Graduate Students in Teaching
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In this session, we bring together panelists with a diverse set of experiences teaching as or with graduate students to discuss the role of graduate students in teaching, and teaching in the professional lives of graduate students. In what ways are graduate student already contributing to the teaching mission of the university? How might they? (more…)
Students as Public Scholars In Training
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In this presentation I discuss an open project that I gave to students in my class last semester. The purpose was to get them to bring philosophical ideas that we covered in class to the broader public. They produced podcasts, short stories, videos, songs, artworks, movies reviews and blog posts, all of which was posted (more…)
Integrating Reflection into your Teaching Practice
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Reflective practice offers a method for teachers and learners to benefit from personal feedback, providing opportunities to improve teaching and learning (Jay and Johnson, 2002; Rodgers 2002). Together in this interactive workshop we will consider reflection from the perspective of both teachers and learners. We will discuss a range of perspectives on reflection from the (more…)
Creating Inclusive Classrooms: Universal Design for Learners
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Students enter the classroom with a variety of motivations, interests, expectations, and experiences – but, as instructors, how might we welcome all perspectives while ensuring that activities and assessment fit the needs of the learner and align with learning objectives? In this interactive workshop we introduce the Universal Design for Learners, a research-based framework, to (more…)
Grad Student Round Table & Poster Sessions (on teaching)
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Round Table 1: Fostering community of practice to support undergraduate learning Facilitated by: Stephanie Cheung, Laura Super, Analise Hofmann, Lachlan Caunt A community of practice (CoP) is defined as a group of people, who share a common set of concerns or interests, engage with each other to exchange knowledge, which in turn builds a repertoire (more…)
Guidelines for Developing an Impressive Teaching Dossier/Portfolio
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The teaching dossier/portfolio is a key tool for documenting one’s teaching journey through a collection of supporting documents and materials that illustrate their teaching experience and strengths. Teaching dossiers/portfolios are often used to apply for teaching positions, teaching awards, tenure, and promotion. Many graduate students (teaching assistants and sessional instructors) are not aware of the (more…)
Designing Classrooms that Promote Learner’s Awareness
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Promoting student’s own awareness when learning cultivates mastery of the course. However, how can we achieve this goal? One way to resolve this objective is to have learners feel like they are part of the learning community in the classroom. As instructors, we can design lessons to promote our learner’s ability to reflect and monitor (more…)
The Fundamentals of Developing Effective Learning Outcomes
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Learning outcomes are statements that indicate what students should be able to do by the end of a module, course, or program (Kennedy, 2007). Many times, learning outcomes are incorrectly considered to be synonymous with learning goals, objectives, and aims. Instead, learning outcomes are the “common currency” (Kennedy, 2007) that should be used in teaching (more…)
Breaking the Ice: Exploring Icebreakers and their Value
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Why do we need icebreakers? There are many reasons! For example, for learners they provide an opportunity to get to know the person they are sitting next to and may work with. For instructors, icebreakers play a role in building group cohesion and discovering group dynamics. But, not all icebreakers are the same. So, the (more…)
Changing the Climate: Practicing Inclusivity in the Classroom
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Event Description
It’s one thing to say we value diversity, inclusivity, and equity in our pedagogy, but what do these values look like in practice? In the session, participants will: examine and synthesize critical frameworks for classroom climate, social justice literacy, and ethical intervening in discussions self-reflect on, discuss and share their own experiences with practicing inclusivity (more…)