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.
Scott Whetstone, ITServices
Room D214, Mackintosh-Corry Hall
Moodleing away your time?
Having run the weekly Moodle drop-ins for the past couple of years, I have found that there are a number of little things that can be done in Moodle that can save you a huge amount of time. Tips will be shared that are appropriate for those who have never used Moodle, those that are Moodle power-users and everyone in between. Bring along any tips you have found useful and any questions you may have about using Moodle more effectively and efficiently.
Providing Effective Feedback on Student Writing
Susan Korba, Writing Centre
Room B201, Mackintosh-Corry Hall
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.
Creating and Implementing Effective and Efficient Assessment in Higher Education
Rylan Egan, Centre for Teaching and Learning
Room D216, Mackintosh-Corry Hall
Attendees to this session will explore how to conceptualize, develop, and implement effective assessment in higher education. Specifically, the group will consider how learning outcomes can be embedded in measurement instruments, and in turn, how assignments can be structured to maximize the usefulness of these instruments. The conversation will also touch on the importance of alignment between assessment, instruction, and outcomes.
An Inquiry Toolkit for Faculty Teaching in Online Learning Environments
Cory Laverty, Education Library; Suzanne Maranda, Bracken Health Sciences Library; Sylvia Andrychuk, Research and Instruction Library
Room E202, Mackintosh-Corry Hall
During the course design process, librarians provide support in many ways. They select e-books and video-streaming and curate existing open educational resources. Where students are required to locate scholarly materials independently, librarians provide statements of research outcomes suited to the level of learners and course expectations. Inquiry-based learning in virtual environments may pose significant challenges. A recent large-scale study of search behaviour in higher education documents reveal that the majority of first-year students cannot meet the research demands of university courses. Students struggle with conducting effective searches in academic databases and interpreting scholarly information. In online learning environments, where students may not have orientations to research tools and academic writing, there is an even greater need for a formal support infrastructure. Librarians can also recommend discipline-specific resources for investigation and design learning tutorials and assessment tools to help students meet the research expectations in the course.
Recognizing and Responding to Students in Distress
Mike Condra, Counseling and Disability Services
Room E230, Mackintosh-Corry Hall
In the course of your experience as a graduate student (e.g. as a TA) you may encounter fellow-students who are experiencing distress and who may have a mental health problem. This session will provide you with information to assist you in dealing with situations like these so that you can provide support and guide them to the resources available on campus. At the end of this session, participants will:
Teaching Across Cultures
Susan Anderson Steele, Queen's University International Centre
Room D207, Mackintosh-Corry Hall
This session will examine the impact of 'culture' on the learning experience. Through presentation and discussion, the following questions will be explored: What are some of the issues to keep in mind when instructing in a multi-cultural classroom? How does the university environment extend or limit access to the full range of educational opportunity? How does culture shape students' expectations and participation in the program of study?