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CERTIFICATES IN UNIVERSITY TEACHING AND LEARNING Graduate Students Year-end Report, July 2018

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Page 1: CERTIFICATES IN UNIVERSITY TEACHING AND …...Introduction 2 The Graduate Student Certificate in University Teaching & Learning is a flexible and comprehensive program that helps graduate

CERTIFICATES IN

UNIVERSITY TEACHING AND LEARNING

Graduate Students

Year-end Report, July 2018

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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

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