Faculty PD

Postsecondary learners are increasingly diverse and come from a variety of generations, cultural backgrounds and learning experiences. Also, they are at various social, emotional, and developmental stages. With larger and more diverse classes and with multiple types of delivery, it’s becoming more important to connect meaningfully with our students and establish a climate of belonging. Additionally, we need to purposely integrate and apply foundational learning principles in our classes. In this session, participants will explore the impact of these considerations on teaching and learning.

As a participant in this workshop, you will:

•  interact with teaching peers and begin to develop a learning community;
•  discuss various characteristics of our students and how this impacts our practice;
• explore foundational principles of postsecondary teaching; and
• experience a variety of teaching approaches.

Date

•  Wednesday, Sept. 13 from 10 to 11:30 a.m

How to join

• Join Key 1 virtually via MS Teams

There are many nuances to course design. Planning your course takes thoughtful reflection and meaningful organization. In this session, we will discuss key principles for designing for engagement, learning and belonging.

As a participant in this workshop, you will:

• explore the relationship between programs, courses and planning;
• consider foundational concepts of universal design for learning (UDL);
• connect instructional frameworks to teaching; and
• reflect on the importance of lesson planning.

Date

• Wednesday, Sept. 20 from 10 to 11:30 a.m

How to join

• Join Key 2 virtually via MS Teams

Active learning improves student engagement. Student engagement improves learning. It can be energizing and fun! In this session, we will explore and experience active learning strategies.

As a participant in this workshop, you will:

• explore active learning as a teaching and learning strategy;
• consider the when, how, and why of integrating active learning; and
• practise active learning strategies.

Date

• Wednesday, Oct. 11 from 10 to 11:30 a.m

How to join

• Join Key 3 virtually via MS Teams

Assessment is not just a way to determine if learning has occurred. More importantly, assessment strategies can help students learn and provide direction for your lesson planning. In this session, we will look at how diagnostic, formative and summative assessment weave together to contribute to student success.

As a participant in this workshop, you will:

• consider the purpose of assessment and draw connections between learning and assessment;
• explore methods of diagnostic, formative and summative assessment; and
• highlight the importance of assessment in the process of integrated course design.

Date

• Wednesday, Oct. 18 from 10 to 11:30 a.m

How to join

• Join Key 4 virtually via MS Teams

Meaningful assignments provide students with authentic connections to their programs and careers. As experts in your fields, your assessments strategies can help learners build knowledge, skills and achieve course outcomes. In this session, we will explore all things assignment-related.

As a participant in this workshop, you will:

• reflect on key elements of assignment and test design;
• explore the difference between novices and experts; and
• discuss ways to improve assignment design and incorporate universal design.

Dates

• Wednesday, Nov. 1 from 10 to 11:30 a.m

How to join

• Join Key 5 virtually via MS Teams

We improve our teaching by looking back as much as looking forward. Gaining expertise in our teaching takes focus and reflection. In order to improve our practice, we need to consider our own teaching competencies.

As a participant in this workshop, you will:

• explore teaching competencies;
• reflect on your teaching goals; and
• discuss means of collecting feedback on your teaching.

Dates

• Wednesday, Nov. 8 from 10 to 11:30 a.m

How to join

• Join Key 6 virtually via MS Teams

Dr. Cath Ellis’ previous roles as Associate Dean (Education) in the Faculty of Arts, Design and Architecture and Associate Dean (Education) in the Faculty of Arts and Social Sciences have also informed how she approaches serious cases of academic misconduct, such as contract cheating. In a recent Integrity Matters article, Dr. Ellis makes a strong case for the value of perceiving academic misconduct as a mistake, “Of course it’s a serious mistake, but a mistake nonetheless. And educational institutions are in the very business of helping students learn from their mistakes.” In this presentation, she will describe the need for having courageous conversations with students as part of a restorative justice approach to addressing academic misconduct and promoting the values of academic integrity.

Presenter

• Dr. Cath Ellis, Professor, Faculty of Arts, Design and Architecture, University of New South Wales (UNSW) Sydney, Australia

Date

• Oct. 3, 2022

Time

• 8:30 to 9 a.m. (CST)

Location

• Virtual via Zoom (please register to receive link)

Registration

• Register for session 1

Estimating how many students engage in academic misconduct and how frequently they do it, is influenced by numerous aspects of the research methodology. This session will outline what we know about the prevalence and incidence rates of student plagiarism and cheating, factors that are known to affect these rates, and limitations of the research that leaves questions unanswered. Best practices and alternatives to typical methodologies will be outlined. The implications of what we know about rates of academic misconduct for how we detect academic misconduct will be discussed.

Learning outcomes

1. Understand the types of misconduct students engage in more or less frequently
2. Identify factors that influence rates of academic misconduct
3. Explain good practice and limitations in research on academic misconduct prevalence and incidence
4. Develop situationally appropriate misconduct detection approaches.

Presenter

• Dr. Guy Curtis, Senior Lecturer, Applied Psychology, University of Western Australia

Date

• Oct. 13, 2022

Time

• 9 to 9:55 a.m. (CST)

Location

• Virtual via Zoom (please register to receive link)

Registration

• Register for session 2

Join Dr. Thomas Lancaster as he considers what can be done about contract cheating, the behaviour where a student pays or uses a third party to complete their assessed work for them. Find out more about why contract cheating is a problem, why students are at risk, how educators are reconsidering their choice of assessments and how students can themselves help provide solutions. Time will be available for discussion and for attendees to share the positive interventions they have themselves used to address contract cheating.

Learning outcomes

1. Describe what contract cheating is and how this can pose a problem across a range of academic disciplines
2. Compare a range of approaches to assessment design that can be used to engage students and make contract cheating less valuable to them
3. Identify ways to work alongside student as academic integrity partners and address contract cheating as a wider community

Presenter

• Dr. Thomas Lancaster, Senior Teaching Fellow, Computing, Imperial College London, UK

Date

• Oct. 20, 2022

Time

• 10 to 10:55 a.m. (CST)

Location

• Virtual via Zoom (please register to receive link)

Registration

• Register for session 3

Contract cheating is a form of violation behaviour that is on the rise in postsecondary institutions. Join us as we share results from a self-report survey at a Canadian college that explored the prevalence and nature of student engagement in contract cheating and stress learners experienced while completing their programs. We discuss how investigating stress and contract cheating may be used to inform academic integrity policy, procedure, and the supports we provide to students.

Learning outcomes

1. Discuss the prevalence of commercial contract cheating and sharing behaviour
2. Identify the types of behaviours learners most often engage in
3. Describe how learners who engage in contract cheating experience stress
4. Explain how research on stress and contract cheating can inform academic integrity policy, procedure and supports

Presenters

• Corrine Ferguson, Instructor, Social Sciences and Humanities, Bow Valley College, Alberta, Canada
• Dr. Margaret Toye, Associate Dean, School of Community Studies, Human Services and Social Sciences, Bow Valley College, Alberta, Canada

Date

• Nov. 25, 2022

Time

• Noon to 12:55 p.m. (CST)

Location

• Virtual via Zoom (please register to receive link)

Registration

• Register for session 4

Integrity through experience: Fostering a culture of academic integrity through an experiential learning approach.

Experiential learning is a pedagogical approach used to bridge discipline-specific learning with the world at large. A common goal when adopting experiential learning is to support a culture of integrity within the current course of study. This goal often stretches to include the aim of transferring integrity-based actions into future academic study, workplaces and community organizations. This session looks at the connections and possibilities in intentionally designing integrity into experiential learning activities and courses.

Learning outcomes

1. Examine connections between the values underlying academic integrity and experiential learning
2. Consider common assumptions about academic integrity and its place in course learning outcomes and assessments
3. Explore strategies to intentionally develop academic integrity through an experiential learning approach

Presenter

• Rebecca Brooks, MEd, Faculty Specialist: Experiential Learning, The Centre for the Advancement of Teaching and Learning, University of Manitoba

Date

• Feb. 22

Time

• 10 to 10:55 a.m. (CST)

Location

• Virtual via Zoom (please register to receive link)

Registration

• Register for session 5

Most postsecondary institutions in Canada have an academic integrity policy of some type. An increasing number of these institutions list the fundamental values of academic Integrity (i.e. courage, honesty, trust, respect, fairness, and responsibility) as defined by the International Center for Academic Integrity (ICAI, 2021) in their policies. In this moderated and interactive session, panelists will share their perspectives of these values and how academic integrity can be viewed as an opportunity for building inclusion in positive and proactive ways.

Panelists

• Marcos Cunha Cordeiro, Assistant Professor, Faculty of Agricultural and Food Sciences, University of Manitoba
• Robin Attas, Educational Developer: Equity, Diversity and Inclusion, The Centre for the Advancement of Teaching and Learning, University of Manitoba
• Claudius Soodeen, Faculty Development Consultant, Centre for Learning & Program Excellence, RRC Polytechnic
• Michael Cameron, Dean, Community Development, Assiniboine Community College

Date

• March 8

Time

• 10 to10:55 a.m. (CST)

Location

• Virtual via Zoom (please register to receive link)

Registration

• Register for session 6

About the Introduction to Perusall workshop

Perusall is a free social annotation tool that can be integrated directly into your Blackboard course. You choose a resource, and students add comments and questions throughout, from wherever they are. Students can see their peers’ annotations, and even respond! Early research shows that the use of social annotation tools, like Perusall, can have a positive impact on student attainment of learning outcomes.

In this one-hour session, we’ll take you through the basics of Perusall, including what it is, how to use it, and how to integrate it into Blackboard.

About the H5P workshop

So, you’ve heard about H5P and maybe seen some examples, but aren’t sure where to start. In this 30-minute session, we’ll walk you through how to create different H5P objects. A different object will be covered each week!