At the UW Teaching and Learning Conference, I spoke about engaging students in their assessments by incorporating contributions from those students.

Abstract:

How can we better engage our students with their assessments? The use of student-generated questions (SGQs) or student-generated tests (SGTs) have been examined in recent years as demonstrated by Lam (2014). This approach is recognized to promote students’ active participation in the assessment process and to potentially provide students with timely feedback before misconceptions can be formed...

At the Math Teaching Seminar, I spoke about practices that I employ in my courses at the University of Waterloo to encourage and promote student voices.

Abstract:

One of my teaching goals for the past year was to establish practices in my courses that promote student voices and intentionally gather student feedback throughout the term. As a result, these practices have developed into a cohesive process that: (1) begins before the first day of class, (2) relies on anonymous and known feedback from students (the latter acquired from “Student Reps”),...

At the Western Conference on Science Education in London, I co-facilitated and moderated the first contributed debate with Professor Holly Steeves.

Abstract:

Be it resolved: Recording live lectures is a post-pandemic practice that must be considered. During the pandemic, many students became accustomed to having materials - in recorded format - posted on their learning management systems (LMS). Such recordings were either created in advance or during live lectures. But we must ask ourselves how these practices have influenced students' learning and...

At the First-Year Math & Stats in Canada (FYMSiC) online one-day conference, I spoke about advice that I received before starting my full-time teaching position.

Abstract:

As a new instructor there are many items that you need to learn, such as your institution's learning management system, other systems, courses, expectations, and so on. This talk will discuss different ways that new instructors can ease their heavy workloads by learning to NOT "re-invent the wheel" when teaching a new course for the first time.