Centre for Teaching and Learning

Centre for Teaching and Learning
Centre for Teaching and Learning

Concurrent Sessions C: 1:40 - 2:40 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

C.1

From ‘AWK!’ to Awesome: Providing Feedback on Writing to Deepen Student Learning
Susan Korba, Writing Centre; and Robin Attas, Centre for Teaching and Learning
Mackintosh Corry Hall, Room B201

Giving effective feedback on students’ written work is one of the most challenging aspects of teaching. In this session, you’ll learn more about the purpose of feedback, explore ways to set goals for the feedback you give, and practice several strategies for feedback that encourage further revision and promote student learning. We’ll also discuss how to manage your time as a grader so that the feedback you provide is thought-provoking, fair, consistent, and yet doesn’t overwhelm you as an instructor.

C.2

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.

C.3

Active Learning Strategies
Andy Leger, Centre for Teaching and Learning
Mackintosh Corry Hall, Room D201

Adopting active learning strategies can be a challenging enough endeavor in optimal learning environments and a seemingly impossible task in theatre-style classrooms.  In this highly active and interactive session, we’ll explore the principles of active learning, trouble-shoot ways of adapting instructional strategies, and learn to overcome the architectural limitations of a variety of classroom contexts.

C.4

More Accessibility: Less Individualized Accommodation: Views from QSAS
Bonney Hunt and Jeanette Parsons, Student Wellness Services
Mackintosh Corry Hall, Room D214

This interactive session focuses on three key and interconnected strands: a brief overview of Queen's Student Accessibility Services (QSAS); illuminating and parsing of accessibility and accommodation; and finally, how to enhance accessibility of your course through strategies, concepts and skills. This session will explore: elements of Universal Design that may be incorporated through instructional delivery, student activities and assessment to foster inclusion and perhaps reduce the need for some individualized accommodations. Upon leaving the presentation, participants will have practical avenues for enhancing accessibility for all students.
     Representatives from QSAS will briefly provide the context and purpose of accommodation, followed by an equally brief discussion of accessibility versus accommodation.
     The bulk of the session will be dedicated to examining various teaching and assessment practices that with some modification might enhance accessibility and perhaps reduce the need for some individualized accommodations. Instructional participants are asked to bring the course syllabi for a course they plan to teach in 2017-2018.

C.5

Preparing Your First Science Lab
Les Mackenzie, Amanda Tittel, Michelle Biehl, and Genevieve Joseph-Mofford, Department of Biomedical and Molecular Sciences
Mackintosh Corry Hall, Room D122

As teachers it is our responsibility to provide the best possible atmosphere to promote and induce active learning while at the same time establish that learning is ultimately the responsibility of the student. Traditionally, lectures impart theoretical knowledge and do not allow much opportunity to focus on active learning. In contrast, experiential learning can promote a deeper connection and understanding between theory and practice.  This active learning technique is commonly used by science disciplines through labs, giving students a practical outlook of the theoretical knowledge through hands on experience and responsibility for their own learning.  We should never lose sight of the fact that a good educator is not just an isolated figure at the head of the classroom but rather an active participant in the students' experience within their field of study. Thus, it’s of paramount importance that the educator, whether faculty or graduate student, carefully plan and construct the first lab class. This is the time to set the tone for the rest of the labs of the course which ultimately weaves the connections and understanding between theory and practice, establishing the experience of experiential learning for the student.

C.6

Aboriginal Cultural Awareness in the Classroom
Laura Maracle, Four Directions Aboriginal Centre
Mackintosh Corry Hall, Room D405

The intent of this workshop is to remove the power indifference from interactions with Aboriginal people and encouraging individuals to self-reflect and work towards building empathetic and collaborative relationships.  This is done through interactive activities, while engaging participants to reframe their thinking and relearn the real truths and history of Aboriginal people in Canada.

C.7

Making Online Learning More Accessible: Using Common Accessibility Elements in MS Word and onQ
Andrew Ashby, Student Wellness Services
Mackintosh Corry, Room F200 (CTL), Large Collaboration Area

Participants should bring a laptop/tablet to follow along

Making your course materials accessible ensures that they usable by the widest range of users, but also ensures your web pages and documents are easier to edit and navigate. It is important to make these changes to accommodate a variety of disabilities.  When creating content, there are a few basic steps that should be followed in order to ensure your content is accessible. The core steps needed for accessibility are the same regardless of whether your document is in onQ, MS Office, or another platforms. In this session you will learn what common accessibility elements you can add to your Word documents and onQ pages to increase accessibility and usability for all students. We will explore the need of accessible elements: Headings; Lists; Links; Images; Tables; Testing for accessibility.

C.8

Recognizing and Responding to Students in Distress in the Classroom
Beth Blackett, Student Wellness Services
Mackintosh-Corry Hall, Room A309

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:

  • Be familiar with indicators of a possible mental health problem
  • Understand the continuum model of mental health
  • Know how to support students in distress and guide them to the resources available on campus
  • Know how to deal with situations where there is an immediate concern for a student’s well-being or safety

 

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