When I was an undergraduate student, there was no Internet. We lined up to register for courses in a hot gym. I went to class, researched and wrote papers, studied for exams, passed x courses with a minimum grade of y to receive z credits in return for a diploma. After it was over, I didn’t look back.
Perhaps that’s still the perspective new students have when they approach the University of Waterloo for the first time: What do I have to do to get my diploma? The answer, they’ll find out, is that they still have to navigate their way through a series of classes, coursework, exams, and maybe co-op placements and volunteer opportunities.
What has changed is the technology that’s available to help them make meaning of their experiences as a university student. But I’m getting ahead of myself, because it’s not really about the technology.
The Collaboration and Teamwork Community of Practice provides an opportunity to connect with peers to share examples, experiences, ideas, resources, and best practices around collaboration, teamwork, and group work in education. Organized by the Department of Knowledge Integration and the Centre for Teaching Excellence.
The first meeting will be held on Friday, November 1 from 10:00 to 11:30 a.m.
The Educational Technologies Community of Practice aims to provide instructors with the opportunity to connect with peers to share examples, experiences, and best practices around all kinds of educational technologies. This community of practice will have a blended format combining both face-to-face and online opportunities to connect. Organized by the Centre for Teaching Excellence.
The first meeting will be held on Monday, November 25 from 12:30 to 1:30 p.m.
Over 400 people attended the University of Waterloo’s 11th Annual Teaching and Learning Conference, for a full day of presentations, workshops, posters and panel discussions focused on the theme of “teaching and designing for diverse learners.” Conference co-chairs, Kyle Scholz and Kristin Brown, explain: “We use the term ‘diverse learners’ to represent the very real context of any teaching environment at the University of Waterloo: Learners come to our courses with varying backgrounds, experiences, and abilities, so we need to acknowledge that in the design and implementation of our teaching practices, activities, and assessments.”
Since 2012, 84 LITE Seed Grants have been awarded to instructors and staff investigating innovative approaches to enhancing teaching and fostering deep student learning at Waterloo. We are excited to announce the funding of four new projects this year:
The Certificate in University Teaching (CUT) program provides a comprehensive teacher development experience that is open to PhD students at the University of Waterloo. Completion of the program is recognized by a certificate issued by Graduate Studies and Postdoctoral Affairs and listed on the participant’s transcript.
Each year, the Centre for Teaching Excellence and Graduate Studies and Postdoctoral Affairs award one CUT program participant in recognition and celebration of effort and reflection that go above and beyond the course requirements.
We are excited to announce that the 2019 CUT Award has been awarded to Sarah McCrackin, a PhD student in the Department of Psychology. Sarah’s research in cognitive neuroscience focuses on understanding the significance of eye gaze in social interactions with respect to understanding what people are thinking and feeling.
The award recognizes Sarah’s self-reflection throughout the program—with respect to personal teaching goals, pedagogical choices, and strengths as well as areas that need improvement.
We spoke to Sarah about her experience with the CUT program and her thoughts about teaching in a post-secondary environment.