FALL TERM
Designing and Delivering Courses with Wellbeing in Mind
September 15, 2015
Facilitated by Robyne Hanley-Dafoe, Centre for Teaching and Learning, Psychology
Based on Dhaliwal and Stanton (2013) wellbeing in learning environments review from SFU, the 10 factors that promote wellbeing are presented. “The goal is to foster a healthy course and student experience without teaching about health – the wellness comes from course design and instructional practice.” (Hanley-Dafoe, 2015)
10 conditions: Positive Classroom Culture; Civic Engagement; Instructional Support; Services and Supports; Real Life Learning; Inclusivity; Personal Development; Flexibility; Social Connection; Optimal Challenge. Strategies for each will be presented and discussed.
Coaching and Supporting TAs: How To Bring Out Their Best
September 17, 2015
Facilitated by Stephen Hill, Environmental Resource Studies
Teaching Assistants are central to the teaching mission of our university. We need to nurture the formal and informal support systems for our TAs so our undergraduate students benefit and TAs can effectively develop their teaching skills and practices. This facilitated discussion will explore and share best practices for faculty, instructors, and university administrators to support teaching assistants so that they can be their best.
Teaching for Cultural Diversity
September 22, 2015
Facilitated by Mike Allcott, Trent International Program
The perspective and experience of international students can bring rich pedagogical value to our classrooms and for all students. Practicing active inclusivity can help to realize that goal. This workshop will provide practical techniques for making diversity a strength, rather than a problem, in your classroom. We will look at some legal requirements guiding us on issues of cultural diversity. Likewise, we’ll work to deepen our understanding of the concept of “culture” and how it influences behaviours in classrooms. Finally, we’ll engage some practical exercises and debrief on challenges and solutions. Dr. Mike has a student panel who will be joining his presentation.
Teaching Sensitive or Controversial Topics
September 23, 2015
Facilitated by Momin Rahman, Sociology
Teaching and doing research presentations on issues of sexuality, gender, violence and exploitation can present a number of challenges in how to approach the subjects sensitively and professionally. I reflect here upon my experiences and invite discussion and experiences on useful strategies and how Trent can work towards useful guidelines on this issue.
Moving from Classroom Management to Student Engagement
September 30, 2015
Facilitated by Robyne Hanley-Dafoe, Centre for Teaching and Learning
University classrooms and our students have changed in many ways that have had a direct and indirect impact on how we teach. Students have a variety of learning styles that may no longer fit within the typical lecture method. This workshop will explore how to establish a climate of learning and student engagement by moving away from a traditional classroom management approach. Chapman’s (2003) definition of student engagement - cognitive investment in, active participation in and emotional commitment to their learning - will be introduced. Participants will receive the CTL 10 Ways to Promote Student Engagement resource.
Teaching Portfolios Part 1: Introduction to Collecting, Selecting and Reflecting
October 5, 2015
facilitated by Cathy Bruce, Education and Centre for Teaching and Learning, Robyne Hanley-Dafoe, Psychology and Centre for Teaching and Learning
Our teaching portfolio is evidence of our teaching philosophy, pedagogy and practice. This session will introduce the different types of teaching portfolios and their strengths and uses. We will also provide participants with criteria for:
collecting resources and material for your teaching portfolio
selecting the most relevant evidence, and
writing brief reflections to frame those samples
Discussions regarding the collection, selection and reflection of samples will focus on teaching, but will also address evidence of research abilities.
Remote Learning Sessions with an Emphasis on Best Practices for Student Engagement
October 8, 2015
Facilitated by Jeff Gardiner, Information Technology & Robyne Hanley-Dafoe, Centre for Teaching and Learning
Remote learning (or video conferencing) is increasing in applications at the post-secondary level whether for remote class instruction between campuses or for a thesis defence. This session will explore the technology behind remote learning classrooms. We will also be discussing how to maximize instructional pedagogy and student engagement in remote locations based on empirical best practices.
Mental Health at Trent and Beyond: Undergraduate Research Presentation
October 22, 2015
Facilitated by Adam Grearson, fourth year student and Jennifer Lund, Student Accessibility Services
Mental Health First Aid for Adults who Interact with Youth (aged 12-24) is a 14-hour course that discusses the following mental disorders:
Substance use disorders
Mood disorders
Anxiety disorders
Psychotic disorders
Eating disorders
Deliberate self-injury
Crisis first aid skills for the following situations are learned:
Substance overdose
Suicidal behaviour
Panic attack
Acute stress reaction
The World of Teaching Awards
November 4, 2015
Facilitated by Adam Guzkowski, Centre for Teaching and Learning
This workshop will focus on internal and external teaching awards available to the Trent teaching community. Our exploration of internal awards at Trent will include the characteristics of successful nominations, the timelines for internal award nominations and deliberations, and suggested methods of promoting internal awards. We will also discuss the types of external awards available as well as the criteria, process, and timelines for external awards submissions. The Centre for Teaching and Learning is committed to supporting faculty as they apply or nominate others for external awards.
SafeTALK
November 9, 2015
Facilitated by Kate McIsaac, Student Affairs
SafeTALK, is a training certificate program that trains people to identify individuals with thoughts of suicide and connect them with suicide first aid resources. Approximately 80% of people who have thoughts of suicide invite others to help in many ways. SafeTALK training teaches one to be alert to these invitations and help support an individual's desire to stay safe.
After completing SafeTALK training, one is better equipped to:
recognize signs of thoughts of suicide;
overcome barriers that lead one to miss, dismiss and avoid suicide, and;
use the TALK (tell, ask, listen, keep-safe) steps to refer the person with thoughts to a first aid resource
Participants will receive a certificate of recognition of training
Teaching Sensitive Topics
November 12, 2015
Facilitated by Byron Stoyles, Philosophy
Much of my teaching and research is focused on philosophical puzzles relating to topics that can be upsetting to students—puzzles surrounding the nature and value of death, end-of-life decision making, abortion, and miscarriage to name a few. I will draw on my experience teaching controversial and sensitive topics to share some of my strategies for helping students engage with ideas and theories they might find initially controversial, upsetting, or even offensive.
Self-regulation for Faculty
November 17, 2015
Facilitated by Brenda Smith-Chant, Psychology
There is a long research history of self-regulation skills and how these abilities are related to how students cope and meet the challenges of academics. This workshop will explore the research related to the biological, emotional, cognitive, social, and prosocial aspects of self-regulation and how it can be applied to the post-secondary learning environment. The goal is to look at a process to implement and assess practical applications that can be incorporated at the instructor, department, and institutional level.
The New Academic Integrity: Challenges and Processes
November 19, 2015
Facilitated by Dana Capell, Academic Skills & Ian Thomson, Information Technology
Academic integrity is at the heart—the core value—of the academic enterprise. Achieving it requires an ongoing commitment by all levels of the university community. Unfortunately, recent articles in academic journals and the popular press have brought into question our collective success in living this value. This presentation will provide an overview of the extent and types of academic misconduct university students report engaging in, TA and faculty view of this behaviour, and possible explanations for why academic misconduct is occurring. Information about the AI processes at Trent will be reviewed.
Introduction to Teaching Portfolios
November 20, 2015
Facilitated by Robyne Hanley-Dafoe, Centre for Teaching and Learning
Our teaching portfolio is evidence of our teaching philosophy, pedagogy and practice. This session will introduce the different types of teaching portfolios and their strengths and uses. We will also provide participants with criteria for:
collecting resources and material for your teaching portfolio
selecting the most relevant evidence, and
writing brief reflections to frame those samples
Discussions regarding the collection, selection and reflection of samples will focus on teaching, but will also address evidence of research abilities.
The iPad as Assistive Technology
November 24, 2015
Faciliated by Caleb Hunt, Student Accessibility Services
Modern, powerful, mobile technologies are changing the landscape of what is considered mainstream Adaptive or Assistive Technologies (AT). This session will explore some low-cost, must-have iPad apps that, while not specifically marketed as 'Assistive Technology', have enormous benefit for supporting users with disabilities.
The Pod Model: Enhancing Learning through Blended-Format Peer-Driven Exercises
November 25, 2015
Facilitated by Robyn Taylor, Psychology & Kateryna Keefer, Psychology
The Pod model is a blended-format peer-driven learning model, where students collaborate on a series of inquiry-based exercises both face-to-face and within virtual Pods (small online groups of 3-4 peers), providing peer-review assessments of one another’s work. Designed to deliver the learning benefits of small-group teaching in larger classes, the Pod exercises aim to increase student engagement, improve mastery of the course material, enhance critical and flexible thinking, and increase appreciation for collaborative ways of learning. In this workshop, we will first provide an overview of the Pod model and illustrate its application in a large second-year Psychology course. We will then present the results of an empirical study evaluating the impact, benefits, and limitations of the Pod exercises from the students’ perspective, based on a survey of students from two second-year courses in English Literature and Psychology. Finally, the workshop participants will have the opportunity to reflect on the practical benefits and challenges of the Pod model, ask questions, and provide suggestions for further improvement and adaptation.
Teaching Sensitive & Controversial Topics
December 1, 2015
Facilitated by Gillian Balfour, Sociology
The study of criminalization, victimization and punishment is fraught with reactionary thinking, and the potential for relived experiences of personal trauma. How do we bring students together to actively engage in these provocative topics of sexual violence, addiction, mental illness, racism and other socially injurious acts yet come to know each other and themselves? Through a series of activities based in dialogic learning such as "Know your own privilege" and "Tableaus of Power and Resistance" I push students to engage physically and personally with the struggles of "others".
Using VoiceThread to Create a Sense of Community in In-Person and Online Courses
December 3, 2015
Facilitated by Lillian Chumbley, Trent Online
One of the concerns of students taking online courses is the sense of isolation that they feel. Voicethread is a new web-based technology integrated with Blackboard that allows instructors, teachings assistants and students to come together in creative ways that lessen isolation and create a ‘virtual’ seminar environment while still maintaining an asynchronous learning model. This presentation will highlight the special features that enable communication across all aspects of the course through video, voice and text options. Student evaluations of these courses offered positive feedback about the delivery of lecture material and assignments through Voicethread. This technology is not discipline-specific and applies to all.
Supporting Students in Distress
December 7, 2015
Facilitated by Nona Robinson and Kate MacIsaac, Student Affairs
Knowing how to help students is not always straight forward. This interactive session will focus on prevention and early intervention of students in distress, through student skill development. Participants will also learn practical skills for approaching students in distress, and identify the barriers that can prevent one from helping. Time will be reserved at the end of the session for participant questions.
High Tech / Low Tech Strategies for Student Engagement: What's Available
December 8, 2015
Facilitated by Robyne Hanley-Dafoe, Centre for Teaching and Learning and Ian Thomson, Information Technology
Students come to campus with many types of devices and in a 21st-century learning environment expect a technology connected learning experience. This workshop will introduce technologies both high and low tech that are designed to help students engage with their learning both in the classroom and while working independently. Topics will include use of iClickers, the re-designed Blackboard Mobile experience, textbook connected learning and tips for maximizing student engagement in a Blackboard course.
WINTER TERM
Designing and Delivering Courses with Wellbeing in Mind
Thursday, January 14, 2016, 10:00 - 12:00 pm
Facilitated by Robyne Hanley-Dafoe, Centre for Teaching and Learning
Based on the Dhaliwal and Stanton (2013) wellbeing in learning environments review from SFU, the 10 factors that promote wellbeing will be presented. "The goal is to foster a healthy course and student experience without teaching about health - the wellness comes from course design and instructional practice." (Hanley-Dafoe, 2015)
10 conditions: Positive Classroom Culture; Civic Engagement; Instructional Support; Services and Supports; Real Life Learning; Inclusivity; Personal Development; Flexibility; Social Connection; Optimal Challenge. Strategies for each will be presented and discussed.
Concept Mapping: A Technique to Promote Student Understanding
Monday, January 18, 2016, 1:00 - 3:00 pm
Facilitated by Paul Elliott, School of Education and Professional Learning
Do you find that some students struggle to get the big picture? Concept mapping is a technique that enables students to make links between a range of concepts that may have been studied over several weeks or even months. It helps them to see that their subject of study is coherent rather than fragmented. It also allows them to rigorously test their understanding. All that is needed is a sheet of paper, scissors and glue or it can all be done electronically. As an added bonus, it can be a very effective form of assessment or even a way to plan your own teaching.
Easing the Bumps: An Instructor's Role in Facilitating Student Success in Transitioning to University
Tuesday, January 19, 2016, 1:00 - 3:00 pm
Facilitated by Andrew Vreugdenhil, Chemistry
Student experiences at any year level can be significantly influenced by an instructor’s level of engagement and support. Trent is often described as being student-focused and committed to facilitating student success. Even in large first-year classes, instructors can create an environment, which provides resources and support which foster student independence and confidence. Prof. Vreugdenhil will present on his experiences at the first-year level followed by a discussion and exchange of best practices for facilitating student success.
Incorporating Indigenous Knowledge into Student Learning
Monday, January 25, 2016, 1:00 - 3:00 pm
Facilitated by Dan Longboat, Indigenous Studies
This session will introduce indigenous knowledge and speaks to its value and contributions to student learning. We will explore opportunities to incorporate multiple knowledge systems and their interactions within other disciplines.
Blending Live Lectures and Online Seminars: Prospects and Issues
Tuesday, January 26, 2016, 11 am - 1:00 pm
Facilitated by Stephen Katz, Sociology & Elaine Scharfe, Psychology
This seminar reviews experiences in teaching courses that blend live lectures with online seminars. Items for discussion include: a) evidence for the enhancement of student participation, b) the challenges to integrate lectures, seminars and assignments, c) differential student skills in accessing online materials, d) what is sacrificed and what is gained when live seminars are eliminated, d) how to encourage and control online inter-student interaction, e) demarcating privacy boundaries online, f) integrating online seminar work with other Blackboard tools, g) student evaluation results regarding blended course structures.
SAS Accommodations: Inclusion in the Classroom - Advanced Topics
Tuesday, February 2, 2016 from 1:00 - 3:00 pm
Facilitated by Caleb Hunt & Catherine Munro, Student Accessibility Services
This presentation will introduce the services available for students and faculty at Trent. We will explore definitions of disability, accessibility and accommodation/duty to accommodate. We will discuss the roles and responsibilities of instructors and students as well as tips on creating an accessible classroom. The discussion will include practical real-world examples and challenges as well as an introduction to the assistive & mobile technologies often used by students with disabilities.
Teaching Portfolios Series: Introduction to Collecting, Selecting and Reflecting - Part 2
Wednesday, February 24, 2016, 1:00 - 3:00 pm
Facilitated by Cathy Bruce, Centre for Teaching and Learning & School of Education and Professional Learning & Robyne Hanley-Dafoe, Centre for Teaching and Learning & Psychology
Our teaching portfolio is evidence of our teaching philosophy, pedagogy and practice. This session will introduce the different types of teaching portfolios and their strengths and uses. We will also provide participants with criteria for:
collecting resources and material for your teaching portfolio
selecting the most relevant evidence
writing brief reflections to frame those samples Discussions regarding the collection, selection and reflection of samples will focus on teaching, but will also address evidence of research abilities.
The Universally Designed Course
Tuesday, March 8, 2016, 1:00 - 3:00 pm
Facilitated by Robyne Hanley-Dafoe, Centre for Teaching and Learning, Psychology
Trent University has a long-standing reputation of having one of the most diverse student populations. In our classrooms, we see diversity expressed in many ways including but not limited to students’ ages, cultural background, language, disability, and socioeconomic status. The heterogeneity of this inclusive classroom brings with it the challenge to design courses that meet the objectives of the course or program while effectively responding to the needs of all learners. In order to meet these challenges, innovative approaches like Universal Design for Learning (UDL) are being implemented.
This workshop will discuss the principles of UDL and offer ways to implement it in your classroom. UDL is the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in abilities by means of flexible curricular materials and activities (Hutchinson, 2014). UDL is guided by a set of principles for curriculum development that gives all individuals equal opportunities to learn. In this workshop, Robyne will demonstrate how to integrate these basic principles in planning and designing your course, as well as in your teaching approaches. Robyne will use syllabi and course design from undergraduate courses to explore what worked, what she continues to use and what did not work and why.
Blended Learning and the Flipped Classroom
Tuesday, April 5, 2016, 1:00 - 3:00 pm
Facilitated by Fergal O'Hagan, Psychology
Flipping the classroom is a pedagogical concept that replaces the standard lecture-in-class format with an opportunity to explore concepts and to review materials from outside of class. This can happen in many forms, but the underlying premise is that students review information outside of class and, instead of simply receiving information from the instructor, come prepared to discuss concepts.
Blended courses integrate a combination of classroom and online activities. Most blended courses replace 25% to 50% of classroom time with online activities through some type of instructional technology. These courses allow for more active learning and flexible scheduling while maintaining the face-to-face contact characteristic of the classroom. Depending on the course goals and content, the schedule of alternating online and face-to-face components of a blended course vary from one section to the next. Come out and learn about some examples of different course schedules that employ this technique!
How to Incorporate Service Learning and Community Based Research Into Undergraduate Courses
Wednesday, April 6, 2016, 1:00 - 3:00 pm
Facilitated by Stephen Hill, Environmental Sciences
Student learning can be enriched through real-world experience. Moreover, students have much to offer to our community in service and research. Service-learning and community-based research seeks opportunities that can benefit both students and the community. Still, there are many challenges to incorporating these opportunities into our teachings, such as time and resources, university incentives and culture, and logistics. This facilitated discussion will explore and share best practices for faculty, instructors and university administrators in incorporating service-learning and community-based research into our teaching and community engagement.
Innovative Assessment Practices: Online Learning Journal
Wednesday, April 13, 2016 from 1:00 - 3:00 pm
Facilitated by Geoff Navara, Psychology
Like most of my colleagues, over the years I have adopted a variety of assessment practices. Some of these practices have been successful, while others a resounding ‘flop.’ One practice that I have found very productive for both the student and myself is a weekly online learning journal. This practice allows students to reflect upon course material, discuss ‘real world’ issues and explore additional research on the topic. The journaling process provides the student with the opportunity to integrate all the required elements into a cohesive whole. Not only do the students engage in a reflective process, but they are also encouraged to be creative in their blogs with the inclusion of multi-media, graphics, etc. The evaluative process requires the instructor to be very clear in their expectations, but also a high degree of flexibility in assessing students’ submitted work.