• Instructional Strategies,  SoTL

    Being Enthusiastic About So-Called Mundane Stuff

    [social_share/] [social-bio]   By Carolyn Hoessler My higher education teaching journey began as an upper-year undergraduate student teaching evening sessions about APA formatting: A seemingly dry topic about commas, alphabetical order of last names, single versus double space etc. As a necessity for undergraduate psychology paper, students’ motivation for signing up seemed to be extrinsically connected (Ryan & Deci, 2001) to the 10% of marks tied to correct use of APA formatting in most 3rd year papers. I could have started the session off with just those basic facts and the pressure-filled reminder of that 10%, but talking about why APA is useful set a better tone. Did you know…

  • Curriculum Development,  Instructional / Course Design

    The Course Design Process

    [social_share/] [social-bio] If you have made it through one or more university degrees, it is likely that you have wondered why some courses appeared almost entirely unplanned, while others were highly structured and obviously planned well in advance.  If you have ever been a teaching assistant or an instructor, it is likely that you thought about how to plan a course so that students, like you did in the past, get the most from it.  This can be a daunting thought for a first time instructor, or for an instructor who wants to try something different while planning next term’s courses. Luckily, others have thought about this a great deal,…

  • General,  Instructional Strategies

    What’s In a Name? Pronouncing Students’ Names Correctly

    By Tereigh Ewert What’s in a name?  For all of us, I would argue, our name is deeply connected to our very identities.  There are often stories around how we came to have the name we do, perhaps we’ve been named after a beloved family member, friend, or important person, perhaps it’s a name we’ve chosen for ourselves (but sometimes, a name that has been foisted upon us, as in the case of many First Nations peoples when dealing with the newcomers). Personally, with a train-wreck of a spelling for my name, I hear my name mispronounced all the time (it’s pronounced “terra”).  When I first meet someone, it is…

  • Instructional Strategies

    You’ve Got Teaching Problems? This Site Has the Answers!

    [social_share/] [social-bio] When I was recently scouring the Internet for good teaching resources, I came across an exceptional site. The Solving a Teaching Problem webpage from the Eberly Center: Teaching Excellence & Educational Innovation takes teachers through three steps to find practical solutions to teaching problems. As I walk through the process, Step 1 asks me to identify a problem that I am experiencing in my teaching. For example, “Students don’t seek help when they need it”. In Step 2, I am provided with a list of possible reasons for this problem. In this case, some possible reasons are “Students overestimate their understanding and ability Students may perceive you as…

  • General,  Instructional Strategies

    Turkey Dinner Causes University Student Career Planning! What’s the relationship?

    [social_share/] [social-bio] A career counsellor once told me that appointment requests by first year university students increase dramatically after the Thanksgiving weekend.  She knew from talking with many of these students, that it had been conversations with parents that weekend that had led to their making of appointments. Students (and parents of students) care deeply about their future and finding fulfilling and interesting career paths.  While different degree programs make differing claims about achieving job preparation goals, students in all programs are right and wise to be anticipating their futures.   Rarely, however, will the first six weeks of the first year answer many questions for new students—a fact that may…

  • Copyright,  Educational Technology,  General

    Fair Dealing, Contracts With Publishers and Linking to Journals

    [social_share/] [social-bio] By Charlene Sorensen The Copyright Act contains a clause that allows for “fair dealing” in formal educational settings. This means that a non-substantial portion of a published work can be re-distributed to students enrolled in a class provided that neither password protection nor digital locks are circumvented. Non-substantial roughly means an article from a journal volume, a chapter of a book, or short excerpt (less than 10% of the overall work). Similarly, “direct linking” or “deep linking” to a particular piece of content within a website (i.e. giving the exact URL of a PDF file containing a paper within a journal) is acceptable provided that neither password protection nor…

  • Assessment and Evaluation,  Curriculum Development,  Instructional / Course Design,  Instructional Strategies,  Program Evaluation,  SoTL

    Being More Efficient

    [social_share/] [social-bio]   By Carolyn Hoessler   “efficient |iˈfiSHənt| adjective (esp. of a system or machine) achieving maximum productivity with minimum wasted effort or expense (of a person) working in a well-organized and competent way [ in combination ] preventing the wasteful use of a particular resource”   –(New Oxford American Dictionary”, 3rd Edition, 2010, Oxford University Press) Efficiency focuses on the level of relevant output achieved relative to the amount of effort. Perhaps it is like the phrase “Work better, not harder” or “lift smarter, not harder”. So what does being efficient mean for teaching? What does being efficient mean for curriculum renewal? Set your goals: Focus energy on the…

  • Curriculum Development,  Instructional / Course Design

    How’s the View? Four Lenses for Looking at Your Curriculum

    [social_share/] [social-bio] While paging through a recent addition to our in-house library at the GMCTE by Blackmore and Kandiko, I encountered a reference that I find quite helpful for understanding why it is important to view curricula from different perspectives.   The work referenced is by Basil Bernstein who was a sociology of education scholar in the UK, until his passing in 2000.  Bernstein suggested that the curriculum can be viewed through four lenses.  I frame these first in the form of questions curriculum review committees can ask themselves and then add Bernstein’s terminology below. With respect to our curriculum…. ….what do we say we will do? This is the “planned…