Join us for three research talks by doctoral students taking part in the advanced Certificate in University Teaching (CUT) program, and find out more about the educational research interests of your fellow graduate students across campus. This will be a 2.0 hour-long session that will count toward your Fundamentals workshop credit.
Implementing Blended Learning in Kinesiology (30 min. research presentation)
Michael Paris, PhD Candidate, Department of Kinesiology
The modern learning environment is highly dynamic and is evolving to incorporate blended learning approaches, which can be defined as the thoughtful integration of traditional face-to-face class time and technology mediated learning (e.g. online education). While blended learning is being widely adopted across several facets of higher education, the field of Kinesiology is a prime candidate for blended learning implementation because of the necessary integration of course content and laboratory practice. However, implementation of blended learning can be challenging due to lack of pedagogical training, increased workloads, and lack of technical or financial support. Many of these challenges can be overcome or lessened with formal adoption of blended learning by institutions, which overall, may improve learning effectiveness, increase convenience for learning, and decrease costs and constraints associated with physical spaces. The learning outcomes for this presentation are to: 1) formally define blended learning, 2) summarize the benefits of blended learning approaches within the context of Kinesiology, and 3) describe key elements for successful implementation of blended learning.
Engaging Sport Management Students through Educational Technologies (30 min. research presentation)
Kristen Morrison, PhD Candidate, Department of Recreation and Leisure Studies
Millennials, who comprise much of today’s college and university students, have grown up as “digital natives,” drawing on the internet and related technology to immediately and easily access information (Elam, Stratton, & Gibson, 2007; Manning, Keiper, & Jenny, 2017). The integration of educational technology into the classroom is perceived to be a way of relating more effectively to millennial students and proponents of educational technology argue that the use of technology not only promotes deeper learning, engages and motivates students, but also helps students gain the skills they need in their early career (Beckem & Watkins, 2012; Kassens-Noor, 2012). Recognizing the benefits that educational technologies offer, as well as the growing importance of technology in the sport industry, sport management faculty have begun incorporating technology into their curriculum (Hardin & Pate, 2015; Pedersen, Parks, Quarterman, & Thibualt, 2011). This presentation will explore how educational technologies are used in sport management courses, and what their impact is on student learning and engagement.
Discussion-based Teaching for Critical Thinking in Tutorial and Lecture Settings (45 min. interactive workshop)
Nathalie Oomen, PhD Candidate, Department of Kinesiology
Instructors often struggle with the implementation of active learning because it is believed to come at the cost of delivering high volume content (Anderson, 2016). Discussion-based teaching methods are suggested to promote active and collaborative learning among students, and more specifically improve academic performance, facilitate social interaction, and stimulate critical thinking (Hajhosseini et al., 2016; Chiang, 2017; Innes, 2017; Bliuc et al., 2010; Anderson, 2016). Critical thinking is viewed as essential for any learning experience because knowledge is the result of dialogue, discussion and consensus within a learning community from a social constructionist perspective (Whithaus & Magnotto-Neff, 2006). This workshop will introduce several discussion-based techniques that promote critical thinking. The learning outcomes for this workshop are: (1) to explain the potential benefits of discussion-based teaching methods for the learner, (2) to describe Brookfield’s pedagogical approach to critical thinking and related discussion-based teaching methods, (3) to identify (at least) one format from discussion-based activities for future teaching practice.
- Registration is required. Difficulty registering? Read our registration help guide.
- Participants will receive an attendance credit toward the Fundamentals program if they arrive on time and stay until the end of the event.
- A maximum of one special topic workshops can be counted toward your Fundamentals certificate.
Many of our workshops have waiting lists, so if you've registered but can't attend, please notify us 24 hours in advance (at email@example.com ) so that we can give your spot to someone else.
The University of Waterloo is committed to achieving barrier-free accessibility for persons with disabilities who are studying, working, or visiting at Waterloo. If you have questions concerning access, such as parking, building layouts, or obtaining information in alternative formats, or wish to request accommodations for a CTE workshop or event, please contact CTE via email (firstname.lastname@example.org) or phone (ext. 33857) and include the session’s title and date. Our workshops typically involve a mix of presentation and discussion-based activities, and we encourage a scent-free environment. We also welcome accompanying assistants, interpreters, or note-takers; notify us if accommodations are needed in this regard. Please note that some accommodations may require time to arrange.
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