LectureTools allows instructors to import any existing PowerPoint® slideshow and enhance presentations with interactive activities. After a session has been launched, instructors can receive real-time comprehension alerts, incoming student questions, and integrated student response features. The student inquiry tool encourages students to submit questions digitally during class for the instructor or a teaching assistant to answer. Students learn from the questions of their peers and instructors avoid long lines of students with unanswered questions during office hours. Interactive activities can be added to presentations ranging from basic true/false to no-character-limit free response, ordered lists and image quizzes.

A book club to discuss books and readings on educational leadership.

Greater attention has been paid to the quality of teaching in recent years, and so it is not surprising that greater attention also has been focused on teaching development programs in post-secondary institutions. Effective and efficient assessment of centre programs has been an area of growing interest to determine their quality and impact.

The anticipated outcomes for the workshop are that each participant will have:

1. Considered the different types and levels of evidence that might be collected to establish the effectiveness of professional development programs
2. Considered Guskey’s 5 levels of impact in relation to their professional development programs
3. Considered a range of different types of evidence suitable for Canadian university programs
4. Identified a range of types of evidence suitable for your professional development programs

Registration fee: $25 (plus HST $28.25) payable by credit card or cheque.

This is the first part of a two-part workshop.

This may be taken as a one-day workshop. A targeted group may be interested in participating in the second part Assessing Impact of Educational Development Centre Programs II on Saturday, October 3, 2015, in order to develop a specific plan for assessing the impact of a Centre for Teaching and Learning.

This is the second part of a two-part workshop, only for those who have participated in Assessing Impact of Educational Development Centre Programs I. Part II is a targeted session for Educational Developers interested in focussing on developing a plan for assessing the impact of a Centre for Teaching and Learning, building on the content and outcomes of Friday October 2, 2015.

The anticipated outcomes for the workshop are that each participant will have:

5. Identified different resources and ways of reporting the evidence to stakeholders
6. Developed a plan of action for evaluating the impact of your university’s Centre for Teaching and Learning programs and/or as a collective.

A book club to discuss books and readings on educational leadership.

A book club to discuss the book The Slow Professor.

This session has been designed to address special topics requested from the graduate class for Digital Health and Informatics, run by Prof. Deborah Dayus. Topics include:

• Data Standards, Structures, and Safety
• What are Data standards?
• What are some structures that protect and maintain data security and privacy of information?
• How does data auto-populate from one site to the next?
• What are the data safety implications using workarounds in the workplace?
• Internet Structures for all Sites that both Protect and Frustrate Users
• What is a firewall and how does it work?
• What are and cookies – how do they work?
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A book club to discuss books and readings on educational leadership.
The second book we will be reading is Crucial Conversations Tools for Talking When Stakes Are High by Kerry Patterson, Joseph Grenny, Ron McMillan, and Al Switzler. Crucial Conversations is the theme of our upcoming Teaching and Learning Conference at the University of Windsor on Tuesday, May 1-2, 2019.

We’ll meet via Microsoft Teams to explore the principles and practice of authentic assessment and how these might be adapted in an online setting. Specifically, participants will review a course’s learning outcomes and brainstorm how we might design meaningful assessments that measure what students know, value, and can do. Participants will leave with resources with which they can re-envision their own courses.

Presenters will be available for questions and feedback during an online follow-up drop-in session, Friday, May 15, 1-2pm.

Presenters from the May 13 session will be available for questions and feedback in this online follow-up drop-in session.

Experiential learning (EL) activities – where students apply and reflect on theory in practical contexts -- can provide powerful learning opportunities. But can they, and should they, be done online?

We invite educational developers, faculty, and staff working to support the Indigenization of curricula to participate in an afternoon of critical reflection, conversation, and networking.

There is tremendous diversity throughout racialized groups. There is a common thread of experiencing racism, however, some very different historical and current experiences of racism and colonialism. How do we come together in allyship across racialized groups to bring voices, visions, and activism for change to life?

Organizers: Rita Haase, Kaye Johnson, Tranum Kaur, and Vicki Leung.

Join us for this 2-part presentation regarding Haiti. The first presentation will be with Isaac Saney from Dalhousie University, and will focus on the historical context. The second part will feature Gabriel Osson, founder and director of Haiti Futur Canada Association, and will focus on the present-day situation.

Part 1: Emancipation Now! African Rebellion, the Haitian Revolution and Slavery's End
African resistance and rebellion are at the centre of the story of the end of the Trans-Atlantic Slave Trade and the system it created. African revolt and rebellion undermined the institution of slavery, rendering it increasingly economically - and especially- politically unsustainable. The decisive act in this centuries long war for liberation was the Haitian Revolution, whose repercussions were felt politically and intellectually throughout the Americas.

Part 2: HAÏTI FUTUR
Founded in 1994, HAÏTI FUTUR aims to create quality education and to support entrepreneurship in Haiti while promoting Haitian culture. The goals of HF include promoting sustainable education and entrepreneurship in Haiti, enhancing and promoting Haitian culture, and creating mutually beneficial and reciprocal networks between Haiti and external connections.

Looking for ideas on how best to assess and advance the teaching culture at your university? Wondering where to start and how to do this in an evidence-based way that aligns with leading practices? This session will highlight a decade of work by leading educational development experts in Canada who have investigated the indicators of teaching culture and how we might use this knowledge to advance our practices and use of standard metrics.

Across universities, teaching dossiers are increasingly used for renewal, tenure, and promotion purposes. Though useful in providing a compelling portrayal of an instructor’s teaching accomplishments, each dossier is distinct, making evaluation a challenge. In this session, we will discuss ways to approach evaluating a teaching dossier, such as where to begin, and the importance of alignment and triangulation. Bring your questions and experience to share with others as we investigate how to approach this important task.

Best practices for delivering and receiving difficult messages, in writing and verbally.

Best practices for delivering and receiving difficult messages, in writing and verbally.

This is an open book club. Please join us when you can.

From Fernwood Publishers: Decolonizing Equity highlights what we already know and are already doing in our respective areas and offers a vision of what equity can look like through a decolonial lens. What helps us to make this work possible? How do we take care with ourselves and each other in this work? What does solidarity, collaboration or “allyship” look like in decolonial equity work? What are the implicit and explicit barriers we face in shifting equity discourse, policy and practice, and what strategies, skills and practices can help us in creating environments and lived realities of decolonial equity?

As a collective, we will engage in critical self-reflection and discourse to understand our roles in decolonizing equity in all aspects of higher education.

Prior to the first meeting, you are encouraged to obtain a copy of Decolonizing Equity.

There is also a copy available for short-term loan (3 days) at Leddy Library.

Our meetings will be Hyflex to accommodate all individuals to attend.