A Comment on SGS 902 for Winter 2022:
SGS 902 will be offered in the Winter 2022 Term (January - April), Wednesdays, 9:30 - 12:30pm in Ellis 226. Given the times, the course will be offered as a blended course. More information will be provided as the course schedule becomes available. Noting the unique challenges faced by our campus community this year, all reasonable accommodations will be worked out with students on a case-by-case basis.
Dr. Lauren Anstey, Centre for Teaching and Learning
This course is intended for graduate students and post-doctoral fellows across the disciplines who want to develop as skilled, thoughtful, and confident post-secondary teachers. The goal of this course is to challenge and broaden conceptions of learning and approaches to teaching. Sessions will be literature-informed but activity and discussion-based with an expectation of a high degree of collaboration and participation. The course has been organized in such a way as to balance theory and practice and to support both conceptual and skill development.
As part of the development experience you will articulate a teaching philosophy statement to document your stance and aspirations for teaching. Through participation in the course, you'll experience and experiment with a broad range of instructional strategies, and, along with the feedback you'll get from the course instructors, you will benefit from self- and peer-assessment techniques to monitor progress.
Intended Learning Outcomes
To be successful in this course you must demonstrate a consistent ability to:
- Relate formal and theoretical knowledge of teaching and learning to the post-secondary teaching and learning context
- Adopt and adapt a learning-centred approach to teaching a variety of post-secondary learners
- Engage with and adapt active learning techniques that focus on collaboration
- Select and implement a variety of instructional and assessment practices that are aligned with intentions for students' learning
- Access, summarize and adapt scholarly literature on teaching and learning related to your own discipline to establish your own scholarly approach to teaching
The course holds high expectations of students' regular participation and engagement in course activities. The nature of the course relies on active and collaborative engagement as a group. Regularly assigned readings will often serve as the basis for class discussion.
Methods of Registration
Please digitally complete an Academic Change Form and email it to the Centre for Teaching and Learning (firstname.lastname@example.org) for instructor approval once you have signed approval from your supervisor. This is a credit course, offered on a pass-fail basis. The course may not be used to meet program requirements unless explicitly approved by the student's department.
Please send your first name, last name, department and Queen's NetID to email@example.com for instructor approval.
Auditing the Course
Occasionally, students express a desire to audit the course. Given the highly participatory and collaborative approach of the course, auditing students are asked to commit to a learning contract that clarifies the nature of their participation - specifically around areas of peer feedback and group work. Learning Contracts are planned in consultation between interested student and instructor. Please send your first name, last name, department and Queen's NetID to firstname.lastname@example.org with an indication of your preference to audit to initiate conversation.
For more information contact: