Centre for Teaching and Learning

Centre for Teaching and Learning
Centre for Teaching and Learning

Concurrent Sessions B : 11:35 - 12:35 p.m.

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

 

B.1

Designing Curricular Experiential Learning Opportunities
Kathryn Fizzell, Experiential Learning Hub/Career Services
Mackintosh Corry Hall, Room A309

Curriculum designed with experiential learning principles and techniques can enhance student engagement in your course.  Experiential learning is a pedagogical practice that can be used across all disciplines, and involves the purposeful design of concrete experiences combined with opportunities for guided reflection.  The goal of experiential learning is to create unique opportunities for critical thinking and to assist students in making connections between theory and practice.   In this workshop we focus on how the EL Hub consultation process assists faculty in designing new experiential learning opportunities for their students.  We will share current resources such as planning documents, learning plans, and reflective rubrics.  The workshop will conclude with a discussion of the successes, challenges and current needs of faculty integrating EL into their curriculum.

B.2

"But my students are so shy!" Improving Communication in a Quiet Classroom
John Haffner, Centre for Teaching and Learning; and Sandra McCubbin, Geography and Planning
Mackintosh Corry Hall, Room B201

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.

B.3

Resources for Decolonizing your Curriculum: A Conversation
Ian Fanning and Cory Laverty, Centre for Teaching and Learning
Mackintosh Corry Hall, Room D216

What does it mean to decolonize? Join us for a conversation between an Indigenous educator and an educational developer and librarian on approaches to learning about decolonization and integrating Indigenous resources into course content.

B.4

Preparing for your First Tutorial
Christina Salavantis and Spencer Huesken, Department of Sociology
Mackintosh Corry Hall, Room D201

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.

B.5

Understanding the TA/TF Collective Agreement and Union Resources
Craig Berggold, President, Public Service Alliance of Canada (PSAC) 901
Mackintosh Corry Hall, Room D214

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

B.6

Let’s Talk: Facilitating Synchronous and Asynchronous Online Discussions
Wanda Beyer, Arts and Science Online
Mackintosh Corry Hall, Room A311

Classroom discussion is important for creating a sense of community, developing student interest, and enhancing learning. But how do we talk with our students and encourage group discussion in the virtual world? This session will explore various methods for creating discussion opportunity within online and blended courses and will provide practical strategies for engaging students in synchronous and asynchronous discussions when teaching in an online or blended environment.

B.7

Open Access Across the Disciplines: The Un-told Story
Rosarie Coughlan, Queen’s Library; Atul Jaiswal and Shikha Gupta, School of Rehabilitation Therapy
Mackintosh Corry Hall, Room D122

By opening up access to research outputs, open access has the potential to increase the visibility and impact of research outputs in all disciplines.  
With a critical focus on open assess through the lens of the early career researcher, this practical workshop will explore what we have learned and continue to learn about what works and what does not work, in order to put open into action in the higher education sector.  We will provide practical guidance on deciding where to publish, building your researcher profile, researcher iDs as well as approaches to share and manage your research outputs to maximise impact.

B.8

Supporting Authentic and Engaging Learning in an Undergraduate Chemistry Course Through use of the Primary Literature
Ross Jansen-van Vuuren, Chemistry
Mackintosh Corry Hall, Room D405

Integrating undergraduate student engagement with the primary literature in Chemistry courses offers a number of benefits to students, for example, the development of communication and scientific literacy skills, exposure to 'cutting edge' science, and improvements in attitudes towards and confidence doing science. (Kovarik, 2016; doi: 0.1007/s00216-016-9467-2). Integrating the primary literature within instruction has been recognized as being useful for certain courses and contexts. For example, when the inclusion of a practical component is challenging due to financial, logistical and safety limitations/restrictions, or when, as educators, we desire to "focus our energy on getting students to understand and analyze information, assess its strengths and weaknesses, connect ideas together in innovative ways, and use the available information in creative ways" instead of loading students with facts (Smith, 2014, "What do we want our students to be?"). Various approaches that have been implemented will be outlined, highlighting the desired learning outcomes, the assessment design and the reported student feedback and gains. Results of research carried out to understand how to maximize the effectiveness and usefulness of using the primary literature within course instruction will be elaborated upon. There will be time for reflection and discussion of the methods and results highlighted. We will then use this background information to design a learning experience in which the primary literature is integrated that is specific to your discipline.

B.9

Using Rubrics for Consistent Assessment of Student Work
Natalie Simper, Office of the Provost
Mackintosh Corry Hall, Room F200 (CTL), Large Collaboration Area

So, you have a stack of student papers, you’re are armed with an assessment rubric, and the clock is ticking- what next? This session presents participants with an assessment survival guide, overviewing the purpose and process for criterion-based assessment. Effective assessment practices avoid pitfalls, take advantage of time-saving measures, achieve consistency, and provide students with feedback about what areas need further work. In this interactive session participants will engage with samples of student work and assessment rubrics from Social Sciences, Humanities and Sciences. The session will include a discussion of alternate assessment strategies and alignment between assessment, instruction, and learning outcomes.

 

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