The Centre for Teaching and Learning and the Senate Secretariat held a workshop on the Program Development Committee's (PDC) recently revised Program and Course Change Forms. The session included an overview of the changes to the forms, and the reasons for the modifications. Attendees were given the opportunity to review and seek clarification of various aspects of the forms.

The Centre for Teaching and Learning and the Senate Secretariat held a workshop on the Program Development Committee's (PDC) recently revised Program and Course Change Forms. This session was designed especially for faculty members charged with program and course development and support staff involved directly in this process at the level of the academic unit. Attendees were given the opportunity to review the forms in detail and seek clarification of various aspects of the forms.

The Centre for Teaching and Learning hosted a panel discussion of varied approaches to teaching students the ethics of intellectual property rights, in order to prevent or significantly reduce plagiarism in their courses.

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Topics included:

• providing and monitoring explicit expectations to avoid plagiarism,
• the use of Turnitin.com as an educational tool with/for students, and
• managing issues of plagiarism, copyright, and permission in non-traditional assignments such as website design.

Approaches to Plagiarism Education:
A Panel Discussion

Plagiarism: Detection and Prevention

Teaching ethics in a course with multi-genre team assignments

The Centre for Teaching and Learning hosted a panel discussion on the potential influence of services beyond the classroom in promoting respect for intellectual property rights in student assignments.

As Siyaram Pandey gazes out to his undergraduate class, the award-winning teacher likes to view the scene as "a brilliant pool of neurons". "But the first step," says Professor Pandey, "is the ignition of students' curiousity: all of those neurons are useless if they are not firing." Dr. Pandey gives his students credit for having sharp and developing minds, and for being capable of providing him with valuable feedback on the trials and tribulations of their learning--and on the nature of his teaching.

In this interactive workshop, Dr. Pandey shared several strategies for improving teaching by introducing methods of gathering the feedback of students in an open teacher-student dialogue. Dr. Alan Wright introduced further approaches taken from the literature in higher education, emphasizing faculty prerogatives to select and adapt those instruments most appropriate to their needs. In a spirit of academic collegiality, participants were invited to offer their best practices for gathering feedback from students in the context of their courses.