Teaching Expo August 6th-30th
There are a variety of workshop and sessions available for new and experienced faculty, here's just a few; Instructional Skills Workshop, Blackboard Bootcamp, Teaching Large Classes, Instructional Strategies and many more. For more details click here.
Course (Re)Design Seminar
Full 4-Day Seminar Tuesday, August 6th - Friday, August 9, 2013. 9:00am - 3:00pm
Course (Re)Design Application Form >>
Application Deadline: July 26, 2013
For more information about the seminar go to:
Tuesday, August 13 – Friday, August 16, 9:00 am – 3:30 pm daily
Location: SCI 331
The Instructional Skills Workshop is offered within a small group setting and is designed to enhance the teaching effectiveness of both new and experienced educators. During the 4 day workshop, participants design and conduct three “mini-lessons” and receive verbal, written and video feedback from the other participants who have been learners in the mini-lessons. Using an intensive experiential learning approach, participants are provided with information on the theory and practice of teaching adult learners, the selection and writing of useful learning objectives with accompanying lesson plans, techniques for eliciting learner participation, and suggestions for evaluation of learning.
The workshop encourages reflection and examination of one’s teaching practices with feedback focused on the learning process rather than on the specific content of the lesson. Effective feedback skills, practiced in the workshop, are useful for educators in the classroom and also as they conduct their regular institutional business.
Register early to ensure your participation (limit 6) Register
Director of UBC’s School of Engineering and Associate Dean of the Faculty of Applied Science
Tue, September 24, 2013 12:00 PM - 12:50 PM
The discussion will take the form of an open meeting hosted by the Centre for Teaching and Learning.
Each month we will post a journal article about research into teaching and learning. Please take time to read and reflect on the readings as they may impact your teaching and learning situation. We will be hosting a discussion board through a connect shell where you can add your comments and also suggest other articles of interest. If you wish to be added to this Blackboard Connect shell please email Heather Hurren at the Centre with your CWL ID.
This month’s article is entitled “Grading Class Participation". Enjoy!!
The U-shaped Debate strategy offers an alternative to the traditional two-sided debate. The goal is to encourage students to endorse positions provisionally while listening to others in an attempt to figure out the most defensible personal stance along a continuum of possibilities. Stress that students are not to try to convince others, but merely to explain why the position they are sitting in is the most defensible one for them. There is no need to reach consensus on the issue.
- arrange the class in a U-shape
- ask students with polar views (i.e., either strongly agreeing or strongly disagreeing with the proposition) to seat themselves at either tip of the U; ask students with mixed opinions to sit at appropriate spots along the rounded part
- ask students at each tip of the U to state their position and offer a few reasons only (if there is an imbalance in strong support for one side or the other, locate yourself temporarily in a polar position to get the discussion going)
- alternate from side to side, as students from all parts of the U offer their views
- encourage students to physically move along the spectrum if they have heard reasons that cause them to want to shift their intellectual position on the issue.
Institute for Scholarship of Teaching and Learning Mount Royal
University Calgary, Alberta
This practitioners conference is dedicated to developing teaching and
learning research, sharing nascent findings, going public with results
of completed projects, and building an extended scholarly community.
Please access the Call for Proposals,
http://isotlsymposium.mtroyal.ca/proposals.html accepted from
individual scholars or teams of scholars committed to presenting their
work in one of two venues:
a 60 minute concurrent session or a 90 minute poster session in the
following categories; completed teaching and learning research, early returns and initial findings of work in progress, calls for
collaboration, triangulation, and development.
Nancy Chick, Ph.D.
Assistant Director, Center for Teaching
Lynn Taylor, Ph.D.
Vice-Provost (Teaching and Learning)
University of Calgary
Gary Poole, Ph.D.
School of Population and Public Health
University of British Columbia
Karen Manarin, Ph.D.
Departments of English and General Education Mount Royal University and
April McGrath, Ph.D., Department of Psychology Mount Royal University
Pre-Symposium Workshops will be announced shortly.