instructionalinnovations

Statistics and Actuarial Science Fall 2024 Teaching Meet Up will focus on the theme of group work and will offer the following presentations: 

• Tharun Abraham Aju and Minzee Kim, speaking about group work from an undergraduate/graduate student perspective
• Matthew Babela, speaking on how to facilitate effective groups
• Diana Skrzydlo, speaking on technology tools for flexible group projects

The Math Teaching Seminar: Teaching Hysteresis will be hosted as part of Teaching and Learning month by York University Professor, Amenda Chow, Department of Mathematics and Statistics.

The Math Teaching Seminar will be hosted as part of Teaching and Learning month by Faculty of Math Professor, Dan Wolczuk, Math Undergraduate Group. The seminar topic is in the works but stay tuned for more information.

The Instructional Skills Workshop (ISW) is an intensive, collaborative, and experiential learning model that uses videotaped micro-teaching and peer feedback sessions to support the teaching reflection and growth of both new and experienced instructors. The ISW promotes participatory learning and community building and encourages examination of teaching practices with feedback focused on the learning process rather than on the specific content of the lesson. Each participant will receive a widely-recognized certificate of achievement upon successful completion of the ISW, which requires 24 contact hours, over three or four days.

In this session, faculty will be shown how work-integrated learning can be used to create meaningful learning experiences for Waterloo students through engagement with industry or community partners in WIL 611: Interdisciplinary Community/Industry Research Project.  

The Centre for Teaching Excellence is hosting Instructional Innovations Week from October 21-25, 2024 in collaboration with faculty members, ASU staff, and special guests from the University of Edinburgh.

Location: TBD

Facilitators: Dr. Simon C. Riley and Katherine Lithgow 

Join Dr. Simon C. Riley (University of Edinburgh) for an interactive workshop on the Student-Led Individually Created Course (SLICC) framework, an approach to self-directed experiential learning developed at the University of Edinburgh. Discover how this innovative approach allows students to design their own learning experiences, fostering critical thinking, creativity, and reflective practice. Simon will share practical insights on implementing SLICCs, discuss their impact at the University of Edinburgh, and share how including the SLICC framework could further benefit the University of Waterloo.

Location: MC2036

Facilitators: Tonya Elliott

One of the guiding principles of Waterloo's Educational Technology's Governance groups is "Provide inclusive and equitable access", but what does that mean in practice? Join us for a presentation and discussion about how the EdTech Advisory group has put this principle into action and hear from members of the Centre for Extended Learning (CEL) who have used the same approach in their response to the emergence of Generative Artificial Intelligence (GenAI).

Location: MC2036

Facilitators: Brianna Bennett and Annik Bilodeau

Come hear presentations from colleagues at the University of Waterloo who are conducting their own scholarship of teaching and learning (SoTL) research, developing or piloting innovations for the classroom supported with funding from the Learning Innovation and Teaching Enhancement (LITE) grant program! 

During this session, researchers from the Stratford School of Interaction Design and Business (Faculty of Arts) and the Faculty of Science will present preliminary results. Each presentation will be followed by a 10-minute showcase of the technology or learning format used in the studies, allowing participants to experiment with (VR) or experience (circle pedagogy) these innovations.  

Location: Online

Facilitators: Rebecca MacAlpine and Greta Kroeker

​In our current political and social landscape, students are hyperaware and hypersensitive to topics that broach themes of violence, oppression, and power. The hyperawareness of students poses an interesting challenge for instructors, as they need to learn to balance student socio-emotional needs with essential content. In this Lunch and Learn, we will explore trauma-informed care, and feminist instructional strategies/pedagogies to begin to empower instructors to find meaningful ways to incorporate hard subjects into the classroom. This session will involve a short presentation on various instructional strategies with ample time to discuss and share our experiences teaching hard subjects in the classroom.