Events

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.

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).

Facilitator: Katherine Lithgow

What’s Happening at UW
Instructor Panel: Integrating the SLICC Framework

Join us for an engaging panel discussion with instructors who will share their insights and experiences integrating the Student-Led Individually Created Course (SLICC) framework. Learn how this self-directed, experiential learning approach empowers students to take control of their learning, fosters critical thinking, and encourages reflective practice. The instructors will also share their experiences integrating this model into their courses, highlighting key takeaways for other instructors interested in employing the framework. Whether you're looking to implement a self-directed learning framework or simply curious about SLICCs, this session offers valuable perspectives and practical advice.

What do our students say?
Student Panel: How SLICCs Empower Ownership of Learning

Hear from past students as they share their personal experiences undertaking a Student-Led Individually Created Course (SLICC) project. This panel will delve into how SLICCs allow students to take ownership of their education, develop critical skills, and pursue their passions. They share their experiences undertaking the project guided by the SLICC framework, and the different ways they have been able to apply knowledge, skills and mindset gained through the SLICC project after their courses have ended.  Whether you're a student curious about SLICCs or an instructor looking to understand the student perspective, this session offers lived experience on the value of SLICCs both inside the classroom and beyond.

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: NH 3318

Facilitators: Dr. Simon C. Riley and Katherine Lithgow 

Join Dr. Simon C. Riley (University of Edinburgh) as he explores how the Student-Led Individually Created Course (SLICC) framework can be a powerful tool for supporting  interdisciplinary learning. In this talk, Dr. Riley will discuss how the SLICC framework is being used in multiple programs at the University of Edinburgh to support interdisciplinarity in education and research. Learn how this innovative framework can be applied in the University of Waterloo context to support our Waterloo at 100 goal of increasing interdisciplinary learning experiences that prepare students for complex, real-world challenges.

Open Chats with the Faculty of Engineering: Preparing for January 2025: AODA compliance and other Ministry directives

This Open Chat will focus on AODA compliance, sharing updates about the current state at the University of Waterloo in Engineering and STEM courses, as well as discussing the new Ministry directive to include cost of teaching materials in course outlines. Intended primarily for those teaching engineering courses, but open to anyone.

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.  

Hosted by: Organizational and Human Development 

Facilitator: Chun Chih Chen 

MS Teams 

In today’s rapidly changing work environment, building strong and impactful work relationships is crucial to innovation, efficiency, and organizational success. Emotional Intelligence is the ability to read, understand, respond to, and manage the emotions in ourselves and others. It encourages self-awareness, internal self-regulation, and the exploration of diverse perspectives. Through effective and authentic communication, emotional intelligence will create positive relationships within our personal and professional lives. 

As the University of Waterloo strives to advance accessibility and disability inclusion on our campuses, consultation and community engagement play a key role in amplifying the equity-denied voices. Where the previous Accessibility Advisory Panel focused primarily on community engagement through one-way communication, the newly proposed Disability Affinity Program seeks to build community space for students, staff, and faculty with disabilities or neurodivergence to facilitate more authentic consultation opportunities.

In this session, instructors are invited to share their ideas and feedback on the development of the Disability Affinity Program as a potential, future space for instructors with disabilities to seek mentorship, peer support, networking, and knowledge exchange.

Join Nadine Fladd (Writing and Communication Centre) and Kari D. Weaver (Library) in this 90-minute online workshop as they discuss the potential and challenges for supervisors of navigating graduate students’ use of generative artificial intelligence for research and writing. Building off their successful Generative AI in the Literature Review: A Workshop for Graduate Students this workshop will share insights from student experience along with recommendations and resources for framing a collaborative conversation with your graduate students. Participants will have the opportunity to consider the myriad ways generative artificial intelligence is being used in research and writing tasks and explore productive and ethical adaptations across academic disciplines.

Outcomes:

• Participants will consider uses of generative artificial intelligence in graduate research and writing.
• Participants will discover recommendations and resources for discussing generative artificial intelligence with their graduate students.

This session is co-sponsored by the CTE, GSPA, Library, and WCC.