| Wednesday, June 27 - 7am to 6pm | |||||
| Time | # | Event | Presenters | Description | Location |
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| 7:00 - 8:00 | Activity: Walk or Run (Optional) |
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| 8:00 - 9:00 | Continental Breakfast |
Terminus | |||
| 9:00 - 10:20 | 9 | Working with Faculty on Effective Course Design |
Peg Weissinger | Whether faculty are redesigning or refining an existing course or developing a new one, consultants should be able to provide them an overview of learning theory/evidence from the literature and the instructional design tools to be successful. Altogether now – Let’s sing our mantra! "Align those objectives, activities, and assessment strategies!" |
MRT 218 |
| 10:20 - 10:35 | Break |
Terminus | |||
| 10:40 - 12:00 | 10 | Working with Programs and Departments on Effective Curriculum Assessment and Design |
Peter Wolf | In many cases, educators in higher learning work alone on their courses, with few explicit connections to other seemingly related courses. In this session, we will look at processes that encourage educators to develop a common vision for the "ideal graduate" of their programmes and create discipline-appropriate ways to effectively and efficiently foster that vision. |
MRT 218 |
| 12:15 - 1:30 | Lunch |
Jazzy |
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| 1:00 - 2:15 | Concurrent Sessions I | ||||
| 11 | Finding Funding to Support Your Center or Program |
Nancy Chism | Focusing on both internal and external sources of support, this session will emphasize clear thinking about what resources are needed and what are the most likely sources for locating funds and keeping them flowing. |
MRT 211 | |
| 12 | Themed Learning Communities: Integrating Learning and Fostering Faculty Collaboration |
Judith Kamber | In this interactive presentation we will highlight a project called “Teaching in Community (TIC)” which provides faculty the opportunity, space and time to explore learning and teaching from personal experience and conversations with colleagues. This year-long project draws on the work of Parker Palmer (The Courage to Teach) and Stephen Brookfield (The Critically Reflective Teacher) |
MRT 221 |
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| 13 | Preparing Faculty to Incorporate Active Learning |
Peg Weissinger, Tuesday Cooper |
Active learning is not just a gimmick! Based in the literature, it promotes deeper levels of thinking and learning. Facilitators will model quick and simple forms of active learning that can be incorporated into workshops and be adapted for classroom use. |
MRT 218 | |
| 14 | Fostering Student Engagement through Community Service Learning | Linda Manning | Linda Manning will share her strategy for using CSL to fully engage students in their course work as well as their own professional and personal development. She devised an assessment strategy that fosters both students development and content knowledge. A blog site is an important component of the strategy. |
MRT 219 | |
| 15 | Pathways into the Profession and Career Stages for Faculty Developers |
Jeanette McDonald, Denise Stockley |
This panel session provides an international perspective on pathways and progressions within faculty development. Through panel presentation, dialogue and guided reflection you will map out those incidents and factors that positioned you for faculty development and identify key opportunities to advance within the profession and be successful within your local institutional context. |
MRT 212 | |
| 2:15 - 2:30 | Break | Terminus |
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| 2:30 - 3:45 | Concurrent Sessions II | ||||
| 16 | Accommodating Diversity: Encouraging Inclusive Teaching | Tuesday Cooper, Matt Ouellett |
Inclusive teaching is about more than accommodating diversity. It is about understanding and enacting goals and objectives that bring a multi-strand definition of excellence to your work as a faculty developer. This highly interactive workshop prepares faculty developers to more effectively address issues related to teaching and learning in the diverse classroom. |
MRT 218 | |
| 17 | Rubric Development and Learning Assessment | Marilla Svinicki | A frequent area of faculty concern is grading. Learning to specify grading rubrics is very useful for them, not only in the specific instance of an assignment but for the development of an overall evaluation plan. We will look at how to help faculty develop reliable and valid assessment plans. |
MRT 211 | |
| 18 | Promoting Your Faculty Development Program | Judith Kamber | In some ways, establishing a Faculty Development program is like opening a new business. People need to know where you are, why they should come, what services you offer and what they will get when they get there. Too often new Faculty Development programs are labeled early on as a place that serve faculty who have problems. This reputation can limit the way in which you operate. Creating an image early on that encourages faculty to take advantage of your programs requires thoughtful, well planned publicity, outreach and communication. |
MRT 212 | |
| 19 | Helping Faculty to Develop Blended Learning Courses | Elizabeth Campbell Brown |
This session will use case study, small-group work, demonstrations and discussion so that participants will be able to consult with faculty and explain what blended learning is, provide a model for designing blended learning, assist in integrating blended learning into their teaching, and identify resources (i.e., funding, technical and pedagogical support). |
MRT 219 | |
| 20 | Planning and Assessing TA Development | Donna Ellis and Dieter Schönwetter |
Providing teaching development for graduate students is a common practice at many teaching centres. In this session, we will discuss various models for providing development to this cohort, including two certificate programs that are offered at our institutions. You will also have time to work on your own plans for graduate student development. |
MRT 221 | |
| 4:00 - 5:00 | Interest Group Meetings |
TBD | |||
| 5:00 - 6:00 | Free Time, Networking |
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| Dinner on your own | |||||
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