CERTIFICATES IN
UNIVERSITY TEACHING AND LEARNING
Graduate Students
Year-end Report, July 2018
Introduction
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TheGraduateStudentCertificateinUniversityTeaching&Learningisaflexibleandcomprehensiveprogramthathelpsgraduatestudentsdevelopareflective,evidence-based,andtheoretically-informedapproachtoteachingandlearning.Inthiscertificateprogram,graduatestudentsexplorecutting-edgeteachingandlearningpractices,experimentwiththelatestlearningtechnologies,prepareforcompetitivejobmarkets,andbuildconnectionswithfellowgraduatestudentsacrosscampus.
TheTaylorInstituteforTeachingandLearningoffersfiveteachingdevelopmentprograms,throughwhichparticipantscanearnadigitalbadgeasrecognitionoftheirachievement.GraduatestudentswhoearnallfivedigitalbadgescompletetheGraduateStudentCertificateinUniversityTeachingandLearning.
Thefiveteachingdevelopmentprogramsare:
1 EmergingTeachersDevelopment
2 ScholarshipofTeachingandLearning(SoTL)Foundations
3LearningSpacesandDigitalPedagogies
4TheoriesandIssuesinTeachingandLearning
5DevelopingYourTeachingDossier
Bytheendofthecertificateprogram,graduatestudentshave:
• Engagedincollaborative,criticallyreflectiveconversationswithcolleaguestoexplorecurrentissues,theoriesandresearchinpostsecondaryeducation
• Identifiedandimplementedresearch-informedteachingmethodsthatenhanceparticipantlearning
• Practicedpeerteaching,andcollectingandrespondingtofeedbackfromcolleagues• ArticulatedaresearchquestionanddevelopedaplantoconductaSoTLproject• Evaluatedandselectedeffectivelearningtechnologiesandmaximizespacestoenhance
participantlearning• Developedateachingphilosophy/dossierthatalignskeybeliefsaboutteachingandlearning
tosourcesofevidencedrawnfromparticipationinthecertificateprogram
*Allparticipantworkincludedasexemplarsinthisreporthasbeenapprovedforinclusionbythegraduatestudents.
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Contents
Workshopsbythenumbers 4
EmergingTeachersDevelopment 5
ScholarshipofTeachingandLearningFoundations 7
LearningSpacesandDigitalPedagogies 9
TheoriesandIssuesinPostsecondaryTeachingandLearning 11
DevelopingaTeachingDossier 13
CertificateCompletion 15
ScholarlyDissemination 16
LessonsLearned 17
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Workshops by the Numbers
Workshopregistrationsbyfaculty/department
UniqueArts 203CummingSchoolofMedicine 26EnvironmentalDesign 7HaskayneSchoolofBusiness 6Kinesiology 7Law 0LibrariesandCulturalResources 0Nursing 5NursingQatar 0SchulichSchoolofEngineering 57Science 68SocialWork 10TaylorInstituteforTeachingandLearning 2VeterinaryMedicine 5WerklundSchoolofEducation 69Other 7TOTAL 481
Ofthe481uniquegraduatestudentparticipants,245(51%)indicatedtheyarecurrentlyteaching.Theteachingexperienceofthepostdoctoralscholarsintheworkshopsrangedfromneverhavingtaught(n=63)togreaterthan10yearsofteachingexperience(n=17).
Teachingexperience NNotyet 63<1year 1061-3years 1323-6years 636-9years 1810+years 17
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Emerging Teachers Development TheEmergingTeachersDevelopmentProgramoffersaseriesofworkshopsforgraduatestudentsinterestedindevelopingtheiruniversityteaching,withopportunitiesfordiscussion,practice,andreflection.ThosewhocompleteaminimumoffiveworkshopsinthisprogramthenwriteandsubmitareflectionthatdemonstratestheirlearningfromparticipationintheworkshopsareeligibletoearntheEmergingTeachersDevelopmentbadge.
EmergingTeachersDevelopmentbytheNumbers
OverallArts 10CummingSchoolofMedicine 1EnvironmentalDesign 0HaskayneSchoolofBusiness 0Kinesiology 0Law 0LibrariesandCulturalResources 0Nursing 1NursingQatar 0SchulichSchoolofEngineering 4Science 4SocialWork 0TaylorInstituteforTeachingandLearning 0VeterinaryMedicine 0WerklundSchoolofEducation 1Other 0TOTAL 26*
*notallrecipientsindicatedafaculty/department
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Reflectivestatements
TocompletetheEmergingTeachersDevelopmentprogram,graduatestudentswriteasummaryreflectivestatementidentifyingwhattheylearned,howtheywouldapplyit,andhowtheirbeliefsaboutteachingandlearningaredeveloping.Belowaretwoexemplarsfromgraduatestudents’reflectivestatements.
“IplantocontinuetoreflectandexperimentonmyteachingpracticewithstrategiesIlearnedfromtheworkshopsoverthecourseofthenextacademicyear.
Theworkshopshelpedmereflectonmyownexperiencesmorecritically,andalsoexposedmetostrategiesIhadnotconsidered.Irealizedthatbyaskingengagingquestionsandchoosingtherightdiscussionstrategy,IamabletoreachstudentswhomightnototherwisehavebeenasengagedasIwas.
ThemostimportantchangethatIhavemadetomyteachingpracticeistobemoredeliberateaboutconsideringwhatIexpectstudentstotakeawayfromtheclassroom,andwhatevaluationandteachingmethodsbestsupportthoseoutcomes.”
ConnorMolineaux,GraduateStudent,FacultyofArts
“Ithoughtthatthetraditionallecturemodel,the“cookbook”approachtolaboratoryclassesandassessmentsusingmultiplechoicequestionsinscienceweretheonlywaytoteachandevaluatealargegroupofstudentsandprovidethemwithbasicscientificconcepts,thathavingalargeclasshinderedothertypesofactivities.Thisbeliefcamefrommyownexperienceasastudent,Ifoundmostofthoseclassesboring,butIthoughttheywerea“necessaryevil.”Bydevelopingmyteachingphilosophy,learningaboutdifferentassessmentmethods,gettinginterestedinSoTLresearch,butalsoreflectingonmyownsuccessfullearningexperiences,Irealizedthatlearningaboutscienceanddevelopingscientificresearchskillsrequiresstudentengagement.Inowbelievethatitispossibletohaveaninteractiveclassroomthatfostersstudentinquiryanddiscussioneveninintroductorycourseswithalargenumberofstudents.AttendingtheworkshopshelpedmerealizewhattypeofteachingIwanttodoandprovidedmetheappropriatetoolstodoit.”
ArianeCantin,GraduateStudent,FacultyofScience
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Scholarship of Teaching and Learning Foundations
TheScholarshipofTeachingandLearning(SoTL)FoundationsPrograminvitesgraduatestudentstojoindiscussion-basedsessionsfocusedonfoundationalSoTLreadings,participateintheirchoiceofworkshops,anddraftapreliminarySoTLplan.Participantslearnaboutscholarly,evidence-basedapproachestostudentlearningandteachingandhavetheopportunitytoreflectandbuildupontheirownteachingandlearningexperiences.
ScholarshipofTeachingandLearningFoundationsbytheNumbers
OverallArts 9CummingSchoolofMedicine 1EnvironmentalDesign 0HaskayneSchoolofBusiness 0Kinesiology 0Law 0LibrariesandCulturalResources 0Nursing 1NursingQatar 0SchulichSchoolofEngineering 3Science 3SocialWork 0TaylorInstituteforTeachingandLearning 0VeterinaryMedicine 0WerklundSchoolofEducation 2Other 0TOTAL 18
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SoTLplans
Graduatestudentsareaskedtoengage inameaningfulwaywithaquestionaboutteachingandlearningthatpiquestheircuriosity.TheydrawfromtheirmethodologicaltrainingandteachingandlearningexperiencestodevelopaSoTLplan.Belowareexemplarsfromgraduate students’ SoTLplans.
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Learning Spaces and Digital Pedagogies TheLearningSpacesandDigitalPedagogiesProgramoffersaseriesofworkshopsforgraduatestudentsinterestedinlearningabouthowlearningspacesanddigitalpedagogiescanbeintegratedinteachingpractice.Participantswhocompleteaminimumoffourworkshopsinthisprogram,aswellasanonlineexercise,areeligibletoearntheLearningSpacesandDigitalPedagogiesbadge.
LearningSpacesandDigitalPedagogiesbytheNumbers
OverallArts 1CummingSchoolofMedicine 2EnvironmentalDesign 0HaskayneSchoolofBusiness 0Kinesiology 0Law 0LibrariesandCulturalResources 0Nursing 0NursingQatar 0SchulichSchoolofEngineering 2Science 0SocialWork 0TaylorInstituteforTeachingandLearning 0VeterinaryMedicine 0WerklundSchoolofEducation 2Other 0TOTAL 7
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Developingalearningactivity
Graduatestudentsareaskedtodesignalearningactivitythatispostedonlineforpeersharingandfeedback.Belowisanexemplarfromagraduatestudent’slearningactivitycreatedaspartofthisbadgeprogram.
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Theories and Issues in Teaching and Learning Inthiscohort-basedprogram,graduatestudentsexploreresearchabouthowlearninghappens,discusshowtoplanlessonsthatenhancelearning,focusonhowtogiveandreceivehighqualityfeedback,anddesignalearningactivityforthegroupthataddressacurrenttheoryorissueinteachingandlearninginhighereducation.
TheoriesandIssuesinTeachingandLearningbytheNumbers
OverallArts 6CummingSchoolofMedicine 2EnvironmentalDesign 0HaskayneSchoolofBusiness 0Kinesiology 0Law 0LibrariesandCulturalResources 0Nursing 0NursingQatar 0SchulichSchoolofEngineering 5Science 2SocialWork 0TaylorInstituteforTeachingandLearning 0VeterinaryMedicine 0WerklundSchoolofEducation 3Other 0TOTAL 18
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Developingalessonplan
Inthisbadgeprogram,graduatestudentsplan,lead,andreceivefeedbackonalearningactivityaboutatheoryorissueinhighereducation.Belowisanexampleofalessonplancreatedbyagraduate
student.
Guidedpairpractice
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Developing your Teaching Dossier Thisintensive,cohort-basedseries,graduatestudentsdevelopteachingphilosophystatementsandlearnhowtointegratethemwithartifactsofteachingandlearningintoadossierformat.Workingsessionssupportgraduatestudentsthroughouttheprocess,whilepeerreviewsessionsprovideopportunitiestogiveandreceivefeedbackforfurtherdossiereditsanddevelopment.
DevelopingyourTeachingDossierbytheNumbers
OverallArts 5CummingSchoolofMedicine 3EnvironmentalDesign 1HaskayneSchoolofBusiness 0Kinesiology 0Law 0LibrariesandCulturalResources 0Nursing 1NursingQatar 0SchulichSchoolofEngineering 4Science 1SocialWork 0TaylorInstituteforTeachingandLearning 1VeterinaryMedicine 0WerklundSchoolofEducation 3Other 0TOTAL 19
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Teachingphilosophystatements
BytheendoftheDevelopingyourTeachingDossierbadgeprogram,graduatestudentscreateorganized,integrated,andcohesivedossiersthathighlighttheircurrent(orfuture)teachingpractices.Belowaretwoexemplarsfromgraduatestudents’teachingphilosophystatements.
“EquallyimportanttomeismycommitmenttocontinuousimprovementthroughformativefeedbackthatIcancollectthroughself-reflection,studentfeedback,andcolleagues'feedback.Inthepast,Ialwayswantedtohavemystudentsengaged,butIdidnotknowhowtodothisortoassesswhetherIwassuccessfulindoingthis.Iusedtothinkofstudents'attendanceandsubmittingtheirassignmentsastheonlyindicatorsthatstudentsareengaged.AftertheprofessionaldevelopmentactivitiesthatIhavebeeninvolvedinatTaylorInstituteforTeaching&LearningatUniversityofCalgary,Icanusedifferentmethodstoengagestudentssuchashavingmeaningful,relevant,andaccessiblecontentandinterestingandinteractiveactivities.Iwillaskformystudents'opiniononhowIdothingsandhowtheycanbedoneinabetterway,whichwillcertainlyengagemystudents.Self-reflectionandtakingnotesonhowclassesandassignmentsgoareavaluablesourcetomeforcontinuousimprovementandlearningfromthepast.”
Oneofmyfundamentalgoalsasateacheristofostertheabilitytothinkcriticallyandindependentlyinmystudents.Universitystudents,specificallystudentsinupperyearcoursesareadultlearners.Universityisatimeforstudentsdeveloptheirownintellectualbeliefs/thoughtsandtobecomeindependentthinkers.OneofthewaysIfostercriticalandindependentthinkinginmyclassesistoassignthoughtpapersanddiscussionquestionsthatstudentscomeupwithbasedontheassignedreadings.Ratherthantestingmystudentssolelyoncontent,whichiscoveredthroughformalexams,Ialsoinvitethemtoengagewiththereadingsondeeperlevelandtoexpresstheirthoughts:whatstoodoutforthem?Howdoesthisrelatetotheircurrentknowledgebase?Whataretheimplicationsandpotentialfuturedirections?Diditinspirenewquestions?”
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Certificate Completion
Completionnumbers
OverallArts 0CummingSchoolofMedicine 1EnvironmentalDesign 0HaskayneSchoolofBusiness 0Kinesiology 0Law 0LibrariesandCulturalResources 0Nursing 0NursingQatar 0SchulichSchoolofEngineering 2Science 0SocialWork 0TaylorInstituteforTeachingandLearning 0VeterinaryMedicine 0WerklundSchoolofEducation 1Other 0TOTAL 4
Evaluationdata
Atotalof22graduatestudentscompletedbadgelevelevaluationsurveys.Thefollowingtabledemonstratestheirperceptionsoftheprogram.
IfeelMOREpreparedformycurrentand/orfutureteaching,learningandresearchexperienceduetomyparticipationintheprogramworkshops
IWILLBEabletoapplythematerialpresentedanddiscussionsintheprogramworkshopstomyfutureteaching,learningandresearchexperiences
StronglyDisagree
Disagree Neutral Agree Stronglyagree
1 7 14
8 14
Overall,theprogramworkshopsmet(orexceeded)myexpectations
1 1 8 12
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Scholarly Dissemination
ManuscriptsinPreparation
Nowell,L.,Grant,K.,Mikita,K.,Berenson,C.,DyjurP.,Jeffs,C.,Kelly,P.,Kenny,N.,Norman,D.,(2018)Newcertificatesinteachingandlearning.Manuscriptinpreparation(tobesubmittedtoInnovativeHigherEducation)
Peer-ReviewedConferencePresentations
Grant,K.,Nowell,L.,Mikita,K.,Berenson,C.BuildingSoTLcommunitiesthroughcohort-basedgraduatestudentandpostdoctoralteachingdevelopmentprograms.AcceptedforpresentationattheSymposiumonScholarshipofTeachingandLearning.Banff,ABNovember8-10,2018.
Grant,K.,Nowell,L.,Mikita,K.,Berenson,C.Newcohortprograms,newcommunitiesoflearning:Howgraduatestudentandpostdoctoralteachingdevelopmentcanimpactlearningcultures.Acceptedforpresentationatthe2018InternationalSocietyfortheScholarshipofTeachingandLearningConference:TowardaLearningCulture.Bergen,NO,October24-27,2018.
Grant,K.,Nowell,L.Realneeds,authentictasks:Newteachingdevelopmentcertificates.Presentedatthe2018UniversityofCalgaryConferenceonPostsecondaryLearningandTeaching“StudentsasCreators,Drivers,InnovatorsandCollaborators”.Calgary,AB,May1-2,2018.
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Lessons Learned
FeedbackfromEducationalDevelopmentStaff
Whatworked?
• Flexibility• CollaborationandleveragingthestrengthsoftheEDU• Webpresenceandmarketing• Encouragedthedevelopmentofnewworkshops• Communitydevelopmentamongstparticipants• Gatheringusefulfeedback
Whatneedstobetweaked?
• Timingandschedulingofworkshops• Planningforgrowthandstreamliningofworkshops• Processpieces(registration,tracking,andevaluation)• Addingcertificatecontactdetailstoregistrationpagesforworkshopsthatcount
towardsbadge/certificatecompletion• Clearlyidentifyingwhichworkshopscounttowardsbadgesandcertificates• Addingblendedcomponents• Opportunitiesforco-facilitationandattendingothersworkshops
FeedbackfromParticipants
Whatworked?
• Highlyengaginglearningactivities• Importantconversationsabouthowtofocusonstudentlearning,notjustteaching• Abilitytoformrelationshipwithpeersfromacrosscampus• Abletoidentifyhowtouseconceptsincurrentandfutureteaching• Receivingdirectfeedbackonmyteaching• Incorporatingevidenceintoworkshopcontent
Whatneedstobetweaked?
• Incorporatingmoreflexibilityforcompletion(offeringeachrequiredoptionmorethanonce)
• Includeflipped/blendedcomponents• Moreopportunitiestoleadlearningactivities/peerteaching• Schedulingofmandatoryworkshops• Morecontentandlessgroupwork• Incorporatingmoreevidenceintoworkshops