2008-2009 Teaching Effectiveness Program
Managing the University Classroom
Meri Kim Oliver, Senior Director, Student Affairs & Community Partnerships
October 6, 2008; 2 hrs
The profile of a university campus has changed in many ways that have had direct and indirect impact on the campus classroom. One of the fundamental changes that affects the classroom setting is the profile of the individual student and of the university cohort as a whole. Diversity, disability, rights, parental involvement, shifting social norms, expectations of technology . . . all change the classroom experience. What hasn’t changed is that faculty have the most consistent contact with students and the greatest opportunity to observe when deeper issues than shifting social norms are becoming visible in individual students. Depression, anger, stress or threats of harm can become visible in behaviours or in written assignments, before being visible elsewhere on campus.
- Do you know when a behaviour is threatening versus merely odd?
- Do you have strategies for classroom management that help to identify when a student is no longer able to function well in the classroom environment?
- That are indicators in written assignments that should raise your concerns?
- Do you know what is required of you by law when you become aware of a student who may be a risk to self or others?
The workshop time will be spent on the following:
- The student profile in 2008.
- That the profile means for the classroom and the institution.
- Identifying risk behaviour.
- Balancing the rights of the individual with the rights of the other students in the class.
- What about your rights as a faculty member?
- Safety first.
- Resources.
This workshop is open to the instructional community and will incorporate case studies and discussion into the presentation.
Strategies for incorporating active learning into your teaching
M.A. Xenopoulos, Associate Professor, Department of Biology
October 9, 2008; 1 hr
Active learning is a process whereby learners are actively engaged in the learning process rather than “passively” absorbing the material being presented. There is accumulating evidence that shows active learning increases student retention of course material and understanding of primary concepts. In contrast, passive teaching has not been found to enhance learning by students either in lectures, seminars, or laboratories. We will start the workshop by considering the definitions of active and passive learning and debating the pros and cons of active learning approaches. Following this discussion, I will present examples of active learning techniques that could be implemented into classrooms. The workshop will also include a discussion forum where participants will share their experiences of using active learning strategies in the classroom.
This workshop will have an interactive workshop format with presentations, and is open to Trent's instructional community.
The interactive science classroom
M.A. Xenopoulos, Associate Professor, Department of Biology
October 30, 2008; 1 hr
The American Association for the Advancement of Science recommends the incorporation of active learning strategies in science courses and curricula. Despite this, science classes are usually content-driven, often have high enrolment, and composed of students with varied backgrounds and math literacy. These factors increase the difficulty of using active learning techniques. In addition, the goal of active learning can be at odds with the singular emphasis typically placed on material retention by science students, which results in the introduction of large quantities of complicated and complex information during a course. Instructional approaches emphasizing material retention have repeatedly been found to yield relatively poor improvement in student critical thinking and their understanding of key scientific concepts. I will present a wide variety of techniques and methods consistent with an active learning approach and how they can be used in the university science classroom. We will also discuss the need for improved and refined critical thinking skills in university students facing a highly competitive employment and educational environment. Although the focus will be on teaching science, the workshop is open to those teaching in other disciplines.
This workshop will have an interactive workshop format with presentations, and is open to Trent's instructional community.
Trent Technologies & Teaching Conference
December 11, 2008; 5 hrs
We all incorporate different kinds of technologies in our teaching practice and, invariably, some technologies suit our philosophies and disciplines more than others. In recent years, an array of new technologies has emerged that offer new ways of thinking and constructing knowledge.
This one-day conference will provide an opportunity for conversations, critical appraisal, and showcasing of electronic technologies. We hope this forum provides opportunities to discuss the challenges and obstacles we face as educators, and to in what ways technology can be effective in different kinds of teaching situations.
- Online office hours: Overcoming barriers to communication
- Facilitating active discussion and proficiency in note-taking: The use of computer tablets as one component of Universal Instructional Design
- Enabling student-student interaction in the large classroom setting
- Collaborative mind mapping in a seminar context
- Anonymous and non-evaluative use of clickers in social science and humanities classrooms
- Incorporating interactive whiteboards into the science classroom
- Social networking on a good day: Exploring web-based technologies and teaching aids
- Interactive whiteboards in the university context: Possibilities, pluses and pitfalls
- Interactive online assignments and quizzes in Introductory Astronomy
- Mind mapping as a cognitive strategy for reading and writing
Teaching for Cultural Diversity
Dr. Mike Allcott, Director, Trent International Program
January 20, 2009 & March 13, 2009; 1.5 hrs
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 Allcott is the Director of the Trent International Program, and an award-winning teacher who has worked in the field of international education for more than twenty years.
This workshop is open to Trent's instructional community.
Cross-cultural Dimensions of Plagiarism
Tania Pattison, Instructor and Academic Coordinator, Trent-ESL
January 30, 2009; 1 hr
Good scholarship means different things in different cultures. Plagiarism as defined at Trent and other Canadian universities is a very western concept; practices that constitute plagiarism here may actually be considered acceptable scholarship in other parts of the world. This presentation will explore some of the cultural reasons for the occurrence of unintentional plagiarism among Trent's international student population.
This presentation draws upon the field of International Communication to present some of the theoretical background behind plagiarism. I will talk about three dimensions in this presentation:
- High vs. Low Power Distance
- Individualism vs. Collectivism
- Universalism vs. Particularism
The first two are based on the work of Geert Hofstede; the last one is from Alfons Trompenaars. I will show that international students who find themselves guilty of plagiarism may simply be doing what is acceptable according to the norms of their own cultures. I will also give some suggestions to teachers on how to deal with this.
This session will consist of a presentation followed by questions and discussion. It is open to Trent's instructional community.
Developing and Nurturing a Statement of Teaching Philosophy
David Poole, Professor, Mathematics
February 5, 2009; 2 hrs
Increasingly, the requirements for appointment to academic faculty positions, tenure and promotion decisions, nominations for teaching awards, and grants in support of teaching innovation include a statement of teaching philosophy. Often, such a statement forms part of a larger teaching dossier or portfolio but it may also need to stand on its own. In this workshop we will discuss what makes a good teaching philosophy statement, how to develop one, and how it may change over time.
Examples will be given to illustrate some of the salient features of a good teaching philosophy statement and participants will be asked to share their own ideas. This session will hopefully prove useful both to those beginning to develop their teaching philosophy statements and to those who already have one.
This session will incorporate exercises and discussion into the presentation, and is open to the instructional community.
10 Common Grammatical Mistakes in Student Writing
Mary Ann Armstrong and Erin Stewart Eves, Writing Instructors, Academic Skills Centre
February 18, 2009; 1.5 hrs
Writing clear and correct prose is an essential life skill, a skill that you can help students to develop by marking their papers for grammar and style. This session will explore different methods of reading for, marking, and commenting on grammar in students' papers. It will then review the most common grammar mistakes in undergraduate papers and provide guidance on how to identify and correct these mistakes.
This session will incorporate discussion into the presentation, and is open to the instructional community.
Communicating Science: the role of public science literacy and the media
Lydia Dotto, Instructor, ERSC-350 Environment and Communication
March 4, 2009;1.0 hr
The influence of science in public policy and in the daily lives of citizens is growing rapidly. This has created a demand for scientific experts to explain complex issues to non-scientific audiences, including the media, political leaders, community groups, educators and the public at large.
Unfortunately, scientists rarely receive training in the techniques of popular science communication. The skills they use to communicate within their peer groups are generally inadequate to get their message across effectively to the wider community.
This presentation will focus on one of the key elements of good science communication: understanding non-scientific audiences and the context in which they receive information. If scientists wish to improve their ability to communicate with these groups, they must be aware of the state of public scientific literacy and understand the rapidly-evolving role of the media and new communications technologies in disseminating scientific information.
Finding common ground through group work
Yves Thomas, Associate Professor, French Studies
March 16, 2009; 1.5 hrs
In this teaching conversation, Prof. Yves Thomas will discuss the positive outcomes of a diverse group of students from a variety of cultural backgrounds who found common ground through group work in his French 2000 course. Through his experience, Prof. Thomas hopes to share how the expectation of student collaboration fostered an inclusive learning environment which led to greater student engagement and increased rapport not only between the students and the instructor, but also between the students themselves. Participants of this teaching conversation are encouraged to share examples of similar experiences in their courses.
This teaching conversation is open to Trent's instructional community.
Enhancing Students' Practical Problem Solving Skills Sheldene Simola, Assistant Professor, Business Administration Program; Nick Silieff and Devon Hurvid, 4th year B.B.A. students
March 19, 2009; 1.5 hrs
In addition to acquiring new scholarly knowledge and technical skills, students often need to develop practical problem solving skills that will be necessary for success in their future careers. Such problem solving skills involve both analysis of ambiguous situations for which no simple and obvious solution exists, and, actions that creatively respond to a range of conflicting demands. Examples include the skills needed to resolve interpersonal or team-based conflicts, leadership challenges, ethical dilemmas, and crisis situations. We describe our implementation of a “coping-modeling, problem-solving” [CMPS] (Cunningham, 2006) approach to enhancing the acquisition of these types of practical skills. Using the example of ethical problem solving, we demonstrate the CMPS technique, including use of video vignettes. Evaluative data, benefits and areas for future consideration are discussed.
This session will incorporate discussion into the presentation, and is open to the instructional community.
Animating Small Group Discussions
Gordon Johnston, Professor, Department of English Literature
May 11, 2009; 1.5 hrs
In support of Trent Reads 2009, Professor Gordon Johnston will be hosting two workshops on facilitating Trent Reads seminars.
This workshop will offer practical tips on how to generate, encourage and direct discussions of an assigned text, how to elicit and support a range of responses from students with different backgrounds and levels of preparation, and how to prime the pump without flooding the discussion. Techniques such as ‘geiger counter’, ‘alternate title’ and ‘portals’ will be explained. It is not necessary to have read all of The Book of Negroes in advance, but we may turn to it for examples of the various techniques.