Teaching Day 1 Schedule

Tuesday, August 27, 2019


Learner-centred course outlines

A learner-centred course outline goes beyond the traditional content-driven document to consider the alignment between student interests and needs, learning goals, opportunities to express higher-level thinking skills and student autonomy. In this workshop we will share specific examples of how a learner-centred course outline can help build rapport, and increase motivation, achievement and empowerment in student learning (Richmond, 2016). Please feel free to bring your course outline to this workshop and let’s have a conversation about it!

Haboun Bair, Lin Yu

Studio B (TI 118)

9 a.m. - 10 a.m.

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Start where you are: Strengths-based grassroots advocacy in first-year university

Kinesiology 201 is rooted in the belief that experiential learning emerges from the exploration and integration of one’s unique experiences with new ideas. You will learn about the reflective learning environment first-year kinesiology students co-create with their instructor, including the Start Where You Are Project, which emerges from students’ experiential understanding of core concepts. Instead of quietly, anonymously and somewhat passively waiting to “know enough” to make an impact, students in this context surface their unique strengths and develop an advocacy plan for physical activity right where they are.

Cari Din

Studio F (TI 250)

9 a.m. - 10:30 a.m.

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Experiential learning at the University of Calgary: A discussion tour

This workshop offers a guided tour through explorations of experiential learning at the University of Calgary over the last year. You will engage in small group discussions to reflect on key landmarks on the journey of amplifying experiential learning on campus, including: the Environmental Scan of Experiential Learning at the University of Calgary (2018), the 2019 Conference on Postsecondary Learning and Teaching: Exploring Experiential Learning, and the April 2019 Experiential Learning Planning Retreat.

Rachel Braun

Studio E (TI 148)

9 a.m. - 10 a.m.

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Facilitating experiential learning in small and large classes

Many university classes, especially high-enrolment, lecture-based courses, approach student learning as a transfer of information from instructor to student. While any course must cover substantive content, breaking out of lecture mode can greatly enhance student engagement and learning. Experiential learning, for example, encourages students to become active learners and build knowledge themselves, independently and collaboratively, under the guidance of their instructor. Facilitating experiential learning can be challenging and risky for a number of reasons. In this workshop you will interactively explore the opportunities and limitations of facilitating experiential learning activities in both large and small classes.

Annette Tézli

Studio E (TI 148)

10:45 a.m. - 12:15 p.m.

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Responding and assisting students in distress

You may be the first person to see signs that a student is in distress or they may come to you specifically for help. This workshop will help familiarize you with common signs of distress, steps you can take to support students, and referral pathways to appropriate resources.

Kome Odoko

Studio F (TI 250)

10:45 a.m. - 12:15 p.m.

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Teaching with technology

There are numerous tools and technologies available to support teaching and learning in an educational setting. This workshop will give an overview of some of the applications commonly accessible to instructors and students, whether provided by the university or free for all to use, and will show you how to bring them into the classroom to enhance the teaching and learning experience.

Laura Perissinotti, Isadora Mok-Kulakova

Studio B (TI 118)

10:45 a.m. - 12:15 p.m.

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Creating space for creativity in teaching and learning

Ever wish you were more creative? That your teaching and learning were more playful and engaging? This interactive workshop will introduce you to a variety of accessible and practical tools to help infuse you and your students with a playful and creative energy that inspires engagement and collaboration. You’ll be exposed to a host of active learning practices, from funny icebreakers and unconventional group-work exercises to unusual online activities, leaving you with a range of ideas you can use to help develop your own creative teaching and learning toolbox.

Kiara Mikita, Haboun Bair

Studio E (TI 148)

1 p.m. - 2:30 p.m.

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What to do on the first day of class

It is pretty standard to talk about the syllabus on the first day of class. Beyond that, what can you do to set the tone and get the course started on the right foot? Three seasoned instructors will share what they do on the first day of class to set expectations and build community in their courses, including one online course. After the presentation you will be invited to ask questions and discuss strategies in small groups. Come to this workshop to learn how the pros get their students off to a good start!

Patti Dyjur, Tracey Clancy, Melissa Boyce, Jessica Ayala

Studio F (TI 250)

1 p.m. - 2 p.m.

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Principles and practices of student assessment

Student assessment is a key aspect of higher education. Recent insight on student-centred learning has informed how assessing student learning can become part of the learning process (Fink, 2013). Biggs and Tang (2013) state that assessment methods should inform how students approach their learning. The focus of this workshop is to encourage you to think strategically on how researched-informed student assessment principles can be integrated into your own practices.

Patrick Kelly, Ashley Weleschuk

Studio B (TI 118)

1 p.m. - 2:30 p.m.

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