Integrative and Experiential Learning Series
While ChatGPT has dominated university discussions about AI, there have been parallel advancements in AI image generators. In this experiential and interactive session, attendees will be guided through a sample AI image generation exercise that you can consider adapting to your own courses. The School of Planning’s Dr. Katherine Perrott and urban design student, Micheal Glazyrin, will facilitate this session, drawing out both the opportunities and constraints of image-based generative AI.
One of the questions that often comes up with respect to experiential learning is, “How do we assess this learning?” Toni Serafini and Carm De Santis (SMF) shared their experiences with assessing these more challenging-to-assess learning experiences.
Based on experiences with simulations in an International Relations classroom, Veronica Kitchen discussed how to find or plan simulations, and how to integrate them into your courses. Her student, Istvan Szepesi, discussed how the student experience is changed by the inclusion of games and simulations.
Learning circles or sharing circles are a foundational approach to Indigenous pedagogy-in-action, since they provide a model of educational activity that encourages classroom dialogue, respect, and the co-creation of learning content.
Carrie Mitchell and her two former students described how Carrie encourages collaborative, creative experiential learning in PLAN 102 - a large first-year class.
Kelly Anthony discussed findings from a research project she and Jenna Van Draanen undertook to determine if providing CSL opportunities for a small group of students who would then ‘peer-‘teach’ their classmates would enhance student experience and engagement in class for both CSL and non-CSL students without requiring the resources to coordinate volunteer service for an entire class.
Bryan Grimwood shared activities he incorporated into his Rec 230 Outdoor Recreation Resources Management class of 100 students to help his students get to know each other and interact with each other about substantive matters. Michelle and Zack, former students of Bryan’s, shared how participating in these activities shaped their learning.
Building on our previous webinars Integrating Reflection into Teaching and Learning and Strategies for Helping Students Make Connections, we’ll explore how we can help students develop their reflection skills through the use of assessment and feedback.
In the fall of 2010, students in RS 495: The Living Traditions of India travelled to India with Professor Doris Jakobsh. During their travels, the students were required to complete a series of weekly reflective activities within their ePortfolios, complete a number of readings, and participate in group discussions.
This webinar showcases integrative teaching and learning strategies that can be readily incorporated into courses and is filled with examples and tips from across the Faculty of Arts, many of which were generously shared by Waterloo Arts instructors using these activities in their courses.
Wayne Chang and his former students describe how their courses develop entrepreneurial mindset through experiential learning experiences.
Francis Poulin has developed what he calls “Experiential Learning through Model Simulations” or ELMS. These are experiments "in silica" that students do in a tutorial where they are able to visualize solutions to problems such as the vibrations in a string and drum (of various shapes) and surface waves near the beach (with a bumpy bottom).
Review the experiential learning landscape as it appears during these extraordinary times, and learn how your colleagues across campus have addressed the situation.
During this session, Arts Teaching Fellow and Philosophy instructor Shannon Dea described her recent use of "à la carte" assessment in a lower division Philosophy/Women's Studies class. Dea had set aside 45% of the course grade for the students to design for themselves.
A certificate that prepares students to be global citizens by inculcating broad diversified awareness and creating learning opportunities for them in international settings, one of the overall objectives outlined in UW’s Sixth Decade Plan.
Dr. Kelly Anthony discussed her involvement with the Community Service Learning group and how she has been able to make a Community Service learning opportunity available as an option to students in her course.
Judene Pretti and Sandra Loucks Campbell described the types of activities they have incorporated into their respective online courses to help students integrate experience.
This webinar is the first in a series of webinars taking a closer look at reflection and answering questions like: Where does reflection fit in to your and your students’ plans? What should students reflect on? How can you get started designing reflective activities for your course? What are some approaches you can take to assessing reflection?
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This session explored ‘"non-essential" activities: activities that occur outside the classroom and are not considered essential components of a university education, yet are truly vital to learning critical skills of life.
Joslin and Mandy Gu discussed the benefits and challenges associated with integrating written reflective assignments into a course that traditionally does not focus on reflective activities.
The presenters explained how an experiential learning component can engage and motivate students in a Qualitative Methods course. Students learned how to foster sustainable ‘green’ communities by taking the lessons learned in the classroom and applying them in the Region of Waterloo.
In the fall 2011, the School of Accounting and Finance launched a sequence of courses called "Learning to Integrate." Nancy, Tim, Shannon and Anson shared the benefits and challenges encountered as they worked together to help students make connection across courses throughout the program and between academic and community, social, and work environments.
Jill Tomasson Goodwin worked with on-campus ‘community’ partner, (rather than off-campus one), to design a project where all students in her DAC 300 course, working in teams, researched and addressed the community partner’s real-world problem.
In this session, we covered the history of the Living Lab program at Waterloo, heard from students and instructors that have participated in Living Lab projects, and perused some of the sustainability projects looking for matching courses.
Leeann Ferries shared her experience and lessons learned while integrating ePortfolios into her course for the first time- how she introduced the ePortfolios to the students, how she assessed the ePortfolio activity, what worked and what she’ll consider doing in the future.
The intent of program is to explore and enhance UW students’ leadership capabilities, and to help students gain knowledge and develop skills in leadership on campus and within the community.
The student presenters discussed connections they have made between the academic and non-academic environments, how they have made those connections, and what instructors can do in the classroom to help students effectively integrate their learning.
Students in the BKI program are expected to engage meaningfully in an area of concentration that may lie within a discipline anywhere on campus. During their final year, students complete an undergraduate research project.
Exciting and challenging for both the professor and the student, the case-based method immerses students in a first-person scenario that is usually fraught with conflicting and incomplete information but that nonetheless requires a solution be found.
Developed at the University of Edinburgh, SLICCs promote student ownership of their learning by allowing students to co-create their learning experience, leading to deeper student engagement.
Christine Kampen Robinson presented a workshop offered by the Centre for Career Action (CCA) to undergrads and grads to help them identify their skills, abilities, and potential areas of growth, and help them convey these clearly and confidently to employers.
Troy Glover described how collaborating with a community partner provided students in his Rec 220: Program Management and Evaluation course the opportunity to apply course theory and content to designing, delivering, and evaluating an actual program.
During this session, Jason Thistlethwaite discussed his use of the Northern Gateway Pipeline negotiation simulation. Participants had the opportunity to consider how they might integrate simulations into their courses to provide an engaging, active learning experience for their own students.
Steve Lambert and David Effa focused on how to use case studies in class, including a demonstration of case-based teaching using an actual case study.
Steve Balaban (SAF) and his students describedand demonstratedsome of the various exciting, interactive exercises that Steve plans for his students to help them make sense of concepts related to finance and help them develop skills they'll need outside the classroom.
Greta designed the History 347 “Witches, Wives and Whores” course, which's activities that require students to take an active role in their learning, build on their critical thinking and research skills and engage deeply with course content in a way that is personally meaningful to them.