By Lisa Greig, Student Support and Outreach Coordinator It has been a difficult nine months for many as we have all been braving the waves of grief, collectively, in this pandemic. Understanding grief Jack Jordan provides a great definition of…
By Murray Drew, Professor, Department of Animal and Poultry Science I am a member of a committee which is exploring whether there are teaching practices that support student mental wellbeing in the classroom. You are probably thinking that this means…
[social_share/] By Yin Liu, Associate Professor, Department of English Why I did it In 2016-2017 I taught, for the first time, a full-year (6 credit unit) English course, “History and Future of the Book,” which is one of our Foundations courses…
By Tereigh Ewert-Bauer When I read the above article, I was immediately reminded of an article I read a few years ago, called “’I know the type of people I work well with’: Student anxiety in multicultural group projects.”[1] The…
[social_share/] We design courses with many opportunities for students to learn by completing assignments, readings and answering questions in class. But does our teaching increase such behaviours or decrease them? One lens, psychology of learning, suggests we likely do both.…
By Tereigh Ewert-Bauer After the difficult conversation or incident in class I regularly use formative feed-back in my class—feedback that is solicited over the course of a term, allowing me to measure student progress, highlighting concepts that are still unclear,…
By Tereigh Ewert-Bauer During Class A favorite strategy of mine has long been the “oops” and “ouch” strategy. I’m fairly certain I encountered it at a conference, but an Internet search doesn’t reveal who first developed the strategy. In English…
By Tereigh Ewert-Bauer Before Class Regardless of the discipline in which you teach, undoubtedly you have encountered comments or topics in your classroom that have been opinion-/value- and/or emotion-laden. In those moments perhaps your heart quickened and you felt panicked…
[social_share/] By Katharine Horne This post originally appeared on the University of Sussex Technology Enhanced Learning Blog. It is being republished here with permission. In a Virtual Learning Environment such as Study Direct (Moodle), forums can be a great way…
[social_share/] By Megan Marcoux, Student Employment and Career Centre A session on this topic will be held during the Fall Fortnight on Monday August 22, 2016 from 1 – 4 PM. Register here. Over the past several years, the Student…
[social_share/] By Kristin Bogdan, Librarian, College of Engineering Sessions related to this topic will be held during the Fall Fortnight: Integrating Digital Information Literacy Into Courses (Wednesday August 31, 2016 from 9 – 11 AM) – Register here Stories From…
[social_share/] By Ayodele Olagunju, Doctoral Candidate, School of Environment and Sustainability My time working on a graduate fellowship at the Gwenna Moss Centre for Teaching Effectiveness highlights a most significant period in my graduate program. As a doctoral candidate with…
[social_share/] By Jordan Epp, Instructional Designer, Distance Education Unit (DEU) The adoption and adaptation of open textbooks at the U of S has been an organic process up until this past year, with faculty and departments independently making use of…
[social_share/] By Noura Sheikhalzoor, Graduate Student, College of Pharmacy and Nutrition Teaching has been a rich and rewarding part of my graduate school experience. It added a new flavour to what I have been already doing in my program of…
[social_share/] By Donna Beneteau, Departmental Assistant, Mining – Civil and Geological Engineering In the era of rapidly developing technology, an efficient use of words in the title seemed appropriate. “Software, where in the curriculum?” didn’t provide the same effect. This…
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