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Queen's University
 

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Concurrent Sessions A : 10:30 - 11:20 am

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

A.1

Do You Have a Minute..?  Navigating 1st year student needs and challenges while wearing the academic hat

Chauncey Kennedy and Freeman Woolnough, Residence Life

Room E202, Mackintosh-Corry Hall

 

In this interactive session, participants will hear from three different perspectives (Residence Life, Counselling Services, and a Queen’s undergraduate student) about the student experience at Queen’s. There will be a special focus on common challenges that arise for students in their transition to university, many of which may present themselves to instructors and TAs. Participants will have the opportunity to discuss concerns that they have in addressing these challenges, and will also learn important and appropriate resources available for student referrals. Through scenario-based activities, participants will also have a chance to walk through potential conversations of concern. It’s gonna be fun.

A.2

PANEL: “What I know now about TAing/Teaching that I wish I knew when I first started”

Ian Cuthbertson, School of Religion; Galen Watts, Cultural Studies Graduate Program; Anne Reid, Department of Religious Studies; Katelyn Arc, History; and Grant Sharma, History
Chair: Victoria Chen, Centre for Teaching and Learning

Room D214, Mackintosh-Corry Hall

 

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.

A.3

Preparing for your First Tutorial

Christina Salavantis and Debra Mackinnon, Department of Sociology 

Room E230, Mackintosh-Corry 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.

A.4

"But my students are so shy!" Improving Communication in a Quiet Classroom

Andrea Phillipson, School of Kinesiology and Health Studies

Room B201, 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.

A.5

Analysis of a Research Assignment

Cory Laverty, Sylvia Andrychuk, Suzanne Maranda, and Morag Coyne, Queen's University Library

Room D207, Mackintosh-Corry Hall

 

A content analysis of 191 course-related research assignment handouts distributed to undergraduates in 2010 confirmed that the majority focus on product not process. Student comments indicate that they need more help unravelling the goals of research assignments, how it connects to learning outcomes, and the level of information gathering and analysis that is required. What clarifications in the assignment handout will help students? What elements do they find confusing? How can we write assignment descriptions that identify what we want them to learn? Join your librarians for a hands-on deconstruction of real research assignments from different disciplines to uncover how their elaboration can better support student achievement.

A.6

Constructing Alignment in a Course

Les MacKenzie, M. Owais Aziz, and Christine O'Keefe, Biomedical & Molecular Science

Room D209, Mackintosh-Corry Hall

 

This interactive session is designed for the teachers to practice alignment between Intended Learning Outcomes (ILO) of a course/session, teaching and learning activities implemented to achieve the learning goals, and methods of assessments applied. This workshop will consist of interactive small group sessions intended to accommodate 15-20 participants.

 

Upon completion participants of the session will be able to comprehend and apply an alignment in their respective course(s).  Along with a brief PowerPoint presentation, participants of the session will: develop an ILO; design an activity and assessment that aligns to the ILO they formulate; and be actively involved in discussion. 

    A.7

    Lesson Planning

    Annie Riel, French Studies

    Room 319, Ellis Hall

     

    This interactive session will focus on lesson planning for both TAs and instructors.  Participants will learn about the components to consider in developing a lesson plan.  Through small groups, participants will practice building lesson plans and collaborate with colleagues from other disciplines.  A template for lesson planning will be provided.


    A.8

    Soliciting Feedback to Foster Positive Classrooms

    Sharief Oteafy, School of Computing

    Room 333, Ellis Hall

     

    Our students are increasingly distracted by personal devices/technology in the classroom, a multiplicity of aids online, and a growing sense of detachment in lectures. Today, our only hope of student retention lies in establishing an environment where students are actually looking forward to the next classroom (without offering free food!). The premise of establishing a positive lecture environment lies in encouraging an educational experience that: involves them, reacts to their feedback and conveys a sincere sense of self‐worth in the learning experience. This is only achievable via an effective feedback process which establishes a positive and progressive classroom. We will actively practice different feedback techniques and their effectiveness in varying settings.

     

    A.9

    Turning Student Groups into Effective Learning Teams
    Klodiana Kolomitro, Centre for Teaching and Learning; and Terry Li, Continuing and Distance Studies

    Room 321, Ellis Hall

     

    Group work can create powerful learning experiences for students and help them develop key critical thinking, communication, and leadership skills (Johnson & Johnson 2006); Michaelsen, Knight & Fink 2004).  In this interactive session, we will explore and discuss the stages of group development and strategies for creating cohesion in each of those stages.  We will also share our experience and lessons learned from implementing group work in an anatomy course.

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

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    Kingston, Ontario, Canada. K7L 3N6. 613.533.2000