From Stuck to Supercharged: The What and Why of Brain Plasticity

Your Brain on Teaching and Learning: Series One  What is Brain Plasticity? Brain plasticity is the brain’s ability to reorganize and restructure itself throughout a person’s lifetime. It is a result of the brain’s ability to form new neural connections and strengthen existing ones based on the activities we engage in and the information we…

Your Brain on Experiential Learning

“Is disengaged.” “Is easily distracted.” “Shows no interest.” “Never shows up.” No professor wants to use these phrases to describe their students, but disengagement is a persistent problem — making descriptions such as these all too common today. Experiential Learning can help. Experiential learning is a powerful educational approach that helps students remain focused as…

Time for a Jump Start? Teaching and Learning Fund at the GMCTL

Feeling stuck? Even though good ideas for change are exciting and energizing, sometimes they sit still or do not progress.  Common reasons include: Working at it sporadically or “off the side of your desk” Attending to more urgent or pressing issues Being at (or beyond) your limit in terms of projects and things to do…

Defining Competencies and Outcomes

by Racquel Biem Defining Competencies and Outcomes  Although there, is no widely accepted distinction between a competency and an outcome, there is sufficient commonality for the following working definition to be used to improve the structure and clarity of courses and programs.   A competency is an overarching capability the learner can do. Examples include critical…

Creating a Culture of Continuous Improvement within JSGS

By Jamie Mayoh-Bauche, Instructional Designer, U of R, Johnson Shoyama Graduate School of Public Policy Keeping up with the latest scholarship on evidence-based practice can be a challenge for instructors who are busy with their own areas of research, amongst all the other things. In response to this challenge, Johnson Shoyama Graduate School (JSGS) embarked…

How to get students to hand in quality work by planning for choice

In my course, at this level, at this place of progress in their learning, what do students need to demonstrate to me? Handout version for USask Instructors What do I expect of my students? Offering choice in how students meet course objectives is rooted in inclusive education and that by providing choice we acknowledge and…

Building Broad Minds: Active learning strategies for large classrooms

Building broad minds is not about back filling.  Broad minds are the byproduct of encountering diverse ideas, thinking deeply about them, and integrating those ideas into our own worldviews and cognitive frameworks.  In higher education, the opportunity to be exposed to the thinking of a wide variety of disciplines usually happens at the first year…

Is Your Instruction Designed to Produce Student Learning?

Lecture is an efficient way to transmit information, especially in large classes. We inevitably feel there is a lot of content to cover, since the gap between what novice students know and expert professors know is large. However, large, uninterrupted blocks of lecture are very inefficient ways to learn, because they are passive. Learners get…