Teaching Day 1 Schedule
Academic Integrity: Instructional Approaches to Promoting Ethical Learning
Participants will learn about the instructional and assessment aspects of academic integrity and discover how to promote ethical learning through proactive pedagogical choices and assessment. This session will focus intently on student learning and using strengths-based approaches to uphold and promote academic integrity.
Sarah Elaine Eaton
9:30 – 10:30 a.m.
Welcome to My Classroom: Teaching and Learning Challenges Think Tank
To encourage colleagues to engage in significant conversations and build teaching and learning networks, four institutional-level teaching award recipients welcome you to discuss four challenges in their teaching practices that span different disciplinary boundaries. Facilitators will address: best practices used to align assessments with learning outcomes, tools to encourage communication between learners, addressing resistance to discussion-based pedagogy and authentic collaboration in undergraduate classrooms, effectively organizing and assessing group assignments in online classes. Participants will have the opportunity to brainstorm innovative solutions to each challenge, apply solutions that arise to solve specific teaching challenges within their own disciplinary contexts.
Mayi Arcellana-Panlilio, Barbara Brown, Cynthia Baum and Cari Din
9:30 – 10:30 a.m.
Flipping Your Online Course
In a traditional flipped classroom, lectures, resources and activities are placed online while class time is dedicated to working together face-to-face with the course material. So, how can you flip an online course? Online courses offer both asynchronous and synchronous learning opportunities for learners. The flipped online classroom enables the instructor to build an interconnected community by working with learners synchronously while also providing rich learning experiences asynchronously. Using education technology, such as Desire2Learn, videos and podcasts, a flipped classroom provides opportunities for students to engage with content and each other asynchronously before attending synchronous sessions.
Isabelle Barrette-Ng and Patrick Kelly
11 a.m. - 12 p.m.
Introduction to Best Practices for Teaching Online
There is increasing demand for accessible and flexible learning opportunities from diverse learners locally and internationally. These demands have been magnified in light of the COVID-19 pandemic. In this interactive session, a seasoned instructor with 20 years of experience in teaching online will share her "Top 5" list of best practices for teaching online based on her experiences in the online classroom. These practices will be discussed in the context of the literature on best practices in online learning. Practical tips for teaching online will be shared with participants.
11 a.m. – 12 p.m.
Course Design: From Theory to Practice
The foundations of course design can be applied to any teaching and learning environment, including classroom, blended and online. Drawing upon the scholarly literature of student-centred learning, constructive alignment and student assessment, this session connects course design strategies to practical examples. Our facilitators will share their story of course design from the drawing board to the classroom, with concrete examples, including: setting course learning outcomes, choosing effective course activities, and deciding on appropriate assessments. Participants will also have the opportunity to reflect on what these could look like in their own courses.
Rod T. Squance and Patrick Kelly
1:30 – 2:30 p.m.
What to Do on the First Day of Your Online Class
What can instructors do to set the tone and get an online course started on the right foot? Three experienced instructors will share what they do to set expectations and build community in their online courses. After their presentations, participants will be invited to ask the panelists questions. Come to this session to learn how to get your students off to a good start!
- Jaime Beck, Werklund School of Education
- Ilyan Ferrer, Faculty of Social Work
- Todd Sutherland, Department of Chemistry
1:30 – 2:30 p.m.
Embedding Purposeful Experiential Learning in Curricular Courses
Experiential Learning (EL) activities like field trips, simulations, case studies and creative performances or exhibits ask students to do something beyond the usual academic components of a curricular class. Critical and guided reflection on these high impact practices deepens student learning outcomes and enhances skills like metacognition and complex problem-solving. This session will guide participants on how to use Kolb's experiential learning cycle to embed EL activities into curricular classes. Participants will also learn how to design critical reflection prompts that connect activities to course learning outcomes.
Lisa Stowe and Kara Loy
3 – 4 p.m.
Formative Feedback for Teaching Development
Formative feedback is an intentional, voluntary developmental strategy for providing instructors with input on their teaching. The goal of formative feedback is to achieve a better understanding and improve student learning. Participants will explore the concept of formative feedback, discuss a formative feedback framework and explore some practical strategies to incorporate into their teaching.
3 – 4 p.m.