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fall programAugust | September | October | November | December | 2019
taylorinstitute.ucalgary.ca
Programs and courses are offered in a variety of formats, including in person, online/blended learning and community of practice. Some longer programs, such as the Teaching Online Program, may occur over several days or weeks. Please review our calendar for more detailed information on dates, times and locations.
Getting Started
IN PERSONMost of our courses, programs and activities are offered in person, unless otherwise specified.
ONLINE AND BLENDED Online learning is managed through Adobe Connect and D2L. You will receive an email at least one to two days before the program or course’s start date explaining how you can log in and connect. The blended format is a combination of the online and in-person formats.
COMMUNITY OF PRACTICE A community of practice is a group of people who collaborate on problem-solving, share approaches and advance a domain of professional practice. Most TI-based communities of practice meet once a month.
HOW TO REGISTERRegistrations are accepted on a first-come, first-served basis. Some programs, courses and activities may fill quickly, in which case you can be added to a waiting list and contacted if a space becomes available.
Registration is required for most of our courses, activities and programs, unless otherwise specified in the calendar description. You can register online at:
taylorinstitute.ucalgary.ca
Contents3 Fall at-a-glance
7 Full course descriptions
16 Finding purpose beyond class
18 Self-compassion in the classroom: Three things you can do in five minutes
Important DatesCertificates in University Teaching and Learning fall cohorts Starting early September
University of Calgary Teaching and Learning Grants application deadline October 28, 2019
Conference on Postsecondary Learning and Teaching call for proposals deadline December 11, 2019
University of Calgary Teaching Awards nomination deadline January 23, 2020
3taylorinstitute.ucalgary.ca
AUGUST
YuJa WorkshopAug 7, 1 — 2:30 p.m.Aug 20, 10 — 11:30 a.m.
Teaching Dossier Drop-in SessionAug 12, 1 — 3 p.m.
Teaching and Learning Grants Drop-In SessionAug 14, 9:30 — 11:30 a.m.
D2L EssentialsAug 21, 1 — 2:30 p.m.
D2L Work SessionAug 22, 2 — 3 p.m.
Introduction to Adobe Connect MeetingAug 29, 12 — 1:30 p.m.
SEPTEMBER
Teaching Online ProgramSep 3 — Oct 15 (online)
Teaching Assistant OrientationSep 3, 9 a.m. — 12 p.m.
D2L EssentialsSep 4, 10:30 a.m. — 12 p.m.
YuJa Drop-in SessionSep 4, 1:30 — 3:30 p.m.
D2L Work SessionSep 5, 1 — 2 p.m. Sep 9, 11 a.m. — 12 p.m.
Introduction to SoTLSep 9, 10 a.m. — 12 p.m
Theories and Issues in Postsecondary Teaching and Learning for Graduate Students (cohort-based)Starts Sep 10, various dates
Effective Communication in Teaching for International Grad Students and PostdocsSep 10, 10 a.m. — 12 p.m.
Teaching & Learning Grants Drop-In SessionSep 11, 9:30 a.m. — 11:30 a.m.
Teaching and Learning Practices, Theories and Assessment (cohort-based)Starts Sep 13, various dates
Theories and Issues in Postsecondary Teaching and Learning for Postdoctoral Scholars (cohort-based)Starts Sep 16, various dates
Kickstart Your Curriculum Review 1: Getting StartedSep 17, 9 a.m. — 12 p.m.
From Teaching to LearningSep 19, 10 — 11:30 a.m.
Creating a Flipped LessonSep 19, 10 a.m. — 12 p.m.
Universal Design for LearningSep 19, 1 — 3 p.m.
Exploring Instructor Identity in the Classroom: Impact and StrategiesSep 25, 1 — 3 p.m.
Formative Feedback for Teaching DevelopmentSep 25, 1 — 3 p.m.
Blended Learning: Integrating the Online and Classroom EnvironmentSept 26, 10 a.m. — 12 p.m.
OCTOBER
Ethics and SoTLOct 2, 10 — 11 a.m.
Beyond Cultural-Competency: Navigating Diverse ClassroomsOct 3, 10 a.m. — 12 p.m.
Resilience: The Art and Science of ThrivingOct 8, 10:30 a.m. — 12 p.m.
Campus ResourcesOct 8, 1 — 3 p.m.
Teaching & Learning Grants Drop-In SessionOct 9, 9:30 — 11:30 a.m.
fall program2019
AT-A-GLANCE
4 Taylor Institute Fall 2019 Program Guide
Teaching With TechnologyOct 9, 1 — 3 p.m.
Teaching Problems and SoTLOct 10, 10 — 11:30 a.m.
Aligning Research Questions and Design in SoTLOct 15, 10 — 11 a.m.
Signature Pedagogies: Developing Knowledge in ProfessionsOct 17, 10 — 11:30 a.m.
Student Assessment and Feedback StrategiesOct 17, 10 a.m. — 12 p.m.
Experiential Learning Lunch & Learn Series: The Practical Side of Community Partner RelationsOct 22, 11:45 a.m. — 1 p.m.
Developing Feedback LiteracyOct 23, 1 — 3 p.m.
Kickstart Your Curriculum Review 2: PLOs and MappingOct 24, 9 a.m. — 12 p.m.
Students as Partners in SoTLOct 28, 1 — 2 p.m.
Course Design ProgramOct 29 — Nov 5, 9 a.m. — 12 p.m.
What Makes a Great Teacher?Oct 29, 1 — 3 p.m.
MindfulnessOct 30, 10 a.m. — 12 p.m.
Introduction to Augmented Reality for Teaching and LearningOct 30, 1 — 3 p.m.
Guiding Principles in SoTLOct 31, 10 — 11:30 a.m.
NOVEMBER
Teaching Controversial IssuesNov 6, 10 a.m. — 12 p.m.
Engaging Students in a Variety of Learning SpacesNov 7, 1 — 3 p.m.
Developing Your Dossier for the University of Calgary Teaching Awards ProgramNov 8, 10 a.m. — 12 p.m.
Developing Your Teaching Dossier for Graduate Students (cohort-based)Starts Nov 12, various dates
Preparing a Strong Nomination Letter for the University of Calgary Teaching Awards ProgramNov 13, 1 — 2:30 p.m.
Supporting Students in DistressNov 14, 10:30 a.m. — 12 p.m.
Using WordPress in Teaching and LearningNov 18, 10 a.m. — 12 p.m.
Advice from Past University of Calgary Teaching Award RecipientsNov 18, 1 — 3 p.m.
D2L Work SessionNov 19, 2 — 3 p.m.
Experiential Learning Lunch & Learn Series: Peer MentoringNov 19, 11:45 a.m. — 1 p.m.
Developing Your Teaching Dossier for Postdoctoral Scholars (cohort-based)Starts Nov 20, various dates
Facilitating and Engaging Learners in Effective DiscussionsNov 20, 1 — 3 p.m.
Asking SoTL QuestionsNov 21, 10 — 11:30 a.m.
Creating Educational VideosNov 27, 1 — 3 p.m.
Writing Learning OutcomesNov 28, 10 a.m. — 12 p.m.
DECEMBER
SoTL Across Disciplines: Benefits and Challenges Dec 5, 10 — 11:30 a.m.
Engaging Students in a Variety of Learning SpacesDec 5, 1 — 3 p.m.
D2L Work Session Dec 11, 10 — 11 a.m. Dec 16, 11 a.m. — 12 p.m.
Teaching Award Drop-in ConsultationDec 12, 9:30 — 11:30 a.m.
6 Taylor Institute Fall 2019 Program Guide
Conference on Postsecondary Learning and Teaching
taylorinstitute.ucalgary.ca/conference
Mentorship in Higher Education | May 3 — 5, 2020
Accepting proposals from October 15 — December 11, 2019
2020
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full descriptionsAdvice from Past University of Calgary Teaching Award Recipients
How to demonstrate your impact and contributions to student learning? In this session, members of the Teaching Academy (past University of Calgary teaching award recipients) will share their advice in preparing a strong nomination dossier that demonstrates your contributions to student learning. Teaching Academy members will also share examples based on their nomination packages.
Teaching Academy membersNov 18, 1 — 3 p.m.
Aligning Research Questions and Design in SoTLDiscuss differences among experimental, exploratory, mixed and design-based SoTL methodologies. You will use the questions you wish to explore about teaching and/or learning as a starting point. Use toward the SoTL Foundations badges.
Dr. Lisa Fedoruk, PhDOct 15, 10 — 11 a.m.
Asking SoTL Questions
We will take some time to review SoTL foundations and reflect upon the session’s reading, Pat Hutchings’s introduction to Opening Lines: Approaches to the Scholarship of Teaching and Learning (2000). Hutchings taxonomizes typical SoTL questions and observes common features in SoTL work. Her description serves as a catalyst for reflections about our own SoTL questions in this discussion-based session. Use towards the SoTL Foundations badges.
Dr. Lisa Fedoruk, PhD Nov 21, 10 — 11:30 a.m.
Beyond Cultural-Competency: Navigating Diverse Classrooms
Cross-cultural competency is a learned knowledge that includes skill sets necessary for effectively managing diverse relationships. However, this process can be problematic, since “competency” tends to be finite and weighs heavily on achieving levels of “learning” rather than evaluating personal experiences and levels of awareness. How can we move beyond fixed thinking that negates the fluidity of diverse groups and cultures?
Dr. Lisa Fedoruk, PhDOct 3, 10 a.m. — 12 p.m.
Blended Learning: Integrating the Online and Classroom Environment
In this workshop, we will use a variety of pedagogical approaches to explore ways we can gradually integrate learning technologies into a blended learning course to optimize student learning.
Haboun Bair, Lin YuSept 26, 10 a.m. — 12 p.m.
Campus Resources
Explore campus resources to help deal with students in distress, student success and wellness. Representatives from various departments will be available for questions and discussion.
Dr. Cheryl Jeffs, PhD Oct 8, 1 — 3 p.m.
Course Design Program
This hands-on program focuses on designing or modifying your course with students in mind. Start with an analysis of your students, then discuss a variety of ways to incorporate teaching, learning and assessment techniques that meet their needs. Leave with an overall plan and then modify or create a syllabus as a post-workshop assignment
Patrick Kelly, Lin Yu Oct 29 — Nov 5, 9 a.m. — 12 p.m.
FALL 2019
8 Taylor Institute Fall 2019 Program Guide
Creating a Flipped Lesson
Flipped learning moves lectures along with other resources and activities online to focus class time on activities that allow instructors and students to work together with the course material. Learn about the concept of flipped learning through various flipped learning models, strategies and technologies to begin flipping a lesson or entire course. We will focus on getting familiar with flipped learning in order to create a flipped lesson.
Dr. Isabelle Barrette-Ng, PhDSep 19, 10 a.m. — 12 p.m.
Creating Educational Videos
Videos can be used within a course context to introduce new concepts, demonstrate new skills or complement classroom activities. In this session, we will introduce you to basic visual design, layout elements, storyboarding and video production basics. We will showcase a few applications which are available for UCalgary staff and students.
Isadora Mok-Kulakova, Laura Perissinotti
Nov 27, 1 — 3 p.m.
D2L Essentials
Please consult the resources at elearn.ucalgary.ca/intro-to-d2l/ before attending this workshop. This will allow the facilitator to maximize session time to address any questions and cover more advanced features. Please bring your own device.
Isadora Mok-KulakovaAug 21, 1 — 2:30 p.m. | Sep 4, 10:30 a.m. — 12 p.m.
D2L Work Session
You will have individual work time to build courses or finalize your assessment items and gradebooks in D2L. Facilitators will be available to provide assistance and answer your questions. We encourage you to visit elearn.ucalgary.ca and review relevant materials in advance, such as D2L Basics, D2L Gradebook & Assessment, and Release Final Grades: D2L & PeopleSoft. Please bring your own device.
Isadora Mok-KulakovaAug 22, 2 —3 p.m. | Sep 5, 1 —2 p.m. | Sep 9, 11 a.m. — 12 p.m. | Nov 19, 2 — 3 p.m. | Dec 11, 10 — 11 a.m. | Dec 16, 11 a.m. — 12 p.m.
Developing Feedback Literacy
Teachers spend hours marking students’ written work and providing feedback, but learners sometimes struggle to benefit from that feedback. The intent behind feedback is formative, yet it does not always have the desired effect. Carless and Boud (2018) describe this as a lack of feedback literacy. We will explore the concepts of feedback in formative, teacher-to-student, student-to-teacher and peer contexts. Participants will practice giving and receiving feedback for teaching development.
Dr. Cheryl Jeffs, PhD, Brit ParisOct 23, 1 — 3 p.m.
Developing your Dossier for the University of Calgary Teaching Awards Program
University of Calgary Teaching Awards recipients are selected through a formal adjudication process based on evidence presented in nomination packages (including nomination letters and dossiers). In this session, you will actively explore the process of creating dossiers for the University of Calgary Teaching Awards program.
Dr. Natasha Kenny, PhD Nov 8, 10 a.m. — 12 p.m.
Developing Your Teaching Dossier for Graduate Students
In this blended, cohort-based series, you will integrate your understanding about teaching and learning into a teaching dossier. Working sessions will support you throughout the dossier-developing process and peer evaluations will provide opportunities for edits and improvement. Use toward the Developing Your Teaching Dossier badge.
Dr. Kim Grant, PhDStarts Nov 12, various dates
Developing Your Teaching Dossier for Postdoctoral Scholars
In this blended, cohort-based series, you will integrate your understanding about teaching and learning into a teaching dossier. Working sessions will support you throughout the dossier-developing process and peer evaluations will provide opportunities for edits and development. Use toward the Developing Your Teaching Dossier badge.
Dr. Cheryl Jeffs, PhDStarts Nov 20, various dates
Full Descriptions
Effective Communication in Teaching for International Grad Students and Postdocs
In this interactive session you will be introduced to the University of Calgary’s teaching and learning environment and consider communication strategies to implement in your teaching role. You will explore characteristics of a classroom environment, key features of communication and strategies for engaging students and communicating concepts.
Dr. Carol Berenson, PhD, Lin YuSep 10, 10 a.m. — 12 p.m.
Engaging Students in a Variety of Learning Spaces
From spontaneous places of discovery to intentional spaces of inquiry, when learning spaces are considered in designing your instruction, they can improve student learning outcome and promote learner-centered and interactive learning experiences. We will explore a variety of flexible spaces and technology-rich learning environments with the intention of considering how we can help provide students with more choice in how they learn and, as a result, enhance their collaborative experience.
Haboun Bair, Lin YuNov 7, 1 — 3 p.m. | Dec 5, 1 — 3 p.m.
Ethics and SoTL
In this workshop, you will contemplate general ethical considerations relevant to all research and engage with ethical issues that may be particularly salient when engaging in SoTL. You will learn more about SoTL-specific ethical resources available on campus and through the Taylor Institute for Teaching and Learning. Use toward the SoTL Foundations badges for graduate students and postdoctoral scholars.
Dr. Lisa Fedoruk, PhDOct 2, 10 — 11 a.m.
Experiential Learning Lunch & Learn Series: The Practical Side of Community Partner Relations
Experiential learning within community settings benefits from partners, and that can represent a challenge. In this session, Alice de Konig and Sylvia Trosh, both from the Haskayne School of Business, discuss how they work together to recruit and manage their community partners within the context of the course learning objectives.
Sylvia Trosh, Dr. Alice de Konig, PhDOct 22, 11:45 a.m. — 1 p.m.
Experiential Learning Lunch & Learn Series
Peer Mentoring Nov 19, 11:45 a.m. — 1 p.m
Join Dr. Lisa Stowe, PhD, Director of the Experiential Education team at the Taylor Institute for Teaching and Learning, as she shares her experiences creating and facilitating the interdisciplinary peer mentorship courses, CMCL 507/SCIE 511: Collaborative Learning and Peer Mentoring and CMCL 509: Research in Peer Mentoring and Higher Learning.
Stowe is an active member of the University of Calgary Teaching Academy and recipient of the 2016 University of Calgary Teaching Award for Experiential Learning Initiatives.
FALL 2019
10 Taylor Institute Fall 2019 Program Guide
Experiential Learning Lunch & Learn Series: Peer Mentoring
In this session, join Dr. Lisa Stowe as she shares her experiences creating and facilitating the interdisciplinary peer mentorship courses, CMCL 507/SCIE 511: Collaborative Learning and Peer Mentoring and CMCL 509: Research in Peer Mentoring and Higher Learning.
Dr. Lisa Stowe, PhDNov 19, 11:45 a.m. — 1 p.m.
Exploring Instructor Identity in the Classroom: Impact and Strategies
Consider your identity’s impact on the learning environment and on your interactions with students. Discuss strategies for dealing with identity-related challenges in the classroom. Recognize how your identity can be used as a source of strength and opportunity in teaching and learning.
Dr. Carol Berenson, PhDSep 25, 1 — 3 p.m.
Facilitating and Engaging Learners in Effective Discussions
Effective discussions can transform learning spaces into sites of active inquiry, shared dialogue and collaborative engagement. In this interactive workshop, you will explore how to effectively establish positive classroom climates, encourage equal participation and deal with conflict and disagreement in a variety of classroom settings. Use toward the Emerging Teachers Development badge.
Patrick KellyNov 20, 1 — 3 p.m.
Formative Feedback for Teaching Development
Formative feedback is an intentional and voluntary development strategy for instructors to receive feedback about their teaching with the goal of improving student learning. You will explore the formative feedback process, be introduced to a formative feedback framework and explore some practical strategies and techniques to incorporate into your teaching. Use toward the Emerging Teachers Development badge.
Dr. Cheryl Jeffs, PhD Sep 25, 1 — 3 p.m.
From Teaching to Learning
We will consider Barr and Tagg’s (1995) “From teaching to learning: A new paradigm for undergraduate education.” This thought-provoking piece lays bare the instruction and learning paradigms, offering great impetus for reflecting on our own teaching and learning experiences. This will be a warm and welcoming environment for dipping toes into the world of the scholarship of teaching and learning (SoTL).
Dr. Lisa Fedoruk, PhD Sep 19, 10 a.m. — 11:30 a.m.
Guiding Principles in SoTL
We will take some time to become acquainted, review SoTL foundations and reflect upon the session’s reading, Peter Felten’s (2013) “Principles of good practice in SoTL.” Felten articulates guiding principles for developing and refining small- and large-scale SoTL projects. He maintains that these principles can help “clarify and demystify SoTL” and “serve as a heuristic for assessing work” in the field (p. 121). We will consider our SoTL planning in light of these principles. Use toward the SoTL Foundations badge.
Dr. Lisa Fedoruk, PhDOct 31, 10 — 11:30 a.m.
Kickstart Your Curriculum Review 1: Getting Started
Are you starting a curriculum review? The Kickstart Your Curriculum Review series includes three sessions to provide practical information and engaging activities to help get your curriculum review off to a great start and to maintain momentum throughout the process. The first session, Getting Started, will provide an overview of curriculum review and introduce a range of strategies you may consider and customize to make this process as meaningful as possible for your unit.
Dr. Patti Dyjur, PhD, Dr. Kim Grant, PhDSep 17, 9 a.m. — 12 p.m.
Full Descriptions
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FALL 2019
Mindfulness
We will engage experientially in several mindfulness practices, from mindful movement (chair yoga, walking meditation) to some short sitting meditation exercises followed by mindful inquiry, informal didactic discussion on the roots and psychology of mindfulness. We will explore why mindfulness is beneficial for your everyday life and relationships, and how small doses of mindfulness practice can be helpful in the classroom.
Dr. Allan DonskyOct 30, 10 a.m. — 12 p.m.
Preparing a Strong Nomination Letter for the University of Calgary Teaching Awards Program
University of Calgary Teaching Awards recipients are selected through a formal adjudication process based on evidence presented in nomination packages (including nomination letters and dossiers). This session is designed specifically for those who want to learn more about preparing effective nomination letters.
Dr. Natasha Kenny, PhDNov 13, 1 — 2:30 p.m.
Kickstart Your Curriculum Review 2: PLOs and Mapping
Are you starting a curriculum review? The Kickstart Your Curriculum Review series includes three sessions to provide practical information and engaging activities to help get your curriculum review off to a great start and to maintain momentum throughout the process. The second session, PLOs and Mapping, will provide an overview of how to develop and revise effective program-level learning outcomes (PLOs) and introduce participants to curriculum mapping, including the new Curriculum Links program.
Dr. Patti Dyjur, PhD, Dr. Kim Grant, PhDOct 24, 9 a.m. — 12 p.m.
Introduction to Adobe Connect Meeting
This is an online workshop on Adobe Connect Meeting, a web-based software program that enables instructors and students to have real-time discussions supported by PowerPoint slides, websites, whiteboard mark-up capability and shared applications. Adobe Connect Meeting can be used to offer full courses synchronously or as a blended-learning tool, and it is also an excellent communication tool for research collaboration and international meetings.
Isadora Mok-KulakovaAug 29, 12 — 1:30 p.m.
Introduction to Augmented Reality for Teaching and Learning
Augmented Reality (AR) in education can serve a variety of purposes. AR provides the opportunity to explore objects, such as molecules, the human body, art pieces and much more as 3D virtual projections that overlay onto the real world. AR technology has an ability to render objects that are hard to imagine and turn them into 3D models, making it easier to grasp the abstract and difficult content. In this workshop, you will explore ways in which AR can make learning more engaging and fun as well as develop learning materials for teaching and learning with AR.
Isadora Mok-Kulakova, Laura PerissinottiOct 30, 1 — 3 p.m.
Introduction to SoTL
The scholarship of teaching and learning (SoTL) is an expanding, interdisciplinary field of practice characterized by evidence-based approaches to improving university teaching and learning. In this workshop you will gain an understanding of SoTL inquiry and explore SoTL research questions and methods. Use toward the SoTL Foundations badges.
Dr. Lisa Fedoruk, PhDSep 9, 10 a.m. — 12 p.m.
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Full Descriptions
Resilience: The Art and Science of Thriving
It is inevitable that we will all experience transition and adversity at some point in our lives. Resiliency refers to our capacity to adapt or bounce back in the face of transition and adversity. Resiliency also captures a community’s capacity to provide the appropriate supports and resources to community members to help them successfully navigate through difficult times. We will explore the personal and social factors associated with resiliency and practiced evidence-based strategies to enhance personal resiliency.
Dr. Jennifer Thannhauser, PhDOct 8, 10: 30 a.m. — 12 p.m.
Signature Pedagogies: Developing Knowledge in Professions
Take some time to become acquainted, review SoTL foundations and reflect upon the session’s reading, Lee S. Shulman’s “Signature Pedagogies in the professions,” which explores forms of professional preparation. We will discuss the signature acts, assumptions and omissions that professions use to impart knowledge, addressing Shulman’s piece as an invitation to contemplate our disciplines’ distinct habits of hand, heart and mind. Use towards the SoTL Foundations badges.
Dr. Lisa Fedoruk, PhDOct 17, 10 — 11:30 a.m.
SoTL Across Disciplines: Benefits and Challenges
We will take some time to become acquainted, review SoTL foundations and reflect upon the session’s reading as foundational to SoTL research and practice, Gary Poole’s “Square one: What is Research?” from The Scholarship of Teaching and Learning in and Across the Disciplines (2013). Use toward the SoTL Foundations badges.
Dr. Lisa Fedoruk, PhD Dec 5, 10 — 11:30 a.m.
Students as Partners in SoTL
You will be invited to consider student-faculty partnerships within the context of the scholarship of teaching and learning (SoTL). Use toward the SoTL Foundations badges.
Rachel BraunOct 28, 1 — 2 p.m.
Student Assessment and Feedback Strategies
This workshop explores the possibilities of formal and informal assessments, using technology, creating rubrics and providing feedback to students. Use toward the Emerging Teachers Development Program.
Haboun Bair, Patrick KellyOct 17, 10 a.m. — 12 p.m.
Supporting Students in Distress
In your role as a teaching assistant or instructor, you may be in a position to interact with students who are feeling anxious, stressed or overwhelmed. This workshop provides a framework to recognize and respond to students in distress. Strategies to produce a supportive learning environment will also be discussed and practiced.
Kevin WiensNov 14, 10:30 a.m. — 12 p.m.
Teaching and Learning Grants Drop-In Session
This session provides an opportunity for grant applicants to ask questions and consult on their proposals for the University of Calgary Teaching and Learning Grants Program. Consultations are on a first-come, first-served basis.
Educational development consultantsAug 14, 9:30 — 11:30 a.m. | Sep 11, 9:30 — 11:30 a.m. | Oct 9, 9:30 — 11:30 a.m.
Teaching and Learning Practices, Theories and Assessment
You will explore teaching and learning theories, practices and assessments as they relate to your teaching context and priorities. We will engage in conversations and activities that are grounded in a learning-centered, evidence-based approach that focuses both on students’ and one’s own learning. Use towards the Academic Staff Certificate in University Teaching and Learning. Separate application required.
Dr. Carol Berenson, PhDStarts Sep 13, various dates
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FALL 2019
Teaching Assistant Orientation
This three-hour event involves interactive sessions that provide opportunities to reflect on the importance and value of teaching assistant excellence at the University of Calgary. Please note that this orientation does not replace department or faculty training, and that this is not a mandatory event. Registration is required. Please attend the full workshop. At the end of the workshop, you will receive a formal letter of attendance.
Dr. Kim Grant, PhD, Dr. Lisa Fedoruk, PhD
Sep 3, 9 a.m. — 12 p.m.
Teaching Awards Drop-In Consultation
This session will allow nominators and nominees to ask questions and consult on nomination letters and dossiers for the University of Calgary Teaching Awards. Consultations are one-on-one on a first-come, first-served basis.
Educational development consultants and Teaching Academy membersDec 12, 9:30 a.m. — 11:30 a.m.
Teaching Controversial Issues
Teaching controversial subjects presents the opportunity to explore a wide variety of perspectives, and to offer tools for analyzing issues and communicating across differences. Use toward the Emerging Teachers Development Program. Offered to support the vision and work of the Campus Mental Health Strategy teaching and learning subcommittee.
Dr. Carol Berenson, PhD, Dr. Valerie Pruegger, PhDNov 6, 10 a.m. — 12 p.m.
Teaching Dossier Drop-in Session
This drop-in session will provide an opportunity for individuals preparing a teaching dossier to ask questions and consult on their dossiers. Bring a draft of your dossier and meet one-on-one with Taylor Institute academic staff. Consultations are on a first come, first served basis.
Educational development consultantsAug 12, 1 — 3 p.m.
Teaching Online Program
In this six-week program you will enhance your online teaching and learning skills. Delivered entirely online through D2L, it encourages you to conceptualize and design online learning in creative ways. It is split into two parts. Please note: there is no prerequisite required for the first part, but you must complete part one before taking part two.
Haboun Bair, Lin YuSep 3 — Oct 15
Teaching Problems and SoTL
We will take some time to become acquainted, review SoTL foundations and reflect upon the session’s reading, Randy Bass’s (1999) “The scholarship of teaching: What’s the problem?” Bass describes approaches to problems in research and teaching and details the experiences that led to his engagement with SoTL. His reflective piece is an excellent catalyst for our discussion-based workshop. Use toward the SoTL Foundations badges.
Dr. Lisa Fedoruk, PhD, Oct 10, 10 — 11:30 a.m.
Teaching with Technology
There are many tools and technologies available for educational use. You will be provided with an overview of some of the applications commonly accessible to instructors and students, whether they are provided exclusively at the university or free for all to use. You will then explore how technologies can enhance teaching and learning experiences. Use toward the Learning Spaces and Digital Pedagogies badges.
Isadora Mok-Kulakova, Laura Perissinotti Oct 9, 1 — 3 p.m.
Theories and Issues in Postsecondary Teaching and Learning for Graduate Students
In this blended, cohort-based series, you will focus on big issues and questions in postsecondary teaching and learning. You will have the opportunity to highlight a current issue in postsecondary education and design a learning activity for the group. You will also discuss how to give and receive high quality feedback that supports both teaching and learning.
Dr. Kim Grant, PhDStarts Sep 10, various dates
14 Taylor Institute Fall 2019 Program Guide
Full Descriptions
Theories and Issues in Postsecondary Teaching and Learning for Postdoctoral Scholars
In this blended, cohort-based series, you will focus on big issues and questions in postsecondary teaching and learning. You will have the opportunity to highlight a current issue in postsecondary education and design a learning activity for the group. You will also discuss how to give and receive high quality feedback that supports both teaching and learning.
Dr. Lisa Fedoruk, PhDStarts Sep 16, various dates
Universal Design for Learning
Universal Design for Learning (UDL) is a framework that guides the design of courses and learning environments to appeal to the largest number of learners. It emphasizes flexibility in how instructional material is presented, how students demonstrate their knowledge and skills, and in how they are engaged in learning. In this workshop, learn about UDL principles and discuss how they might be implemented within your own teaching practice.
Haboun BairSep 19, 1 — 3 p.m.
Using WordPress in Teaching and Learning
WordPress is a popular open source web publishing platform that can be used to build websites, such as blogs and ePortfolios. In this workshop, you will learn how to set up a WordPress account, create a site, posts and pages, and add media such as images and videos. We will also cover how to customize the appearance of the site as well as extend the site functionalities using plugins.
Isadora Mok-Kulakova, Laura Perissinotti, Kevin SaitoNov 18, 10 a.m. — 12 p.m.
What Makes a Great Teacher?
Join teaching award recipients as they share their experiences, strategies and successes. Bring your questions to this interactive session. At the end of this session, you will be able to identify strategies to enhance your teaching development and student learning.
Dr. Cheryl Jeffs, PhDOct 29, 1 — 3 p.m.
Writing Learning Outcomes
Learning outcomes state what students should know or be able to accomplish after completing assignments, courses or workshops. This workshop will explore the essentials and purposes of learning outcomes. You will learn to identify the purpose of learning outcomes, identify the significant elements of learning outcomes and produce effective learning outcomes.
Lin YuNov 28, 10 a.m. — 12 p.m.
YuJa Workshop
We will cover the basics of YuJa Video Content Management Platform for Teaching and Learning purposes. You will learn how to log into YuJa (via the website and through D2L), install and use the YuJa Software Capture Station, and create, manage and share content with students via D2L or with external guests.
Laura Perissinotti, Cindy Dunbar, Isadora Mok-Kulakova, Aug 7, 1 — 2:30 p.m. | Aug 20, 10 — 11:30 a.m.
YuJa Drop-In Session
This session is open to faculty and staff at the University of Calgary to get one-on-one support with the YuJa Video Content Management Platform for Teaching and Learning purposes. We encourage participants to review relevant materials on http://elearn.ucalgary.ca/yuja prior to attending the session. Trainers will be available to address and resolve questions and issues that may arise.
Laura Perissinotti, Cindy Dunbar, Isadora Mok-Kulakova, Sep 4, 1:30 —3:30 p.m.
16 Taylor Institute Fall 2019 Program Guide
FINDING
BEYOND PURPOSE
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T his may sound a bit over the top, but experiential learning [. . . ] helped me find a purpose,” says Karen Quinn, an academic adviser and
undergraduate student in the Department of Art at the University of Calgary.
Formerly a postdoctoral biomedical researcher, Quinn returned to university to pursue a degree in the Faculty of Arts. She worked with an advisor in Career Services, who recommended she apply to experiential learning programs.
Quinn says, “I think, in some respects, that if almost every student had at least one experiential learning experience it could be really quite an important part of their higher education.”
DEVELOPING THE SKILLS AND KNOWLEDGE TO SUCCEED Peter Le Hoang, a first-year student in the after-degree education program, also speaks highly of experiential learning. “Classroom learning is similar to working on individual skills, learning bits and pieces at a time, analogous with practising dribbling, shooting or passing in basketball,” he describes. “Experiential learning programs
Classroom learning is similar
to working on individual
skills, learning bits and pieces
at a time, analogous with
practising dribbling, shooting
or passing in basketball.
Experiential learning programs
glue all those pieces together,
analogous with playing an
actual game itself, where all the
pieces come into play at the
same time.”
— Student Peter Le Hoang
From undergraduate research to service learning, students across faculties find greater purpose in experiential learning By Heather Kehoe, Research Assistant, Taylor Institute for Teaching and Learning
18 Taylor Institute Fall 2019 Program Guide
She says, “Being able to have these experiential learning opportunities means that you have these little pockets of time and space created within your degree to do the things that are very targeted to your interests and where you want to go professionally.”
Last summer, Thomas received a Program for Undergraduate Research Experience (PURE) Award at the University of Calgary. Thanks to this award, she was able to travel to Northern Ireland during the marching season to study post-conflict reconstruction. Her project combined her religious studies background with her personal past experience living in Ireland. Throughout the past year, she has been fulfilling her diploma’s practicum requirements. Once again, she has found opportunities to individualize her degree to her interests.
She will continue her research at the University of Dalhousie this fall. In her master’s program, she will build on the work she did through her PURE research. She is entering her graduate program with confidence in her capability.
“These experiences have helped to solidify my identity as a researcher, not just a student,” she says.
glue all those pieces together, analogous with playing an actual game itself, where all the pieces come into play at the same time.”
Le Hoang first graduated from the University of Calgary in 2017, double-majoring in pure and applied mathematics with a minor in philosophy. During his first degree, Le Hoang volunteered in and outside of the university while also working as a teaching assistant for first-year math students.
He returned to the University of Calgary seeking more opportunities to add to his experience. He has been heavily involved in service-learning courses through the Office of Undergraduate Programs in the Werklund School of Education.
Le Hoang says, “I’ve found service learning to really be meaningful.”
PERSONALIZING UNDERGRADUATE DEGREE PROGRAMS
Like Le Hoang, Brooke Thomas has used experiential learning to amplify her after-degree program. Thomas is in the final year of her post-diploma Bachelor of Social Work degree.
20 Taylor Institute Fall 2019 Program Guide
Self-compassion offers a powerful antidote to the inner critic. Learn how you can use compassion to support your own personal development and equip students to take on the challenges of learning. There are few places in greater need of self-compassion than
the academic realm.
Self-kindness describes the tendency to be caring and understanding with oneself rather than being harshly critical or judgmental of one’s mistakes and failures. Being mindful means being present with one’s current experiences and accepting them without judgment.
People who practice self-compassion continue setting high standards for themselves. They are also likelier to use growth mindsets and set new goals if they do not reach past ones. They are more intrinsically motivated, taking responsibility for mistakes while also acknowledging them with emotional equanimity (Neff, 2017). Students who practice high degrees of self-compassion are less likely to experience motivation anxiety or procrastination tendencies,
IN THE CLASSROOMTHREE THINGS YOU CAN DO IN FIVE MINUTES
SELFBy Dr. Jennifer Thannhauser, PhD, Wellness Centre
COMPASSION
21taylorinstitute.ucalgary.ca
which can impede academic success (Williams, Stark & Foster, 2008).
So, how do you foster self-compassionate students in postsecondary education? Here are three strategies that any instructor can use for integrating self-compassion into the classroom, regardless of discipline:
1TAKE A MINDFUL MOMENT
Mindfulness grounds us in the present, allowing us to see our experiences from observers’ perspectives. Try setting a routine of starting each class with a brief mindfulness moment, such as the Three Minute Breathing Space.
2MOTIVATION: LOVE IS MORE POWERFUL THAN FEAR
Consider trying this exercise with your students at the end of class or before big exams or assignments. Invite students to take a few moments to think or write about the ways they use self-criticism as a motivator.
Have them notice the tone and language of the inner critic. Invite them to note how their body feels. Next, prompt them to consider friends, mentors or teachers who are important to them. What would this person say to them in their current struggles? What supportive messages would they most want to hear? Invite the students to observe how these messages differ. How do their bodies feel now?
3YIN AND YANG OF SELF-COMPASSION
Do we use social media or Netflix to avoid uncomfortable emotions or experiences? Sometimes when we go through difficult experiences, we need comfort or soothing (the yin) from self-compassion. However, sometimes we also need the protective side (the yang) of self-compassion, which sets boundaries with self and others.
Have a conversation with your students about where they might need to show tough love by setting boundaries with themselves. Specifically, consider boundaries around all the various behaviours they engage in to avoid uncomfortable thoughts, feelings and experiences.
Provide various coloured sticky notes; have students write one to three compassionate actions they will take to motivate themselves, then have them post their notes on a classroom board. After class, circulate the responses to the class as a collective commitment to practice the yang of self-compassion.
Neff, K. D. (2011). Self-compassion: The proven power of being kind to yourself. New York: William Morrow.
Neff, K. D. & Germer, C. (2018). The mindful self-compassion workbook. New York: Guilford Press.
Neff, K. D., Hseih, Y., Dejitthirat, K. (2005). Self-compassion, achievement goals, and coping with academic failure. Self and Identity, 4, 263 – 287.
Williams, J. G., Stark, S. K., Foster, E. E. (2008). Start today or the very last day? The relationships among self-compassion, motivation, and procrastination. American Journal of Psychological Research, 4, 37-44.
22 Taylor Institute Fall 2019 Program Guide
taylorinstitute.ucalgary.ca/ mentorship-guide-teaching-learning
The Mentorship Guide for Teaching and Learning
TEACHING & LEARNING GRANTS2020 grant application forms now available
taylorinstitute.ucalgary.ca/grants
Apply to one of two grant streams
Development and Innovation GrantsTo develop and innovate your teaching to improve
students’ learning experiences
Scholarship of Teaching and Learning (SoTL) GrantsTo develop a research or inquiry project anchored by a mean-
ingful question about student learning
Application deadline is October 28, 2019
Contact us
Taylor Institute for Teaching and Learning
434 Collegiate Blvd NW University of Calgary Main CampusT2N 1N4, AB Canada
taylorinstitute.ucalgary.ca
