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Equity, Diversity, and Inclusion in the Classroom
Educators today are at the forefront of fostering Equity, Diversity, and Inclusion (EDI) in the classroom. Promoting EDI in the classroom is a journey of continual learning and adaptation. The Gwenna Moss Centre for Teaching and Learning (GMCTL) has created a resource designed to enrich educator’s understanding and application of EDI principles and provide strategies for incorporating EDI principles into instruction and assessment. The inner petals of the EDI Flower represent the GMCTL Certificate in University Teaching and Learning (CUTL) competencies. Surrounding them are the outer petals, embodying the foundational EDI principles and emphasizing respect for the diverse identities in classrooms. The leaves symbolize five broad knowledge areas essential for…
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How to Talk with Students About Suspected Academic Misconduct
Faculty and instructors follow up with suspected academic misconduct and when we do, we show we care about students and their learning the validity of the assessment the fairness of grades for all students in the course. When we don’t follow up, there are risks for students. If students are not made aware of their errors that constitute academic misconduct, they may make the same errors again. If students are aware of their academic misconduct, but there are no consequences, they may risk it again. If other students see that academic misconduct goes unaddressed, they can lose confidence in the fairness of the assessments. Talking to an individual student…
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Collaborative Online International Learning – and Teaching!
by Monica del Valle, MSc (Marketing), USask. Monica was a Teaching Assistant for multiple COIL projects from 2021 to 2023. “Experience is the hardest kind of teacher. It gives you the test first and the lesson afterward.” – Oscar Wilde I started my MSc in Marketing in September 2021 and even before my program began, both my Associate Dean, Dr. Marjorie Delbaere, and Department Head, Dr. Maureen Bourassa thought of me due to my Latin American background and professional experience, to collaborate in an international educational initiative planned at the Edwards School of Business. Throughout my career, I have worked and connected with culturally diverse groups, as…
- Curriculum Development, Educational Theory, Experiential Learning, Instructional / Course Design, Instructional Strategies, Uncategorized, Wellness
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 process. Factors such as learning, exercise, diet, and environmental stimuli can all influence brain plasticity. Recent research has shown that educators who understand the basics of brain plasticity can design courses that promote and accelerate learning and retention. Why is Brain Plasticity Important? Brain plasticity offers several benefits in the field of education, including: Improving…
- Curriculum Development, Educational Theory, Experiential Learning, General, Instructional / Course Design, Instructional Strategies, Wellness
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 it promotes active learning, fosters creativity and innovation, and prepares students for the real world. Let me explain: Experiential learning engages multiple parts of the brain simultaneously When learners participate and apply their learning in authentic contexts, it activates different areas of the brain responsible for sensory processing, motor skills, and cognitive functions, such as…
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USask spaces that flex with the type of learning
Many USask classrooms have been designed with one thing in mind – successful transmission of information from the faculty member to the students. Even as technologies changed over time, that model did not – we just added screens, data projectors for our slideshows, and cameras and microphones to capture a lecture. Current theories of learning tell us that people learn some things well by hearing about them, but they need to pair that with talking to others about it, practicing and getting feedback, and actively doing for most types of learning. We are now designing flexible classrooms that can do each of these types of learning in a sequence, all…
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Using MEETS in Canvas
By Roberta Campbell-Chudoba When we listened to students in facilitated focus groups this fall about their remote learning experiences, they said it would be helpful to have a central place to meet virtually with their instructors, eliminating the need to search for meeting links and access different platforms. Your integrated Webex room in MEETS provides a consistent and easily accessible space for hosting virtual classes, office hours, and individual student appointments. Students know where to meet and do not need a special link to join the session. However, the space serves more than just utilitarian purposes. Coming together with students in MEETS also provides what many students are hungering for…
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From Modelling to Designing Intercultural Curricula
You now know that you have pretty decent intercultural teaching capacities. You have continued to develop an awareness of your own identity and are modelling perspective-taking. Students in your course have the opportunity to interact with different worldviews because you know that makes them smarter. You actively create opportunities to build relationships between ‘others’ and can recognize barriers to student participation – you’ve essentially mastered using your intercultural capacity to inform teaching practices. So now you must be wondering, “What’s next? How can I further internationalize in my course?” No fear, you are not alone. Dimitrov & Haque (2016) have some suggestions for “curriculum design competencies”. “Effective instructors are able…
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High quality, respectful classroom dialogue
This post is the third post in a series of the “Charter Chats” related to our new charter. The others are linked on the bottom of this page. The chats are informal introductions to a charter educator commitment or commitments. They explain what that commitment means for educators, and suggests one or two implications for teaching in a higher ed setting. High quality, respectful classroom dialogue is essential in helping student learning. When students are engaged in actively thinking about their own learning and discussing it with others, they are more likely to understand deeply. If students are just listening to an expert talking without the interaction, they are less likely…