Overview
The MacPherson Institute is pleased to offer the Educator Enhancement Program leading to two Certificates of Completion for Faculty and Instructors at McMaster University.
This program offered by the MacPherson Institute is designed to allow McMaster University educators to improve and enhance their teaching and learning practices in ways that are responsive and flexible to their own needs and interests. Participants in the program will select the seminar and topics and practicum options that are most relevant to their development.
The program components are designed in such a way that they encourage participants to consider the courses they teach, and identify changes that can improve learning, increase retention, and the enrich the student experience.
Click the tabs above to learn more about this programming.
In order to meet the varying needs of McMaster instructors, we have created two Certificates of Completion, which are described below.
Foundational Educator Enhancement– Certificate of Completion
To earn this certificate of completion, participants are required to:
- Attend FIVE (5) seminar topics
- Submit FIVE (5) reflective assignments, one for each seminar series attended, to be submitted within THREE (3) weeks of completing the seminar
- Complete the Foundational Capstone Portfolio Seminar
- Submit the Foundational Capstone Portfolio
Advanced Educator Enhancement– Certificate of Completion
To earn this certificate of completion, participants are required to
- Have completed and been awarded the Foundational Educator Enhancement– Certificate of Completion
- Attend THREE (3) additional seminar topics with reflective assignments
- Attend and complete one Advanced Practicum Opportunity
- Complete the Advanced Capstone Portfolio Seminar
- Submit the Advanced Capstone Portfolio
1 It is not mandatory for participants to attend all three sessions of the seminar; it is, however, necessary to attend the first session if they wish to attend the second or third sessions. Generally, completion of all three sessions is required to apply the seminar toward a certificate of completion.
Instructional Skills Workshops (ISW)
The ISW is designed to enhance the teaching effectiveness of both new and experienced educators. Participants review basic ideas about teaching, check current practices, and try new strategies and techniques. During the 3-day workshop, participants design and conduct three “mini-lessons” and receive verbal, written and video feedback from other workshop participants. This workshop is 24 hours over 3 days.
Course (re)Design Seminar (CrDS)
The Course (re)Design Seminar aims to engage and support academic staff in the design or redesign a course. The Seminar includes facilitated sessions on course design topics, including constructive alignment, learning outcomes, and assessment; the Seminar also includes dedicated time for individual work and/or peer feedback and/or consultation time. This workshop is 16-24 hours over 3 days.
Scholarship of Teaching and Learning Project or Independent Project
Participants will engage in a self-directed study on a teaching and learning topic of their choice, selecting either a project with a research focus (e.g., literature review, research proposal, grant proposal), or an applied focus (e.g., develop and distribute a resource). The work will be supported via consultations and feedback from a MacPherson Institute Educational Developer and may involve consolation with the McMaster library personal such as the Research and Advanced Studies Librarian. Participants will be expected to identify a venue through which they will share their work.
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.
Upcoming Dates
October 4, 2019 – 9:30 a.m. – 11:30 a.m.
October 18, 2019 – 9:30 a.m. – 11:30 a.m.
November 15, 2019 – 9:30 a.m. – 10:30 a.m.
Location: MacPherson Classroom; L508/L509 Mills Library)
Intended Learning Outcomes
By the end of this seminar, you will be able to:
- Distinguish between prominent approaches to accessibility and accommodation in educational settings;
- Describe the policies that govern accessible teaching at McMaster and identify institutional resources related to accessibility and accommodation;
- Develop strategies for applying and adapting universal design strategies in their own teaching environments, including in the areas of instruction, technology, and physical space;
- Set goals about how to increase accessibility in current and future teaching practices;
- 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*
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.
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:
- 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.
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.
Upcoming Dates
September 30, 2019 – 1:30 p.m. – 3:30 p.m.
October 7, 2019 – 1:30 p.m. – 3:30 p.m.
November 18, 2019 – 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:
- Consider various collection techniques for collecting mid-term student feedback;
- Develop a strategy to collect midterm student feedback for implementation in your course context;
- Implement a selected feedback collection technique in your course;
- 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:
By Request
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:
By Request
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.
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:
- Match online learning spaces with learning objectives;
- Plan and evaluate the quality of online discussions;
- Consider suitable social media platforms, content, and strategies.
Resources
SOCIAL MEDIA IN THE CLASSROOM [LYNDA.COM COURSE]
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.
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 Education, 34(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.
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:
- Define Scholorship of Teaching and Learning (SoTL) and identify examples of SoTL within your own disciplinary context;
- Apply a framework for designing a SoTL study of relevance to your own teaching context;
- 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.
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
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
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.
Upcoming Dates
October 23, 2019 – 9:30 a.m. – 11:30 a.m.
November 6, 2019 – 9:30 a.m. – 11:30 a.m.
November 20, 2019 – 9:30 a.m. – 10:30 a.m.
Location: MacPherson Classroom; L508/L509 Mills Library)
Offering #3
1: Tue, May 28, 2019; 9:30 – 11:30 am
2: Tue, Jun 11, 2019; 9:30 – 11:30 am
3: Tue, Jul 9, 2019; 9:30 – 10:30 am
Intended Learning Outcomes
By the end of this seminar, you will be able to:
- Understand the leading intrinsic and extrinsic motivations to student learning;
- 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
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
Upcoming Dates
December 4 ,2019 – 10:30 a.m. – 12:30 p.m.
December 1, 2019 – 10:30 a.m. – 12:30 p.m.
January 2020: To be determined by participants at a mutually agreed upon time.
Location: LRW 1056
Intended Learning Outcomes
By the end of this seminar, you will be able to:
- Define Active Learning and discuss examples that you can apply to your own course;
- Discover McMaster’s Active Learning Classrooms;
- Begin to experience the technology associated with active learning classrooms;
- Practice active teaching and receive feedback;
- 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.
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.
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:
- Outline common challenges of teaching a large student cohort;
- Create solutions to those challenges;
- 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
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.
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.
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.
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.
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.
Upcoming Dates
November 5, 2019 – 2:30 p.m. – 4:30 p.m. (MacPherson Classroom; L508/L509 Mills Library)
November 26, 2019 – 2:30 p.m. – 4:30 p.m. (Online)
January 27, 2020 – 2:30 p.m. – 3:30 p.m. (MacPherson Classroom; L508/L509 Mills Library)
Intended Learning Outcomes
BY THE END OF THIS SEMINAR, YOU WILL BE ABLE TO:
- Familiarize yourself with best practices for teaching online;
- Practice effective online teaching strategies for your course context;
- Engage in feedback and support of your peers’ online teaching strategies;
- 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
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.
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
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
Upcoming Dates
October 30, 2019 – 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:
- Define Active Learning and discuss examples that you can apply to your own course;
- Discover McMaster’s Active Learning Classrooms;
- Begin to experience the technology associated with active learning classrooms;
- Practice active teaching and receive feedback;
- 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.
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.
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.
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