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GMCTE Courses

GSR 989: Introduction to University Teaching

Winter Fortnight

Sharing, Celebrating, and Reflecting on Teaching Practices

GMCTE Events

Discussion about teaching at the 4th Annual SoTL Symposium

Announcements

Upcoming Events

May
Tue
2

Course Design Institute

GMCTL Event
9:00 AM to 12:00 PM

MURRAY 50.12

Application available at:  http://www.usask.ca/gmcte/events/course-design-institute.

May 2: 9:00 AM - 12:00 PM
May 4: 9:00 AM - 4:00 PM (Lunch Provided)
May 9: 9:00 AM - 12:00 PM
May 11: 9:00 AM - 12:00 PM

Course Design Institute (CDI) is offered in a blended format consisting of four face-to-face sessions as well as online materials and activities. The four face-to-face sessions are held over two weeks (see dates above).

To prepare for each face-to-face session, participants will view online material and complete some activities in advance. Details about online material and activities will be provided on acceptance to CDI. In the sessions, participants will have the chance to work on their courses and discuss session topics with the assistance of members of the GMCTE staff. Participants will also share what they are working on with each other to gain valuable feedback.

Requirements:

  • Attendance at all four sessions.

  • Weekly participation in the online discussion board.

  • Weekly exploration of online videos and other resources.

  • Completion of all assignments, due weekly.

  • A final reflective piece will need to be completed two weeks after the last CDI session.

  • Two additional consultations between the CDI instructors and the participants will be arranged after CDI and prior to the start of the term to check-in on how these courses are proceeding and answer participants questions that have come up since the CDI.

For more information on the special topics, or to apply for entry, please see our Course Design Institute webpage at: http://www.usask.ca/gmcte/events/course-design-institute.

May
Thu
4

Open Educational Resources and Open Pedagogy: What are They, Why Engage with Them, and How to Make it Happen (CDI Special Topic)

GMCTL Event
9:00 AM to 4:00 PM

MURRAY 102

This day-long session will provide an introduction to the concepts and use of open educational resources (OER) and open pedagogies (OP) for teaching and learning. This is a part of the Course Design Institute (CDI), but attendance at the CDI is not required for participation in this session. And lunch is included!

Open educational materials  allow instructors and students to access, use, revise / remix, and share pedagogically appropriate learning materials freely.  These resources allow instructors, and learners, to access and shape content to meet the needs of specific learning contexts. Digital versions of open resources are almost always free and print copies of items such as open textbooks can genarally be obtained at a fraction of the cost of a regular commercial textbook.

Open pedagogy takes OER as a jumping-off point for rethinking the relationship between teachers and students and knowledge. If teachers and students can now modify their textbooks and learning materials, we shift the student emphasis to contribution to knowledge as opposed to simple consumption of knowledge.  Teachers and students become learners together, and “content” becomes a dynamic, always changing category with which we engage rather than a stable set of facts to be mastered. (DeRosa)

Overview of this session:

  • What? - What are Creative Commons, OER, open textbooks, and open pedagogy?
  • Why? - Why should you move toward the use of OER in your teaching and learning? Why should you use open pedagogy?
  • How? - How do you find OER? How do you adapt / create OER? How do you share OER? How do you integrate open pedagogies into your course? How do you assess open pedagogies? How do you access funding and other supports to do these things? 

Note: Whether or not you are attending this as part of the CDI, you need to come with at least one course in mind for which you may be interested in using OER.

Please contact Heather M. Ross (heather.ross@usask.ca or 306-966-5327) with any questions about this session.

May
Thu
4

Indigenizing Content and Curriculum: Exploring the Use of Indigenous Knowledge in the Classroom (CDI Special Topic)

GMCTL Event
9:00 AM to 4:00 PM

MURRAY G3

This daylong session will provide an introduction to concepts and considerations when adding Indigenous knowledge and ways of knowing in the classroom.  And lunch is included!

Indigenizing the University of Saskatchewan is a strategic and intentional process that needs to be achieved within a culturally appropriate framework. Western educational approaches are strong and well established at the University, but they are not always conducive to the promotion and use of Indigenous knowledge in a safe and relevant manner.

This session will introduce you to the important considerations when developing content and exercises that use Indigenous knowledge. For example, the importance of diverse Indigenous identities, decolonized histories, and how knowledge can and should be used in Western educational settings. Taking the time to navigate these considerations will improve learning outcomes and model different forms of reconciliation for Indigenous and non-Indigenous students.  Several resources and exercises will be provided to help in these discussions, including an Elder who will discuss the role of oral story telling for educational purposes.  

The Truth and Reconciliation Commission of Canada’s Calls to Action outline an arduous task of building strong and positive relations between Indigenous and non-Indigenous people. Participation in this daylong session is the first of many steps that you and the University of Saskatchewan will take over the coming years. Reconciliation is a movement that will happen, but how long it takes and what harm it does or doesn’t do will up to us.  

Overview of this session:

  • What? - What is Indigenous knowledge? What is the purpose of using it in the classroom?
  • How? - How do you use Indigenous knowledge in a culturally appropriate manner in the classroom?
  • Who? – Who owns and is allowed to use Indigenous knowledge?
  • Why? - Why and how do you engage Indigenous community in the classroom?

Please contact Stryker S. Calvez (stryker.calvez@usask.ca or 306-966-6280) with any questions about this session.

May
Thu
4

Sustainability in Higher Education: Learning About and Integrating Sustainability into Your Course Curriculum (CDI Special Topic)

GMCTL Event
9:00 AM to 4:00 PM

MURRAY 50.12

This day-long session (with lunch provided) is intended to provide support, tools and resources to faculty and instructors who wish to integrate or strengthen sustainability content in their curriculum. This session is a part of the Course Design Institute (CDI), which focuses on the principles of learning-centred course design for instructors and faculty who are teaching a course for the first time or who plan to revise a course they have taught before. Attendance at the CDI is not required for participation in this session.

"Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs” (Brundtland Report). The concept has been around since the late 1980s, but it really only in recent years that we come to understand the importance of sustainability. Accordingly, The U of S recognizes sustainability as one of its principles in Mission and Vision Statement. In terms of the role of education in sustainability, the University of Saskatchewan’s Campus Sustainability Plan has as its goal that “Students from across Canada and the world recognize the U of S for its innovative sustainability-related and sustainability-focused academic programs and services. One way to move toward this goal is to give interested academics the tools and knowledge they need to integrate sustainability into their teaching.

Issues in sustainability transcend traditional discipline boundaries and are proving increasingly relevant across a wide range of fields in academia. Sustainability education is more than just “greening the curriculum;” it is representative and integrative of environmental, social, and economic issues (University of Michigan Sustainability Assessment, 2002). By including sustainability perspectives in a variety of subjects and courses, there is potential to bring sustainability issues to the forefront of many disciplines and to educate a larger number of students on many different sustainability issues.

Overview of this session:

  • Sustainability and key sustainability issues: What does sustainability mean to you and your peers? What are the key sustainability issues facing our region and our world?
  • The sustainability context at the U of S: What is the importance placed on sustainability at the U of S? What sustainability activity is currently taking place on the U of S campus? How do we compare with other universities?
  • Sustainability, sustainability issues and the disciplines that we teach: How does sustainability fit with and affect your discipline and teaching practice?
  • Key concepts and desired outcomes of education for sustainability (ESD): What are the core topics, big ideas, and critical issues regarding education for sustainability in higher education?
  • Academic content and methods appropriate to integrating sustainability into courses at the post-secondary level: What is the role of content vs. process in ESD? Do the various elements of your course pull things together? To what extent does your course both teach and represent sustainability? What are some of the successful techniques for teaching sustainability? How you meet the objectives of your courses AND include sustainability?
  • Appropriate assessment tools and methods to evaluate sustainability learning and comprehension at the post-secondary level: How can you authentically assess students and use the assessment to promote more effective learning in sustainability?
  • Resources for sustainability at the U of S and for ESD: What resources are available to U of S instructors both generally and in your discipline? What are some strategies for learning from peers about these issues and supporting one another?

Note: Whether or not you are attending this as part of the CDI, you need to come with at least one course in mind for which you are interested in integrating Sustainability.

Please contact Kim West (kim.west@usask.ca) with any questions about this session.

May
Fri
12

SoTL Writing Retreat - May 12 & 13

GMCTL Event with Carolyn Hoessler & Sheryl Mills
9:00 AM to 4:00 PM

Write! Make Progress!

Join us for a two-day writing retreat for faculty, instructors or staff working toward publishing on a teaching and learning research project. The focus is on your project(s) with facilitative touchstones, and consultants on hand to help you make the most of two full days devoted to writing. No fee for UofS faculty, instructors and staff; lunch, space and tea provided.

9:00-4:00 Friday

9:00-4:00 Saturday

May
Mon
29
Starts
8:30 AM
to
Jun
Fri
30
Ends
4:30 PM

Introduction to Teaching Online

GMCTL Event with Karla Panchuk & Wenona Partridge

Online

This non-credit course will provide instructors with information and ideas for teaching online, whether the intention is to teach a course exclusively online, or simply to incorporate online components.

Topics covered will include:

  • An overview of online learning including benefits and challenges for instructors and students.
  • The importance of community in online environments
  • Best practices in facilitating online discussions
  • Articulating course expectations through the use of the syllabus and rubrics
  • Handling communication with students in a virtual classroom
  • Basic information on the technical side of teaching using Blackboard

Participants will be required to:

  • Actively participate by posting to the discussion boards on the assigned topics on a weekly basis.
  • Complete readings and watch included videos to enable them to make thoughtful posts and provide constructive feedback on the discussion boards
  • Participate in one scheduled class meeting using the online communication tool Blackboard Collaborate
Jun
Fri
9

SoTL Writing Retreat - June 9 & 10

GMCTL Event
9:00 AM to 4:00 PM

Write! Make Progress!

Join us for a two-day writing retreat for faculty, instructors or staff working toward publishing on a teaching and learning research project. The focus is on your project(s) with facilitative touchstones, and consultants on hand to help you make the most of two full days devoted to writing. No fee for UofS faculty, instructors and staff; lunch, space and tea provided.

9:00-4:00 Friday

9:00-4:00 Saturday

Jul
Fri
21

SoTL Writing Retreat - July 21 & 22

GMCTL Event
9:00 AM to 4:00 PM

Write! Make Progress!

Join us for a two-day writing retreat for faculty, instructors or staff working toward publishing on a teaching and learning research project. The focus is on your project(s) with facilitative touchstones, and consultants on hand to help you make the most of two full days devoted to writing. No fee for UofS faculty, instructors and staff; lunch, space and tea provided.

9:00-4:00 Friday

9:00-4:00 Saturday