Centre for Teaching and Learning

Centre for Teaching and Learning
Centre for Teaching and Learning

Teaching Development Workshop Series

The Teaching Development Workshop Series is a second chance to attend some of our most popular events from the Teaching Development Day (TD Day) each September. This is an opportunity for anyone who teaches at Queen's to learn about interesting developments in teaching and learning and provides educators with new tools to help them develop more productive and engaging interactions with students.

Providing Effective Feedback on Student Writing

Facilitated by Susan Korba, Writing Centre
Wednesday, October 18, 2017, 2:30 – 4:00pm, F200 Mackintosh-Corry Hall, Large Collaboration Space

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.

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Making Online Learning More Accessible – using common accessibility elements in MS Word and onQ

Andrew Ashby, Accessibility Office
Thursday, November 9, 2017, 1:30 – 3:00pm, F200 Mackintosh-Corry Hall, Large Collaboration Space

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

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Preparing for your First Tutorial

Christina Salavantis and Mariela Libedinsky, Department of Sociology
Tuesday, November 21, 2017, 10:30am – 12:00pm, F200 Mackintosh Corry Hall, Large Collaboration Space

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.

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Preparing Your First Science Lab

Les MacKenzie, Valeria Vendries, Naomi Dussah, and Darya Ali, Department of Biomedical and Molecular Sciences
Wednesday, November 29, 2017, 9:30 – 11:00am, Mackintosh-Corry Hall, Room F200, Large Collaboration Area

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.

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