Teaching and Learning

Instructor-directed workshops

• Addressing Microaggressions in the Classroom

  In a learning environment that is comprised of diverse cultural values, behaviours, beliefs and language, it is important to have knowledge that will improve communication and understanding. This workshop focuses on the barriers to understanding that we build when we use and accept another’s use of microaggressions. According to Sue et al. (2007), microaggressions are brief and commonplace insults and assaults. They can be both verbal and non-verbal, and intentional or unintentional. All forms communicate hostile, derogatory or negative slights and insults. This workshop provides a brief overview of microaggressions and includes hands-on activities designed to improve professional communication and inclusiveness in the classroom and the boardroom.

  Learning outcomes:

  • Create awareness of microaggressions in everyday interactions.
  • Explore consequences from victim and perpetrator perspectives.
  • Discover techniques to minimize use.
• Analytics for Teaching

  This workshop provides instructors with an introduction to analytics as they relate to student engagement with online learning environments including, but not limited to, Blackboard.

  Learning outcomes:

  • Explore at least three different reports that can be provided within a Blackboard course (examples: Item Analysis for Tests, Performance Dashboard, Course Reports and Retention Centre).
  • Describe how analytics can be useful in respective courses.
• Certificate in University Teaching

  The Certificate in University Teaching is available to all TAs and graduate students who are interested in developing teaching skills and engaging in a community of practice along with their peers in the university's teaching community. Visit the Teaching and Learning Centre website for more information and to register!

• Course Design Basics

  Learn about the basics of course design whether you have a new course to design or an existing course that you would like to redesign. This workshop introduces some basic principles of course design to ensure that courses have multiple means of representation, action and expression, as well as engagement.

  Learning outcomes:

  • Review your teaching philosophy.
  • Discuss your vision for the course.
  • Learn about relevant resources and give feedback based on the type of course and your learners.
• Good Practices for Teaching and Learning

  This workshop will provide graduate students with further grounding in methodology appropriate for the post-secondary level. Assessment, evaluation, reliability and validity will be introduced. Students will create a mock assessment during the workshop. 

  Learning outcomes:

  • Articulate and demonstrate some pedagogical methods for use in post-secondary instruction.
  • Articulate and demonstrate some assessment methods for use in post-secondary instruction.
  • Explain why certain methods of assessment are appropriate in certain situations.
• Learning Strategies

  This workshop is geared towards graduate students at the beginning phase of their studies. An introduction to learning strategies will be provided. Direct strategies (mnemonic, cognitive or compensatory) and indirect strategies (metacognitive, affective or social) will be discussed. Applications to your coursework will be identified.

  Learning outcomes:

  • Describe the types of learning strategies that you have employed to date.
  • Distinguish between direct and indirect learning strategies.
  • Identify and articulate learning strategies that you plan to apply to your studies.
• Multiple Intelligences

  This workshop provides an introduction to Theory of Multiple Intelligences by Howard Gardner and applications of this theory to improve student learning techniques as well as to increase self-knowledge. Abilities in spatial, linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalistic will be investigated and discussed. You will learn how to use knowledge of your type(s) of intelligence to maximize your academic performance and learning.

  Learning outcomes:

  • Identify and differentiate between different learning styles in Theory of Multiple Intelligences (Gardner).
  • Develop self-awareness of your own learning style.
  • Develop a plan to apply knowledge of your type(s) of intelligence to goal-setting.
• Teaching Orientation for TAs

  The Teaching and Learning Centre offers teaching and learning orientation sessions for new faculty, sessional instructors and teaching assistants leading up to the fall and winter terms. These sessions serve as a great opportunity to get connected with members of the university teaching community and to learn about the various tools and services available to you and your students. If you are new to a teaching role at the university, confirm with your faculty if you have been added to a list of attendees for an upcoming Teaching and Learning orientation.

• Teaching Philosophy Statement

  This workshop provides doctoral students with the opportunity to explore and discuss the foundations of their Teaching Philosophy. They will discuss documenting their teaching skills and responsibilities to provide evidence of the quality of their teaching practice. In this workshop the key components of a “Teaching Philosophy Statement” will be discussed.  

  Learning outcomes:

  • Develop a clear understanding of your own teaching philosophy.
  • Understand the benefits of a teaching statement.
  • Understand the basics of developing a teaching statement.