Integrating Social Media: Twitter Micro Reflections
This workshop will explore simple ways to incorporate Twitter into their existing courses; how to prepare students to use Twitter; how to grade Twitter assignments; and how to handle the unexpected.
Presented by: Cristina Stasia, Lily Ren
Using Google Docs in eClass
This workshop will demonstrate how Google Docs can be used in conjunction with eClass to increase collaboration and streamline course building.
Presented by: Anwen Burk, Matt Cheung
Implementing Student Feedback on Teamwork and Leadership Skills in The Classroom
This presentation will explore research-based, valid, and reliable assessments of student’s individual skills relevant to team success and leadership as well as the student teams’ overall health.
Presented by: Nicole Wilson
Whats great (and not so great) about computer-based exams
Drawing on the instructor's experience with over 4600 exams in classes ranging in size from 75-400 students, this presentation will discuss the benefits and challenges of computer-based exams for both instructors and students.
Presented by: Alexander Gainer
Creating Undergraduate Awareness about Careers in the Discipline
This presentation discusses a course developed to raise awareness of students to career opportunities and expectations in chemistry.
Presented by: Chuck Lucy, Mike Serpe
Strengthening Engagement with the Next Generation of Learners: Exploring e-portfolios, asset mapping and digital story in adult learning and teaching
This presentation will highlight examples from graduate level health science education and community service learning courses to illustrate examples of engagement and assessment.
Presented by: Zane Hamm
An Educational Framework for Undergraduate Engineering Design Curriculum Development
This is a presentation of a theoretical framework based on empirical engineering design research and educational psychology for developing the core elements of a transdisciplinary engineering design process curriculum.
Presented by: Alyona Sharunova, Mehwish Butt, Suzanne Kresta, Jason Carey, Loren Wyard-Scott, Samer Adeeb, Luciënne Blessing, Ahmed J. Qureshi
Graduate Teaching and Learning Program: Building Scholarship in Teaching and Learning
The Graduate Teaching and Learning program is open to all graduate students and postdoctoral fellows at the UofA. The program was fully reviewed in 2015-16 to focus on learner outcomes and to incorporate a new Level 4 centered around the scholarship of teaching and learning.
Graduate Teaching and Learning Program Summary
Presented by: Suzanne Kresta, Renee Polziehn, Deanna Davis, John Nychka, Heather Zwicker
Peer-assisted Teaching and Learning in Pharmacy Clinical Skills Education
Involving students as peer teachers in clinical skills teaching opens up opportunities for many health-science faculties. What was initiated as a measure to help with limited staffing in the clinical skills setting and creating authentic learning opportunities, transformed into an integral and well-loved activity across the programs.
Presented by: Theresa Charrois, Terri Schindel
Community Service Learning in Adapted Physical Activity: Lessons learned, challenges, and questions remaining
This presentation will focus on the lessons learned and the existing challenges in the implementation of a unique community service learning project developed for KIN 372 (Neuroscience Considerations for Adapted Physical Activity).
Presented by: Joanna Auger, Kelvin Jones
Imagining Cities: Integrating Theory and Practice of Civic Engagement Across Disciplines
This presentation will share learning goals, literature, activities for field study and reflection to support learners to work with community partners and learn core principles and theoretical foundations of civic engagement.
Presented by: Zane Hamm
Living Latin at the University of Alberta: A New Way to Teach an Old Language
While this presentation will be of greatest interest to Latin and Ancient Greek instructors, it should also prove useful both to instructors of modern languages in particular and in general to those interested in active, student-centered learning and how experiential learning can be applied to the language classroom.
Presented by: Kelly MacFarlane, Christopher Mackay
Task-Based Teaching: Insights from Language Learners
This project examines the implementation of a Task-based Language Teaching (TBLT) approach in beginner and intermediate level Spanish language courses at the University of Alberta.
Presented by: Xavier Gutiérrez
Research Critical Thinking (RCT) Activity
This workshop addresses how an instructor can create opportunities for authentic talk in small groups within a large (>100) 100-level undergraduate class.
Presented by: Alvina Mardhani-Bayne, Michelle Sims
Development of an Engaging Chemistry App to Increase Student Interest in Learning Organic Chemistry
This presentation will provide an overview of an interactive app developed to assist students in the learning of organic spectroscopy.
Presented by: Hayley Wan
How (free and easy) Technology Increased Student Engagement in our Classroom
This presentation outlines two professor’s current uses of free technologies that strive to optimize student’s ability to ask questions, enhance student engagement and to facilitate and assess learning. Attendees are asked to please have their smart phone, ipad or laptop available for the session.
Presented by: Chris Zarski, Mark Hall
Students Really Start Learning when I Stop Teaching: Shifting to a Facilitated Self-directed Learning Approach
After a decade of teaching, and numerous teaching awards, I decided to stop teaching. I didn’t quit my job, I changed it: I stopped “teaching” so that my students could better learn.
Presented by: John Nychka