Centre for Teaching and Learning

Centre for Teaching and Learning
Centre for Teaching and Learning

Concurrent Sessions A : 10:15 - 11:15 am

Please Note: While you must register for TD Day, the concurrent sessions are being run Conference-Style in that there is no pre-registration for specific concurrent sessions. Sessions will be available on a first-come first-serve basis

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A.1

Preparing a Teaching Dossier
Andrea Phillipson, Centre for Teaching and Learning
Room 1103, Biosciences Complex

More and more, universities require that candidates submit teaching dossiers when they apply for positions. A Teaching Dossier provides a summary of accomplishments, strengths, and directions as a teacher. In this session, participants will be introduced to the concept and structure of a Teaching Dossier. They will reflect on their own Teaching Philosophy and engage in a discussion of the outcomes and sources of evidence that can be used to support their philosophy, document their successes and direct future professional development.

A.2

Let’s Talk: Facilitating Synchronous and Asynchronous Online Discussions
Wanda Beyer, Arts and Science Online
Room 1120, Biosciences Complex

Classroom discussion is important for creating a sense of community, developing student interest, and enhancing learning. But how do we talk with our students and encourage group discussion in the virtual world? This session will explore various methods for creating discussion opportunity within online and blended courses and will provide practical strategies for engaging students in synchronous and asynchronous discussions when teaching in an online or blended environment.

A.3

Supporting EAL/ESL Students so they can Thrive in their Undergraduate Classes
Karen Burkett, School of English
Room 2109, Biosciences Complex

The number of international students starting degree programs at Queen's University has seen a sharp increase in the past three years. Creating the necessary conditions for success, for students whose first language is not English, is becoming an important consideration for all instructors at Queen's. The Queen's School of English has spent 75 years preparing students for academic studies by honing their language skills and acculturating students to the Queen's academic environment. This session will draw upon this expertise to identify specific challenges faced by our EAL/ESL students and provide instructors with practical suggestions that can be implemented to facilitate favourable outcomes for our EAL/ESL learners.

A.4

Aboriginal Cultural Awareness in the Classroom
Laura Maracle, Four Directions Aboriginal Student Centre
Room 2111, Biosciences Complex
The intent of this workshop is to remove the power indifference from interactions with Aboriginal people and encouraging individuals to self-reflect and work towards building empathetic and collaborative relationships.  This is done through interactive activities, while engaging participants to reframe their thinking and relearn the real truths and history of Aboriginal people in Canada.\

A.5

Preparing Your First Science Lab
Les MacKenzie, Valeria Vendries, Naomi Dussah, and Darya Ali, Department of Biomedical and Molecular Sciences
Room 131, Humphrey Hall

As teachers it is our responsibility to provide the best possible atmosphere to promote and induce active learning while at the same time establish that learning is ultimately the responsibility of the student. Traditionally, lectures impart theoretical knowledge and do not allow much opportunity to focus on active learning. In contrast, experiential learning can promote a deeper connection and understanding between theory and practice.  This active learning technique is commonly used by science disciplines through labs, giving students a practical outlook of the theoretical knowledge through hands on experience and responsibility for their own learning.  We should never lose sight of the fact that a good educator is not just an isolated figure at the head of the classroom but rather an active participant in the students' experience within their field of study. Thus, it’s of paramount importance that the educator, whether faculty or graduate student, carefully plan and construct the first lab class. This is the time to set the tone for the rest of the labs of the course which ultimately weaves the connections and understanding between theory and practice, establishing the experience of experiential learning for the student.

A.6

Concept Mapping to Build Effective Teams
Natalie Simper, Office of the Provost
Room 132, Humphrey Hall

Effective teamwork skills are essential for success in an increasingly team-based workplace, but the term ‘teamwork’ can be conceptually vague for students. ‘Teamwork’ is used in different contexts to refer to distinct things, making it difficult to develop these skills in undergraduate curricula. Working in groups can create powerful learning experiences for students and help them develop key critical thinking, communication, and leadership skills (Johnson & Johnson 2006), but some students are reluctant because they feel others will not “pull their weight”. A clear understanding of expectations is essential for development of teamwork skill outcomes, and for equitable contribution and effort. In this interactive session you will be introduced to concept mapping as a tool to build a group understanding of the collective needs for effective teamwork. We will discuss strategies for constructing groups and recommendations for peer assessment.

A.7

Diversifying the Curriculum – From Syllabus to Assessment and Everything in Between
Erin Clow, Equity and Human Rights Office; and Klodiana Kolomitro, Centre for Teaching and Learning
Room 223, Humphrey Hall

What does it mean to diversify curriculum? What does culturally responsive and inclusive teaching look like in my discipline? In this interactive session participants will explore the classroom and curriculum design strategies that enable instructors to acknowledge and engage students from different cultures, with different life experiences and orientations, and the learning strategies and approaches that best support inclusion of all students. Applicable to all disciplines, this session will suggest that diversifying the curriculum can take on multiple forms and practices. From extensive curricular overhauls to small meaningful tweaks, this session will empower attendees to introspectively review their own curriculum and decide where change is possible.

Sharing examples from their own teaching experiences, Social Sciences, Humanities and Sciences, the presenters will outline and demonstrate practical tips for diversifying the curriculum. Topics of discussion include, methods of assessments, types of learning outcomes, syllabus statements, communicating in tutorials/small group discussions, curriculum examples and readings. Session attendees will leave with implementable strategies related to making classrooms inclusive and accessible communities for all learners.

A.8

Responding to Accommodation Requests Effectively and Fairly
Sonia Dussault, Claire Cookson-Hills, Allan English, James Walton and Rob Engen, Department of History
Room 203, Theological Hall

This active-learning session on how to manage effectively and fairly student accommodation requests (especially extra time on assignments) will be facilitated by seasoned instructors with experience in teaching traditional, blended, and on-line university courses. After brief opening remarks and an overview of the nature of formal and informal student accommodation requests, participants will analyze, in small groups, case studies (drawn from real student accommodation requests). The case study analyses will be used to give participants practice in applying  Queen’s University’s policies on formal accommodation requests as well as in dealing with informal requests for accommodation that are not covered by Queen’s accommodation policy. Participants will analyze students’ requests for accommodation within the context of ensuring that academic expectations are being met while accommodating reasonable requests The session will end with a plenary session where participants share best practices and appraise their own accommodation policy. At the end of this session, participants will be able to:

  • State the University’s obligation to accommodate criteria;
  • Recognize the difference between official and informal student accommodation requests;
  • Question their own underlying assumptions about student accommodation requests and the validity of their accommodation policy in regarding to diversity and inclusion;
  • Examine the nature of student accommodation requests and possible responses to those requests;
  • Weigh student's need for reasonable accommodation within the context of ensuring that academic expectations are being met.

 

 

 Overall Agenda  |  Concurrent Sessions A  |  Poster Session  |  Concurrent Sessions B  |  Concurrent Sessions C | Concurrent Sessions D

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