Institute for the Scholarship of Teaching and Learning. CTLT collaborates with academic and administrative units throughout UBC in order to advance the scholarly practice within the UBC teaching community while supporting technology-enabled learning environments and distance learning opportunities. Integrating the complementary teams together strengthened UBC’s ability to achieve the goals set out in Place and Promise: The UBC Plan.
CTLT takes a leadership role in addressing professional development needs for current and future practitioners in higher education and advances understanding of how technology can enhance UBC’s ability to create and maintain an outstanding learning environment. Nested within CTLT is the Institute for the Scholarship of Teaching and Learning (ISoTL). The ISoTL serves as an engagement hub and provides support for vital research into effective teaching, learning and curriculum strategies and practices in higher education.
In CTLT, the University brings together two vital elements, educational services that enhance practice with scholarly research that advances understanding of teaching, learning and curriculum. The service and research combination is intentionally synergistic, with an expectation that the two major divisions of the Centre act together to advance the University mission. CTLT-facilitated activities help identify questions for Institute-centred activities to answer and then help translate those results into better teaching practice that enhances student learning.