Centre for Teaching and Learning

Centre for Teaching and Learning
Centre for Teaching and Learning

Concurrent Sessions B : 11:35 - 12:35 p.m.

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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B.1

PANEL: “What I know now about TAing/Teaching that I wish I knew when I first started”
Paul Allison, Computer Science; Mariela Libedinsky, Sociology; SooHyun Ahn, Biomedical and Molecular Sciences; John Haffner, Geography and Planning
Chair: Karalyn McRae, Centre for Teaching and Learning

Room 1102, Biosciences Complex

A panel of TAs and new instructors will share their experiences in teaching undergraduate students. They will discuss what they wish they knew when they first started teaching, challenges they experienced as a first time TA/ instructor, and how they overcame these challenges. Following the introductions of the panelists, the floor will be given to participants to ask our esteemed panel their burning questions. The session will be run twice during the day.  Panelists represent a range of roles and responsibilities from grading to primary instructor.

B.2

Providing Effective Feedback on Student Writing
Susan Korba, Writing Centre
Room 1103, Biosciences Complex

One of the most challenging aspects of teaching is the need to grade students' written work; in particular, evaluating the strengths and weaknesses of student writing and providing succinct and useful commentary can prove difficult. Teachers often feel overwhelmed by the sheer volume of assignments/essays to be marked and/or unsure about how to address students' specific problems; students often feel frustrated by a lack of specific feedback and a clear explanation of what they've done "wrong." In this session, we will discuss expectations around marking written assignments (those of teachers and of students) and explore strategies for responding to student writing that will result in fair and consistent grading and specific and useful feedback.

B.3

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.

B.4

Recognizing and Responding to Students in Distress in the Classroom
Beth Blackett, Student Wellness Services
Room 2109, Biosciences Complex

In the course of your experience as a graduate student (e.g. as a TA) you may encounter fellow-students who are experiencing distress and who may have a mental health problem. This session will provide you with information to assist you in dealing with situations like these so that you can provide support and guide them to the resources available on campus. At the end of this session, participants will:

  • Be familiar with indicators of a possible mental health problem
  • Understand the continuum model of mental health
  • Know how to support students in distress and guide them to the resources available on campus
  • Know how to deal with situations where there is an immediate concern for a student’s well-being or safety
B.5

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.

B.6

Glocalization: The Ethical Approach to Internationalization
Hasan Kettaneh, Faculty of Education
Room 131, Humphrey Hall

The notion of internationalization in higher education is understood as the recruitment of international students, marketing of academic programs and courses, and teaching English as a Second Language (Knight, 2006; Welikala, 2011). International students are "highly important to Canada, they bring major benefits to us and at the same time they benefit from our excellent education and training” (CBIE, 2014. p. 5). In addition to generating a major increase in revenue, international students also contribute to the creation of thousands of employment opportunities that come with the increase of international enrollments (Mazzarol, 1998). However, many international students face difficulties and barriers in social integration with local persons and are culturally othered in our educational institutions and the wider society which negatively affects their adaptation and academic persistence (Marginson, 2012).  This interactive session will address this issue and will provide a promising framework, the Glocalization of Higher Education, for increasing responsivity and inclusion in higher education. Glocalization is "the simultaneity — the co-presence — of both universalizing and particularizing tendencies" (Robertson, 1995, p.30) is a comprehensive solution for the current internationalization model. The term “glocal” refers to those individuals, groups, organizations, and communities which are willing and able to “think globally and act locally” (Tien & Talley, 2012). Hence, to implement the glocalization concept, educators and policy makers, should re-think their strategy relating to curriculum design, pedagogy, and institutional policy to permit a campus culture that would enhance student engagement, and prepare students to become globally compatible citizens (Kettaneh, 2016).

B.7

À la carte assessment: Using an assessment menu to facilitate inclusion
Lisa Carver, Department of Sociology
Room 132, Humphrey Hall

The a’ la carte approach allows students to choose from a menu of assessment options, according to their strengths. The goal of a’ la carte assessment is to mitigate the achievement gap, which can be influenced singly or intersectionally by factors including gender, ethnocultural background, socio-economic status, special education needs and language proficiency.

Participants in this interactive session will brainstorm multiple assessment options that address a variety of intended learning outcomes. We’ll discuss strategies for sharing learning goals in student-friendly language, communicate expectations for student success and help students find effective ways to demonstrate their learning successes.

B.8

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.

 

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

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