Skip to McMaster Navigation Skip to Site Navigation Skip to main content
McMaster Logo McMaster logo

Participants in the program will select the seminars and practicum opportunities that are most relevant to their development. The program components are designed in such a way that encourage participants to consider the courses they teach and identify changes that can improve learning, increase retention and enrich the student experience.

Expandable List

Seminar Description

Creating accessible teaching and learning environments is an important aspect of equitable and student-centred pedagogy. In this seminar we will discuss approaches to accessibility and accommodation, consider how principles of universal design might be applied to your to teaching contexts, and exchange ideas with other instructors.

REGISTER NOW


Upcoming Dates

March 4, 2020 – 9:30 a.m. – 11:30 a.m.
One session only.
Location: MacPherson Classroom; L508/L509 Mills Library)


Intended Learning Outcomes

By the end of this seminar, you will be able to:

  1. Distinguish between prominent approaches to accessibility and accommodation in educational settings;
  2. Describe the policies that govern accessible teaching at McMaster and identify institutional resources related to accessibility and accommodation;
  3. Develop strategies for applying and adapting universal design strategies in their own teaching environments, including in the areas of instruction, technology, and physical space;
  4. Set goals about how to increase accessibility in current and future teaching practices;
  5. Reflect on student feedback with the support of MacPherson staff, and instructor peers.

Resources

MCMASTER UNIVERSITY’S ACCESSIBILITY HUB

This website is meant to be a one-stop-shop for all things related to accessibility at McMaster University.  Included in this link are tools to help you deliver your course with accessibility in mind, including presentations, alternative formats, captioning and audio, and more.

https://accessibility.mcmaster.ca/topic/tools/

MCMASTER UNIVERSITY’S FORWARD WITH FLEXIBILITY (EBOOK)

The Forward with FLEXibility guide has been created to meet McMaster University’s compliance obligations, under the AODA (Accessibility for Ontarians with Disabilities Act), while providing instructors with a comprehensive and practical suite of resources on accessible teaching and learning.

http://flexforward.pressbooks.com

UNIVERSITY OF CALGARY’S UNIVERSAL DESIGN FOR LEARNING IN HIGHER EDUCATION (GUIDE BOOK)

This guidebook covers Universal Design for Learning, a framework that emphasis flexibility in how material is presented, how students demonstrate knowledge, and in how they are engaged in learning to accommodate diverse learners regardless of discipline.

https://taylorinstitute.ucalgary.ca/sites/default/files/UDL-guide_2018_05_04-final.pdf

CAST’S UNIVERSAL DESIGN FOR LEARNING (WEBSITE)

CAST is a nonprofit organization that specializes in the field of Universal Design for Learning.  This link includes at-a-glance information, guidelines, and theory-to-practice resources.

http://www.cast.org/our-work/about-udl.html#.W2r9UdhKjmU

COUNCIL OF ONTARIO UNIVERSITY’S (COU) ACCESSIBILITY RESOURCES WEBSITE (WEBSITE)

This website created by Council of Ontario Universities helps university students, educators and administrators identify and remove barriers to accessibility, as well as provide support for mental health issues on their campuses following the Accessibility for Ontarians with Disabilities Act (AODA).

http://www.accessiblecampus.ca/

TEACHING TECHNIQUES: MAKING ACCESSIBLE LEARNING (LYNDA.COM COURSE)

This 50-minute course discusses different types of disabilities and challenges students may face, and learning how to use assistive technologies such as screen readers and closed captioning, incorporate visual and auditory cues into teaching, and encourage students to seek the learning supports that will help them succeed.  *Note, some legislation discussed is relevant to USA only*

https://www.lynda.com/Higher-Education-tutorials/How-Make-Accessible-Learning/461908-2.html?srchtrk=index%3a5%0alinktypeid%3a2%0aq%3aaccessibility+in+teaching+and+learning%0apage%3a1%0as%3arelevance%0asa%3atrue%0aproducttypeid%3a2

Seminar Description

Do you ever feel that you are receiving blank stares from your students? Are you looking for a way to gauge their understanding that can be completed during class time? Join us for an upcoming seminar series that will provide techniques and useful discussions for Classroom Assessment Techniques (CATs). By the end of the seminar series you will develop the tools to measure students’ comprehension in real time.

REGISTER NOW


Upcoming Dates

January 20, 2020 – 1:30 p.m. – 3:30 p.m.
February 3, 2020 – 1:30 p.m. – 3:30 p.m.
March 2, 2020 – 1:30 p.m. – 2:30 p.m.

Location:
MacPherson Classroom; L508/L509 Mills Library

Intended Learning Outcomes

By the end of this seminar, you will be able to:

  1. Develop the tools to measure students’ comprehension in real time.

Resources

50 CATS (DOCUMENT)

Summary of 50 classroom assessment techniques (formative feedback) organized by intent of feedback.

http://wiki.ubc.ca/images/a/ad/50_CATs_Classroom_Assessment_Techniques.pdf

FORMATIVE AND SUMMATIVE ASSESSMENT (YOUTUBE VIDEO)

5-min video speaking about formative and summative assessments

https://www.youtube.com/watch?v=rJxFXjfB_B4

65 DIGITAL TOOLS AND APPS TO SUPPORT FORMATIVE ASSESSMENT PRACTICES (WEBSITE)

A blog post curated by a non-profit organization dedicated to assessment tools.

https://www.nwea.org/blog/2018/the-ultimate-list-65-digital-tools-and-apps-to-support-formative-assessment-practices/

Seminar Description

Participants in this seminar will be introduced to various techniques and strategies to collect feedback on student learning, as well as their own teaching approaches and practices.  In this seminar, participants will collect student feedback in their current courses with the aim to make small but effective changes in their teaching.

REGISTER NOW


Upcoming Dates

This is offered twice a year and is advertised through the MacPherson Memo.

 

Intended Learning Outcomes

By the end of this seminar, you will be able to:

  1. Consider various collection techniques for collecting mid-term student feedback;
  2. Develop a strategy to collect midterm student feedback for implementation in your course context;
  3. Implement a selected feedback collection technique in your course;
  4. Reflect on student feedback with the support of MacPherson staff and instructor peers;

Address student feedback with small changes to your course and/or teaching, and reflect on its impact.

Resources

VANDERBILT UNIVERSITY’S GATHERING FEEDBACK FROM STUDENTS (ONLINE GUIDE)

A teaching guide created by the Center for Teaching at Vanderbilt University that includes strategies such as in-class feedback forms, online surveys, and small group analysis.

https://cft.vanderbilt.edu/guides-sub-pages/student-feedback/#inclass

UNIVERSITY OF SASKATCHEWAN’S ASSESSING AND EVALUATING YOUR TEACHING PRACTICE (ONLINE RESOURCES)

From the Teaching and Learning resources at the University of Saskatchewan, this guide highlights ways to assess your teaching, including standardized questionnaires with various supplemental question suggestions.

https://teaching.usask.ca/classes/course-evaluations.php

FORWARD WITH FLEXIBILITY’S GATHERING AND IMPLEMENTING LEARNER FEEDBACK (EBOOK CHAPTER)

A chapter from the Forward with FLEXibility guidebook developed at McMaster University that discusses common oversights with end-of-course feedback forms and offers more comprehensive feedback strategies to use while your class is ongoing.

https://flexforward.pressbooks.com/chapter/encouraging-student-feedback/

A Course Refinement is a process where one or two MacPherson staff come to your class to anonymously collect honest, useful, personalized, formative, and timely student mid-term feedback.  The feedback is consolidated and returned directly to the instructor, along with consultation and discussion regarding possible enhancements or suggestions.

Dates:
As requested. Complete the MacPherson Support Request Form by Jan 17 and select
the “Feedback on Teaching” option

Interested in integrating experiential learning (EL) into your teaching but have questions such as: How do I add EL to my course? How do I assess learning through reflection? How do I write good reflection questions? Join this seminar to gain a deeper understanding of experiential learning and how to assess students’ higher-order learning through critical reflection as High Impact Practice (HIP). We will examine a number of reflection frameworks, draft reflection assignments and explore ideas and resources for adding experiential learning into your course.

Dates:
January 29, 2020 – 11:30 a.m.
February 12, 2020 – 11:30 a.m.
March 11, 2020 – 11:30 a.m.

 

 

Seminar Description

Enabling and managing online student participation is an evolving and important part of teaching. This workshop focuses on how to effectively plan and manage online discussions and collaborative work. Together we will explore learning spaces, content and tool options that can increase efficiency and keep students involved and engaged.

REGISTER NOW


Upcoming Dates

June 3, 2020 – 9:30 a.m. – 11:30 a.m. (MacPherson Classroom; L508/L509 Mills Library)
Session #2 (2 hours) – To be determined by participants at a mutually agreed upon time
Session #3 (1 hour) – To be determined by participants at a mutually agreed upon time

Intended Learning Outcomes

By the end of this seminar, you will be able to:

  1. Match online learning spaces with learning objectives;
  2. Plan and evaluate the quality of online discussions;
  3. Consider suitable social media platforms, content, and strategies.

 

Resources

SOCIAL MEDIA IN THE CLASSROOM [LYNDA.COM COURSE]

https://www.lynda.com/Education-Elearning-Classroom-Management-tutorials/Social-Media-Classroom/360034-2.html?org=mcmaster.ca

NORTHWESTERN UNIVERSITY’S STRATEGIES FOR FACILITATING BETTER ONLINE DISCUSSIONS [WEBSITE]

These strategies are designed to help improve the quality of your online discussions and increase student engagement and interaction within your course.

http://edtech.sesp.northwestern.edu/2016/02/12/strategies-for-facilitating-better-online-discussions/

FLIPGRID INTEGRATION GUIDE [DOCUMENT]

Flipgrid is a video discussion platform that can be used to create and share short video responses based on questions posed by the educator.  This guide will help you with the integration of Flipgrid into your classroom.

https://static.flipgrid.com/docs/Flipgrid_higher_ed_community.pdf

BRING YOUR OWN TECHNOLOGY NETWORK [BLOG-STYLE COMMUNITY OF PRACTICE]

10 Best Practices for Teaching with Digital Content

https://byotnetwork.com/2014/11/02/10-best-practices-for-teaching-with-digital-content/

RESEARCH ARTICLE WITH FOCUS ON IMPROVING THE QUALITY OF ONLINE DISCUSSION [DOCUMENT]

Darabi, A., & Jin, L. (2013). Improving the quality of online discussion: the effects of strategies designed based on cognitive load theory principles.  Distance Education34(1), 21-36.

https://www.tandfonline.com/doi/pdf/10.1080/01587919.2013.770429?needAccess=true

Seminar Description

Participants will have the opportunity to learn about different conceptions, frameworks, and methodologies that inform the Scholarship of Teaching and Learning (SoTL) in higher education and explore examples of SoTL within their own disciplines.

REGISTER NOW


Upcoming Dates

June 8, 2020 – 1:30 p.m. – 3:30 p.m.
June 29, 2020 – 1:30 p.m. – 3:30 p.m.
July 20, 2020 – 1:30 p.m. – 2:30 p.m.

Location: MacPherson Classroom; L508/L509 Mills Library)

Intended Learning Outcomes

By the end of this seminar, you will be able to:

  1. Define Scholorship of Teaching and Learning (SoTL) and identify examples of SoTL within your own disciplinary context;
  2. Apply a framework for designing a SoTL study of relevance to your own teaching context;
  3. Describe the range of ethical issues relevant to SoTL research and apply these to a SoTL study of relevance to your own teaching context;

 

Resources

ISSOTL ONLINE: INTRO TO SOTL (YOUTUBE PLAYLIST)

This series of 14 short videos (5-25 min) introduces the Scholarship of Teaching and Learning and covers topics such as: SoTL vs. Scholarly Teaching; the history of SoTL; controversies and debates around SoTL; and strategies for dissemination, to name a few.

https://www.youtube.com/playlist?list=PLE1_tW7hM2sCqxJfiolKcOYNVo8Ng4ob6

PRINCIPLES OF GOOD PRACTICE IN SOTL (JOURNAL ARTICLE)

This article written by Peter Felton discusses the five principles of good practice for conducting SoTL and ensuring its understanding as significant intellectual work.

https://tlijournal.com/tli/index.php/TLI/article/view/39

UNIVERSITY OF CALGARY’S SOTL GUIDE (WEBSITE)

Designed by Dr. Nancy Chick from the Taylor Institute for Teaching and Learning at the University of Calgary, this two-part guide focuses on the development of SoTL as a discipline as well as how to design, ethically conduct, and disseminate SoTL research.

http://sotl.ucalgaryblogs.ca/

ILLINOIS STATE UNIVERSITY GUIDE TO SOTL JOURNALS (WEBSITE)

From the Milner Library at Illinois State University, this webpage lists a number of SoTL journals and publishers. The list includes general, interdisciplinary SoTL journals as well as discipline-specific SoTL journals.

http://guides.library.illinoisstate.edu/c.php?g=30297&p=190225

Register Now


This seminar is an opportunity for faculty to gain new insight into their teaching through a process of reciprocal classroom observation and self-reflection. Participants in this seminar will practice observing teaching as well as giving and receiving feedback on. This seminar will culminate in a 90-minute follow-up meeting where participants can reflect on what they observed and the feedback that they received from their peers in their teaching square.

Dates:
By Request. Please contact Jennifer Faubert (fauberjl@mcmaster.ca)

Seminar Description

Creating a classroom space where students are excited to learn can be a challenge. This three-part seminar will explore techniques to deeply involve students in their own learning, encourage them to be leaders in their own success and discuss ways to create a lively and dynamic classroom which meets the needs of a diverse group of learners.

REGISTER NOW

Upcoming Dates

This will return in the 2020/2021 school year.

Intended Learning Outcomes

By the end of this seminar, you will be able to:

  1. Understand the leading intrinsic and extrinsic motivations to student learning;
  2. Apply this understand to your current course to develop at least one engagement technique you’ll try in your course.

 

Resources

ENCOURAGING POSITIVE STUDENT ENGAGEMENT AND MOTIVATION: TIPS FOR TEACHERS
(WEBSITE)

The purpose of this article is to briefly discuss the importance of motivation and engagement on student learning and behaviour, the role teachers play in motivating and engaging students, and suggestions for doing so.

https://www.pearsoned.com/encouraging-positive-student-engagement-and-motivation-tips-for-teachers/

LEARNING HOW TO INCREASE LEARNER ENGAGEMENT
(LYNDA.COM COURSE)

This Guide is designed to help McMaster instructors prepare a teaching portfolio in alignment with SPS B2

https://mi.mcmaster.ca/site/wp-content/uploads/2018/04/Preparing-a-Teaching-Portfolio-Guide_2018-03-21.pdf

FRAMING STUDENT ENGAGEMENT IN HIGHER EDUCATION (JOURNAL ARTICLE)

This article firstly reviews and critiques the four dominant research perspectives on student engagement: the behavioural, psychological, socio-cultural perspective, and a holistic perspective. The second part of the article presents a conceptual framework to enable a better shared understanding of student engagement to frame future research and improve student outcomes.

https://srhe.tandfonline.com/doi/pdf/10.1080/03075079.2011.598505?needAccess=true

UNIVERSITY STUDENTS’ MOTIVATION, ENGAGEMENT AND PERFORMANCE IN A LARGE LECTURE-FORMAT GENERAL EDUCATION COURSE (JOURNAL ARTICLE)

This article studied of how high-performers and low-performers differ with regard to motivation and engagement in a university-level, large-format general education geography course.

https://journals.scholarsportal.info/pdf/0309877x/v41i0002/201_usmeapallgec.xml

Seminar Description

Active Learning Classrooms are spaces designed to support teaching and learning in an atmosphere conducive to engaging students actively in their own learning. Teaching in these spaces, however, may be different than teaching in a traditional classroom.  Participants in this three-part seminar will leave the sessions with several ideas to effectively teach in McMaster’s Active Learning Classrooms and will have practiced teaching in an active learning approach that fits one’s discipline

REGISTER NOW


Upcoming Dates

This will return in the 2020/2021 academic year.

Intended Learning Outcomes

By the end of this seminar, you will be able to:

  1. Define Active Learning and discuss examples that you can apply to your own course;
  2. Discover McMaster’s Active Learning Classrooms;
  3. Begin to experience the technology associated with active learning classrooms;
  4. Practice active teaching and receive feedback;
  5. Share experiences with peers.

 

Resources

MCGILL UNIVERSITY’S TEACHING AND LEARNING EXPERIENCES IN ACTIVE LEARNING CLASSROOMS (WEBSITE)

This website highlights how different instructors from different disciplines have used features of ALCs to engage students and promote active learning, while also providing links to more ALC-based videos and resources to general Active Learning strategies.

https://www.mcgill.ca/tls/spaces/alc

BOOK ON TEACHING IN THE ACTIVE LEARNING CLASSROOM. AVAILABLE AT MILLS LIBRARY, MCMASTER UNIVERSITY

A guide to teaching in the active learning classroom: history, research, and practice.  / Paul Baepler, J.D. Walker, D. Christopher Brooks, Kem Saichaie, and Christina Petersen; foreword by Bradley A. Cohen

Call #: LB 1027.23.B34 2016

MCMASTER UNIVERSITY’S ACTIVE LEARNING CLASSROOMS

Specific to Faculty of Social Sciences, yet still applicable across disciplines.  This website includes: advice from McMaster instructors on using ALCs, practical considerations, resources.

https://activelearning.mcmaster.ca/

UNIVERSITY OF MINNESOTA’S TEACHING IN AN ACTIVE LEARNING CLASSROOM (WEBSITE)

From the University of Minnesota’s Center for Educational Innovation, this website includes topics such as addressing challenges (room issues, noise and distractions, group work, student engagement, technology), course planning, and provides research and resources.

https://cei.umn.edu/teaching-active-learning-classroom-alc

INTERACTIVE TECHNIQUES (DOCUMENT)

A list of over 150 different active learning strategies that have been compiled from a number of different sources.

https://teaching.utoronto.ca/wp-content/uploads/2015/08/Interactive-Teaching-Techniques-Kevin-Yee.pdf

Seminar Description

As enrollment increases many instructors find themselves teaching to a great number of students each year. In this three-part seminar, we will discuss techniques for ‘scaling up’ classroom activities, assessment strategies which are practical for large groups, and maintaining academic rigour.

REGISTER NOW


Upcoming Dates

February 7, 2020 – 9:30 a.m. – 11:30 a.m.
February 14, 2020 – 9:30 a.m. – 11:30 a.m.
March 20, 2020 – 9:30 a.m. – 11:30 a.m.

Location: MacPherson Classroom; L508/L509 Mills Library)

Intended Learning Outcomes

By the end of this seminar, you will be able to:

  1. Outline common challenges of teaching a large student cohort;
  2. Create solutions to those challenges;
  3. Evaluate the effectiveness of the solution in your own context.

Resources

INTRODUCTION TO
G SUITE
(YOUTUBE VIDEO)

This 7-minute video provides an introductory description to the different uses of Google Apps in an education setting.

https://www.youtube.com/watch?v=jMWrsRNveSI

TEACHING LARGE CLASSES AT COLLEGE/UNIVERSITY LEVEL: CHALLENGES AND OPPORTUNITIES
(JOURNAL ARTICLE)

This journal article reviews the literature surrounding challenges and approaches to teaching large classes

https://journals-scholarsportal-info.libaccess.lib.mcmaster.ca/details/13562517/v15i0002/175_tlcacaulcao.xml

UNIVERSITY OF WATERLOO’S ACTIVITIES FOR LARGE CLASSES (WEBSITE)

From the University of Waterloo’s Centre for Teaching Excellence, this resource describes a number of activities to implement in large classes.

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/educational-technologies/all/activities-large-classes

GOOGLE APPS 2016 FOR EDUCATION ESSENTIAL TRAINING (LYNDA.COM COURSE)

This 2-hour course covers a variety of Google Apps and how to incorporate them into your classroom.

https://www.lynda.com/Google-Apps-Education-tutorials/Google-Apps-2016-Education-Essential-Training/504793-2.html?org=mcmaster.ca

Seminar Description

Are you currently developing community-engaged curriculum? Do you need help augmenting a community-engaged course? Are you working with or considering approaching community partners? Join this seminar facilitated by McMaster’s Office of Community Engagement to build your capacity for instructing a community-engaged course.

REGISTER NOW


Upcoming Dates

Dates: TBA

Intended Learning Outcomes

By the end of this seminar, you will be able to:

  • Interpret and apply McMaster’s Principles of Community Engagement in their (1) course design, (2) community/campus partnerships, and (3) teaching of their Community Engagement course
  • Design and deliver a community engagement course
  • Identify available campus resources and services to support their community engaged work
  • Reflect and summarize the importance, strengths, and challenges of employing the Principles of Community Engagement to build community engaged-educational relationships

Seminar Description

Increasing international political and ideological polarization has revived questions about academic freedom and freedom of expression in Canadian universities. This seminar provides an overview of how these issues apply to the McMaster context and suggests strategies for teaching topics that may elicit strong responses or contentious opinions from students. In particular, we will consider instructional techniques for encouraging students to explore unexamined assumptions, for using the tools of their disciplines to engage with each other as intellectual peers, and for creating classroom spaces that balance inquiry and the pursuit of knowledge with the institutional and pedagogical responsibility to provide a safe and secure learning environment.

REGISTER NOW


Upcoming Dates

March 23, 2020 – 9:30 a.m. – 11:30 a.m.
April 20, 2020 – 9:30 a.m. – 11:30 a.m.
April 27, 2020 – 9:30 a.m. – 10:30 a.m.

Location: MacPherson Classroom; L508/L509 Mills Library)

Seminar Description

This seminar is appropriate for instructors who are looking to introduce new online pedagogies or enhance existing practices and strategies, whether their course be web-facilitated, blended, or fully online. Participants in this three-part seminar will leave sessions with guiding resources, new ideas regarding effective design and delivery of online learning experiences, and will have the opportunity to practice and obtain peer feedback on an online pedagogy of relevance to their course context.

REGISTER NOW


Upcoming Dates

This will return in the 2020/2021 academic year.

Intended Learning Outcomes

BY THE END OF THIS SEMINAR, YOU WILL BE ABLE TO:
  1. Familiarize yourself with best practices for teaching online;
  2. Practice effective online teaching strategies for your course context;
  3. Engage in feedback and support of your peers’ online teaching strategies;
  4. Reflect on successes and challenges of teaching effectively online.

Resources

LEARNING TO TEACH ONLINE (LYNDA.COM COURSE)

This 2-hour course provides a framework for creating a digital classroom, with topics covered such as: understanding online education; essential elements of teaching online; course design; creating a culture of learning

https://www.lynda.com/Educational-Technology-tutorials/Foundations-Online-Instruction/444949-2.html?org=mcmaster.ca

10 BEST PRACTICES FOR TEACHING ONLINE (WEBSITE)

Originally a chapter from a book, these 10 best practices have been summarized at:

https://tomprof.stanford.edu/posting/1091

PENN STATE UNIVERSITY’S ONLINE TEACHING COMPETENCIES SELF-ASSESSMENT QUIZ (ONLINE SURVEY)

A self-assessment survey for online teaching that will allow you to evaluate and reflect upon your competencies in key areas of online teaching and provide a baseline of your pedagogical, technical, and administrative skills.

https://weblearning.vmhost.psu.edu/FacultySelfAssessment/

CARLETON UNIVERSITY’S MODULES FOR ONLINE AND BLENDED TEACHING (OPEN MODULES)

11 blended and online modules that allow you to create an online or blended module, and engage and motivate students in online and blended learning environments.

https://carleton.ca/cuopen/certificate-in-blended-and-online-teaching/modules/

Seminar Description

Designed to complement McMaster’s teaching portfolio requirements (described in SPS B2), in this seminar participants will have the opportunity to explore their values and beliefs about teaching, draft and obtain peer feedback on their teaching philosophy statement, and map out other essential sections of their portfolios.

REGISTER NOW


Upcoming Dates

March 13, 2020 – 9:30 a.m. – 11:30 a.m.
April 17, 2020 – 9:30 a.m. – 11:30 a.m.
May 1, 2020 – 9:30 a.m. – 10:30 a.m.
Location: (MacPherson Classroom; L508/L509 Mills Library)

Intended Learning Outcomes

By end of this seminar, you will:

  • Describe the purpose and components of a teaching portfolio;
  • Familiarize yourself with policy SPS B2, which outlines McMaster’s portfolio structure requirements;
  • Reflect on the underlying values that shape your teaching;
  • Create a draft of your teaching philosophy and obtain feedback from your peers;
  • Create a framework or outline for your teaching portfolio;

List your existing evidence and identify ways you could strengthen your portfolio.

Resources

POLICY ESTABLISHED BY MCMASTER UNIVERSITY REGARDING TEACHING PORTFOLIOS (DOCUMENT)

This is the official policy statement on Teaching Portfolios at McMaster University (SPS B2), which outlines requirements for structure and content of teaching portfolios submitted for tenure and promotion.

https://www.mcmaster.ca/policy/faculty/Appointments/SPS_B2-Teaching-Portfolios.pdf

PREPARING A TEACHING PORTFOLIO (GUIDEBOOK)

This Guide is designed to help McMaster instructors prepare a teaching portfolio in alignment with SPS B2

https://mi.mcmaster.ca/site/wp-content/uploads/2018/04/Preparing-a-Teaching-Portfolio-Guide_2018-03-21.pdf

JOURNAL ARTICLE ON DEVELOPING AND EVALUATING A TEACHING PHILOSOPHY. (JOURNAL ARTICLE)

A chapter from the Forward with FLEXibility guidebook developed at McMaster University that discusses common oversights with end-of-course feedback forms and offers more comprehensive feedback strategies to use while your class is ongoing.

https://flexforward.pressbooks.com/chapter/encouraging-student-feedback/

Seminar Description

Participants in this seminar will explore technologies ranging from classroom to mobile video recording, live streaming, online learning spaces and tools that can enhance student learning and engagement. You will get an opportunity to experiment with using the spaces/tools and get access to support

REGISTER NOW


Upcoming Dates

This will return in the 2020/2021 academic year.

Intended Learning Outcomes

By the end of this seminar, you will be able to:

  1. Define Active Learning and discuss examples that you can apply to your own course;
  2. Discover McMaster’s Active Learning Classrooms;
  3. Begin to experience the technology associated with active learning classrooms;
  4. Practice active teaching and receive feedback;
  5. Share experiences with peers.

 

Resources

TEACHING WITH TECHNOLOGY (LYNDA.COM COURSE)

A 2.5 hour course on Lynda.com that covers topics such as: applying Universal Design for Learning principles, including technology in your learning outcomes, assessing learning, plus more.

https://www.lynda.com/Educational-Technology-tutorials/Foundations-Teaching-Technology/360035-2.html?org=mcmaster.ca

TEACHING IN A DIGITAL AGE (FREE EBOOK)

A.W. (Tony) Bates examines the underlying principles that guide effective teaching using technology.

https://opentextbc.ca/teachinginadigitalage/

SAMR MODEL (YOUTUBE VIDEO)

Dr. Ruben Puentedura explains his SAMR Model, which requires reflection on how teachers are using educational technologies.

https://www.youtube.com/watch?v=ZQTx2UQQvbU

THE DESIGN THINKING PROCESS (YOUTUBE VIDEO)

A 4-min video that briefly explains the five steps of the Design Thinking Process; includes links to further activities.

https://www.youtube.com/watch?v=_r0VX-aU_T8

TEACHING WITH TECHNOLOGY IN HIGHER EDUCATION: UNDERSTANDING CONCEPTUAL CHANGE AND DEVELOPMENT IN PRACTICE (JOURNAL ARTICLE)

This is a 10-year longitudinal study examining university teachers’ conceptions of and approaches to teaching and learning with technology.

https://journals-scholarsportal-info.libaccess.lib.mcmaster.ca/details/07294360/v36i0001/73_twtiheccadip.xml

Seminar Description

Online video accounts for 74% of all online traffic. Video is increasingly a part of our everyday lives, both in and out of the classroom. Using basic principles taught by seasoned professionals, this workshop will explore simple tools and techniques to create engaging videos. No experience necessary. Requires access to a phone with a camera and a laptop.

REGISTER NOW

 

Upcoming Dates

April 29, 2020 – 1:30 p.m. – 3:30 p.m.
May 27, 2020 – 1:30 p.m. – 2:30 p.m.
June 10, 2020 – 1:30 p.m. – 3:30 p.m.

Location: MacPherson Classroom; L508/L509 Mills Library