Sustainability in the Curriculum now has its own website which shares information, resources, and other information for faculty, staff, and students interested in learning more about how they can integrate and study sustainability principles into their courses.
Join us on July 25th, 2024 from 12:30pm-2:30pm at the Wicked Problem of Precarity Symposium. The symposium will feature the culmination of student and instructor work with poster presentations, networking, and graduate students insights.
The Accelerating Sustainability into the Curriculum Report is here. The report highlights existing siloed efforts at integrating sustainability principles into education at Waterloo and strong campus support for a more cohesive approach to integrating sustainability into education.
Sign up to join the Introduction to Creator+ in LEARN workshop for insight into how you can make your LEARN course more engaging for students.
On August 15th from 10:30am-11:30am, the Centre for Teaching Excellence is hosting a workshop for instructors about Assistive Technologies Students Use to Support Learning.
The instructors of the Wicked Problem of Climate Change (Fall 2024) course offering sat down with Waterloo Imprint to discuss some of the features of the next iteration of the Wicked Problem Course.
Earlier this month, two members of the Student-Led Individually Created Course (SLICC) project team, facilitated a workshop at the University of Waterloo’s Teaching and Learning Conference. Aligning with the conference theme, “Sparking and Sustaining Student Engagement,” the workshop centred on cultivating self-directed learners for today’s rapidly changing world.
Connect with Emma McDougall, SLICCs Project Manager to learn more about how you can incorporate a SLICCs framework into your course to enhance student learning.
The Accelerating Integration of Sustainability into the Curriculum project shared their findings from their study on integrating sustainability into the curriculum at the University of Waterloo's Teaching and Learning Conference.
The need to incorporate sustainability into post-secondary education is identified and supported by undergraduate students.
After months of dedicated internal work, the AEP team presented at the University of Waterloo’s annual Teaching and Learning Conference. The goal was to engage with the broader Waterloo community, discuss the project’s objectives, and highlight the impact of accessible teaching practices and policies. They also sought feedback from instructors and staff who have implemented their own accessibility teaching initiatives.
A panel discussion titled, “Co-Designing, Co-Teaching, and Co-Learning with Graduate Students: Making Interdisciplinary Teaching of Wicked Problems Work” at UW’s Teaching and Learning Conference provided compelling insights into the practice of interdisciplinary teaching.