Centre for Teaching and Learning

Centre for Teaching and Learning
Centre for Teaching and Learning

Concurrent Sessions D: 3:00 - 4:00 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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D.1

PANEL: Diversity and Inclusion in Graduate Supervision
Marta Straznicky, School of Graduate Studies; and Arunima Khana, Student Wellness Centre; Suning Wang and Soren Mellerup, Chemistry; David Lyon and Midori Ogasawara, Sociology; Hossam Hassanein and Sara Elsayed, Computing

Room 1120, Biosciences Complex

This session will focus on graduate supervision as a learning environment in which issues of diversity and inclusion need to be acknowledged and addressed. The session will consist of panel presentations, a formal response, and open discussion. The panel will feature three pairs of supervisors and students from different disciplines who will explain and reflect on how they have navigated differences in cultural background to build a successful supervisory relationship. The respondent is Dr. Arunima Khanna, who will respond to the three models of intercultural supervision and share additional best practices based on her extensive counselling work with graduate students. A general discussion will follow. Beyond raising awareness of the issue among faculty, students, and staff, the session will provide all participants with three models and numerous practical suggestions for creating the conditions for a successful supervisory relationship. The panel will be chaired by Dr. Marta Straznicky, Associate Dean, SGS.

D.2

When Real Life happens:  How to Capitalize on “teachable moments’ and Build Real-World Connections and Extensions Inside your Classroom
Brittainy Bonnis and Michelle Smith, Cultural Studies
Room 2109, Biosciences Complex

This session explores how a TA/TF might consider capitalizing on unexpected “teachable moments” in their classrooms. A teachable moment is an unplanned opportunity that arises in the classroom where a teacher has the opportunity to offer insight, help build critical thinking skills, and build real-world connections and extensions for students.  This proposed session explores one such example in a FILM 110 seminar. When a student-organized party at Queen’s received international news coverage (“Queen’s University Students Held a Party and the Theme Was Racism” VICE 2016) it seemed impossible to keep the discussion out of the classroom. In an attempt to help students engage with both the curriculum at hand and real world events I implemented a practical scaffolding technique based on teacher-led questioning and group discussion and consensus to help students critically engage with difficult social knowledges. This tutorial then, linked a discussion about representation, from Hunger Games, through the American election to “race costuming” on campus. This session will include a 20-25 minute discussion, in which I will explain my experience of teaching this seminar – in terms of motivation and practical implementation of my scaffolding technique.  Session participants will then work in groups to outline their own scaffolding process related to a subject/world event of their choice, and feedback to the whole group.  Note:  this session is intended for experienced TAs/TFs rather than new or beginner-level.

D.3

More Accessibility; Less Individualized Accommodation: Views from QSAS
Jeanette Parsons and Bonney Hunt, Student Wellness Services
Room 2111, Biosciences Complex

This interactive session focuses on three key and interconnected strands: a brief overview of Queen's Student Accessibility Services (QSAS); illuminating and parsing of accessibility and accommodation; and finally, how to enhance accessibility of your course through strategies, concepts and skills. This session will explore: elements of Universal Design that may be incorporated through instructional delivery, student activities and assessment to foster inclusion and perhaps reduce the need for some individualized accommodations. Upon leaving the presentation, participants will have practical avenues for enhancing accessibility for all students.

Representatives from QSAS will briefly provide the context and purpose of accommodation, followed by an equally brief discussion of accessibility versus accommodation.

The bulk of the session will be dedicated to examining various teaching and assessment practices that with some modification might enhance accessibility and perhaps reduce the need for some individualized accommodations. Instructional participants are asked to bring the course syllabi for a course they plan to teach in 2017-2018.

D.4

Trust Matters: Equity and Excellence in Education
Leena Yahia, Faculty of Education
Room 131, Humphrey Hall

Trust between individuals and groups lays the foundation for social order in society and is the breeding ground for solidarity and integration (Bryk & Schneider, 2002). Trust is an essential condition for stable social relationships and is vital for the maintenance of cooperation in society (Blau, 1964). In a school community, trust contributes to four interrelated key areas of school life: learning, teaching, leading, and bridging (Van Maele, Forsyth, & Van Houtte, 2014). In today’s increasingly changing and diverse learning environments, trust strengthens schools’ adaptive capacity to deal with change, contributes to building a school community, and improves educational achievement. Lack of trust within a school culture inhibits the learners’ and the educators’ willingness to become open and vulnerable to each other which ultimately inhibits their growth and creates a toxic school culture (Van Maele, Forsyth, & Van Houtte, 2014). Better understanding how to recognize and reinforce trust, including how it functions and develops in teams, enables educators and administrators to better support the development of trust in collaborative teams and the development of a high trust school culture that facilitates learning for all students—thus leading to more equity and excellence in education.  This interactive session will follow a format similar to a training session that offers and explores the best available evidence-informed strategies to develop trust within an educational environment aiming to improve the performance and inclusion of all learners.

D.5

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.

D.6

Active Learning Strategies
Sue Fostaty Young, Centre for Teaching and Learning
Room 223, Humphrey Hall

Adopting active learning strategies can be a challenging enough endeavor in optimal learning environments and a seemingly impossible task in theatre-style classrooms.  In this highly active and interactive session, we’ll explore the principles of active learning, trouble-shoot ways of adapting instructional strategies, and learn to overcome the architectural limitations of a variety of classroom contexts. 

 

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

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