Using Svinicki's prior work on student motivation, a possible framework for understanding student motivations was discussed.
With a focus on enhancing the learning experience, this session explored two models of learning: Kolb's experiential learning model and Felder-Silverman's learning style model.
Participants completed the online teaching perspectives inventory and brought their results with them to the sessions.
Student course evaluations in University of Waterloo Engineering are a long-standing joint venture between the Faculty and EngSoc.
In this session, participants observed a novice instructor (the role of novice instructor was played by Gordon Stubley) giving a lesson to a group of undergraduate students (student volunteers offered to attend and play the role of student).
This case study, presented in a July 2012 workshop, introduces a concrete strategy for deciphering feedback obtained through course evaluation questionnaires.
The need to add new subject material or desired student outcomes to existing courses creates challenges if we are to ensure that the required student workload is reasonable. Usually the addition of new course content or focus requires that some existing subject material be removed.
In this study (PDF), researchers from two Ontario universities tested the theory that ISW graduates adopt a more student-centred and less teacher-focused approach to classroom teaching than those who had not participated in ISW.