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Queen's University

Concurrent Sessions A : 10:45 - 12:00

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.


Click on the icons located to the left of each session for theme descriptions.


Exploring How Relativity Applies to Ethics, not just Physics

Stefanie Sebok, Faculty of Education; and Health, Counselling and Disability Services

Room D214, Mackintosh-Corry Hall


This session will examine the notion of ethics as it pertains to our roles as educators within the academic community at Queen’s University. Through a series of case scenarios and facilitated discussions, individuals will be able to evaluate dilemmas using various approaches to ethical decision-making. Ethics in scholarship, teaching, and research will be explored. Examples of possible topics may include: dealing with issues of plagiarism, balancing confidentiality with a responsibility to report, and managing conflicts of interest within the research environment.


Video Production for Teaching 

Alan Ableson, Mathematics and Statistics

Room B201, Mackintosh-Corry Hall


Instructor-produced videos can help student facilitate learning by making traditional lecture material available to students before class meetings, so face-to-face class time can be used for active learning activities. In this workshop, you will create a short video and post it through Moodle or Youtube. A discussion about the role(s) of video resources in a class will wrap the session up. Note: please bring an iPad or laptop if you can; a few extra laptops will be available for use.

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But my students are so shy! Improving communication in a quiet classroom

Andrea Phillipson, School of Kinesiology and Health Studies

Room D216, Mackintosh-Corry Hall


There are many reasons why educators want students to speak in class and many reasons why students may remain quiet in the classroom. This session will begin from the premise that intelligent and capable students are largely arriving to class prepared and eager to learn, but that they hesitate or decline to participate in class discussions nonetheless. With this view of students in mind, we will ask: What are some of the assumptions that inform instructors’ desire for oral class participation? How well do these align with our own teaching priorities? This active workshop will give you an opportunity to consider critical issues in classroom communication and align classroom expectations with learning outcomes, using a variety of strategies designed to promote student-teacher and peer-to-peer communication.

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Assessing Transferable Learning Outcomes

Jill Scott, Office of the Provost and Vice Principal (Academic); Brian Frank, Faculty of Engineering and Applied Science; Natalie Simper, HEQCO; Jake Kaupp, Faculty of Engineering and Applied Science

Room E202, Mackintosh-Corry Hall


Improving students’ critical thinking skills along with other fundamental academic skills is emphasized in the Queen’s Academic Plan and is a university priority. Many course instructors actively teach critical thinking, but few are systematically assessing this skill. So, if you don’t assess it, how do you know how effectively you teach it? The Queen’s Learning Outcomes Assessment Project is working toward developing more specific assessment techniques for general learning outcomes (including critical thinking). One of the strategies used in this longitudinal study is the application of the American Association of Colleges & Universities Valid Assessment of Learning in Undergraduate Education rubrics (VALUE). In this session, participants will learn the basics of collaborative rating of student assignments, applying the assessment techniques utilized within the project to rate the critical thinking demonstrated in a student work sample.

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Positive Psychology in the university classroom

Lisa Sansom, LVS Consulting

Room E230, Mackintosh-Corry Hall


Positive psychology is the scientific study of what makes life worth living, and its applications can create a better classroom environment for teaching and learning. Lisa Sansom, MAPP, has studied with the pioneers of the positive psychology field, and will speak about some key findings that professors and future professors can use to enhance their courses and in-class experiences.

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Accessibility for Educators

Heidi Penning, Equity Office; Michele Chittenden, Adaptive Technology Centre; and Brad Murphy ITServices

Room D207, Mackintosh-Corry Hall


Diversity has always existed in the classroom; however changing demographics and the readiness of many students to be more vocal about their social identities have made us more keenly aware of diversity in ability, age, gender, race and ethnicity, religion, sexual orientation, social class, and learning style. This awareness, in turn, has presented educators with certain challenges regarding their teaching and curricular practices. In order to integrate the principles of equity and diversity, we must consciously reflect upon what we teach, how we teach, and the perspective(s) we represent in our teaching.


This presentation will touch on some key points to consider while teaching at Queen's. These points will revolve around the benefits and principals of Universal Design for Learning.

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Understanding the TA/TF Collective Agreement and Union Resources

Doulton Wiltshire, PSAC 901

Room D209, Mackintosh-Corry Hall


This is a workshop for TAs and TFs on understanding how the collective agreement operates at Queen's, what it offers TA/TFs 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.


Registration is now closed

Kingston, Ontario, Canada. K7L 3N6. 613.533.2000