Centre for Teaching and Learning

Centre for Teaching and Learning
Centre for Teaching and Learning

Concurrent Sessions C: 1:40 - 2:40 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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C.1

PANEL: “What I know now about TAing/Teaching that I wish I knew when I first started”
Paul Allison, Computer Science; Andrea Craig, Economics; SooHyun Ahn, Biomedical and Molecular Sciences
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.

C.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.

C.3

Understanding the TA/TF Collective Agreement and Union Resources
Craig Berggold, President, Public Service Alliance of Canada (PSAC) 901
Room 1120, Biosciences Complex

This is a workshop for TAs and TFs on understanding how the Collective Agreement operates at Queen's, what it offers TA/TAs in terms of benefits, standardized hiring practices, grievance procedures and more.  TAs and TFs are encouraged to attend to learn how the Collective Agreement benefits them and what changed during the last round of bargaining.

C.4

Making Online Learning More Accessible – using common accessibility elements in MS Word and onQ
Andrew Ashby, Accessibility Office
Room 2109, Biosciences Complex

Participants should bring a laptop/tablet to follow along.

Making your course materials accessible ensures that they usable by the widest range of users, but also ensures your web pages and documents are easier to edit and navigate. It is important to make these changes to accommodate a variety of disabilities.  When creating content, there are a few basic steps that should be followed in order to ensure your content is accessible. The core steps needed for accessibility are the same regardless of whether your document is in onQ, MS Office, or another platforms. In this session you will learn what common accessibility elements you can add to your Word documents and onQ pages to increase accessibility and usability for all students. We will explore the need of accessible elements: 

  • Headings
  • Lists
  • Links
  • Images
  • Tables
  • Testing for accessibility
C.5

Aligning the Assessment with Intended Learning Outcomes: Good Grades reflecting Good Learning
Sidra Shafique, Biomedical and Molecular Sciences
Room 2111, Biosciences Complex

Assessment is a key feature in the ongoing process of planning and delivering a course. In fact, assessment is the most influential component for both instructors’ and students’ decision-making about how to focus their teaching and learning time. Through this activity and discussion-based session, I will share first-hand experiences of successful use of the ICE approach to assessment. We’ll explore effective ways of communicating expectations for learning through the use of well-articulated learning outcomes and spend time to identify the variety and types of assessment that are best suited to support that learning.

By the end of this session the participants will be well-articulated with the concept of aligning the assessment with ILOs and the good learning.

C.6

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.

C.7

Preparing for your First Tutorial
Christina Salavantis and Mariela Libedinsky, Department of Sociology
Room 132, Humphrey Hall

This session will run using some of the formats, tips and tricks that have been used successfully over the years in Introduction to Sociology. SOCY 122 has a team of 20 TAs that lead 40 tutorials per week. Opportunity will be provided for you to discuss with others your biggest fears as well as best practices for running small group sessions.  Real scenarios collected from past TAs will foster discussion; there will be a focus on first year student engagement. The activities and discussions in this session should be applicable across all disciplines and academic levels.

C.8

Cognitive (in)justice: How writing assignments can disadvantage students from varied academic contexts and how you can help
Andrea Phillipson, Centre for Teaching and Learning; and Joanne Struch, Faculty of Education, University of Manitoba
Room 223, Humphrey Hall

Writing is a staple of academic work and a central means of evaluating student knowledge in a discipline, making it a high stakes activity for students. Interpreting assignment information and instructor feedback, navigating academic writing conventions, and selecting and citing sources are among the activities students undertake in disciplinary writing. This session asks participants to consider how these activities could privilege some students over others based on students’ familiarity with language structures, academic discourse, and educational practices in North American post-secondary settings. The session will include a brief introduction to theories of cognitive and epistemic justice, which question what types of knowledge are privileged, how that privilege is represented, and by whom, in various educational contexts. In this interactive workshop, you will then have an opportunity to consider how writing assignments might contribute to cognitive injustices through examining assignments in a variety of disciplines and brainstorming strategies for mitigating cognitive injustice in assignment design, instruction and feedback.

C.9

Racism, Diversity and Exclusion in the Classroom
Arunima Khanna, Student Wellness Services; and Stephanie Simpson, Human Rights Office
Room 203, Theological Hall

This session will explore the importance of recognising diversity in the classroom, and working for inclusion and equity. The impact of experiences of exclusion and racism on the learning experience will be addressed. Through a presentation and discussion, the following questions will be explored:
What are some of the issues to keep in mind when instructing in a diverse and multi-cultural classroom? How does the university environment extend or limit access to the full range of educational opportunity? How does the culture of the classroom shape students' expectations and participation in the program of study?

 

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

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