2013 CTLT Summer Institute

Another successful CTLT Summer Institute has now come to an end. Over the course of the 9 day event, 22 facilitators and over 160 attendees shared their experiences and knowledge around teaching, learning, and technology.

Thank you to everyone who attended or facilitated this year’s Summer Institute and contributed to its success. We hope the workshops helped enhance your understanding of teaching and learning practices at UBC and provided you with valuable insight into how you can apply new pedagogical tools in the classroom.

Schedule of events

Tuesday, August 20 | Wednesday, August 21 | Thursday, August 22

Tuesday, September 3 | Wednesday, September 4 | Thursday, September 5 | Friday, September 6


Tuesday, August 20, 2013


Seminar Rm. 2.22 A/B, Irving K. Barber Learning Centre

Register Here

Welcome to Teaching at UBC

Luisa Canuto, Manager, Faculty Programs, Centre for Teaching, Learning and Technology

Gillian Gerhard, Manager, Graduate Student Programs, Centre for Teaching, Learning and Technology

Judy Chan, Educational Developer, Centre for Teaching, Learning and Technology

Are you new to teaching at UBC? Curious about who UBC’s students are, and what the Faculty Service Centre (FSC) is? Looking for resources available to you at UBC to help you develop your course?

At this welcome session you will be introduced to what you need to know to teach your first course at UBC, including an overview of UBC students demographics, discuss UBC’s teaching and learning related strategic priorities and funding opportunities, and find out what support is available for you and how to access it. You’ll also make some valuable connections with other new faculty across the university. This session will be followed by 2 weeks of workshops relevant to those who are new to teaching at UBC — we welcome you to attend any that strikes your interest.


Seminar Rm. 2.22 A/B, Irving K. Barber Learning Centre

Register Here

The Flexible Learning Initiative: SUpporting the Needs of Learners

Dr. Angela Redish, Professor, Economics; Vice Provost and
Associate Vice President Enrolment and Academic Facilities

Dr. Hugh Brock, Professor, Zoology and Associate Provost, Academic Innovation

In the spring of 2013, UBC launched the Flexible Learning Initiative to support the development, delivery and evaluation of learning experiences that promote effective and dramatic changes in student achievement. With a focus on pedagogical and logistical flexibility, the initiative aims to enhance the learning experience of UBC students and enable greater access to UBC learning: as such, it is integral to UBC’s Place and Promise commitments. The university is committed to this change and President Toope has created a flexible learning implementation team, led by Vice-Provost Angela Redish, to support participating faculty with the transition of their courses.

Program and course level projects in 11 Faculties have been funded in the first round of the Initiative, and in the coming months there will be additional calls for proposals relating to Flexible Learning goals.

In this session, members of the flexible learning implementation team will provide an overview of the flexible learning initiative, including:

  • An Overview of initiative goals and objectives;
  • Background on the initiative, including UBC’s strategic assessment of flexible learning on higher education;
  • An update on the first stage of the initiative with examples of program and course projects that are undergoing transformation at UBC.

Participants will have an opportunity to engage with the session facilitators to discover more about the Flexible Learning initiative. Participants will also have the chance to discuss the potential of Flexible Learning with colleagues and explore strategies in their own courses that enhance student learning while providing students with additional flexible options in terms of course interactions, modes of delivery and use of media and learning technologies.


Seminar Rm. 2.22 A/B, Irving K. Barber Learning Centre

Register Here

Assessing and Redesigning Our Assessment Strategies

Judy Chan, Educational Developer, Centre for Teaching, Learning and Technology

Tim Came, PhD Candidate, Political Science

Midterms, term papers, oral presentations, final exams and occasional doses of quizzes are common assessment strategies often used in university classes. Aside from using them to assign ‘grades’, assessment serves an important role in the learning process. After participating in this workshop, you will acquire a few assessment tools for your teaching toolkit and use them to support your students’ learning.


Wednesday, August 21, 2013


Rm. 2.27, Fraser River Room, Irving K. Barber Learning Centre

Register Here

Refining Your Syllabus

Luisa Canuto, Manager, Faculty Programs, Centre for Teaching, Learning and Technology

Bring your draft syllabus and lunch! CTLT staff will be available to help you identify best practices in designing and communicating your course goals, assessment methods, and any other relevant information that should and may be included in your course syllabus to communicate your course goals and teaching approach with your students.


Seminar Rm. 2.22 A/B, Irving K. Barber Learning Centre

Register Here

Resources

Aligning Learning Technologies with Learning Principles

Lucas Wright, Learning Technology Specialist, Centre for Teaching, Learning and Technology

Emily Renoe, Learning Technology Specialist, Centre for Teaching, Learning and Technology

Zack Lee, Educational Resources Developer, Centre for Teaching, Learning and Technology

Sharon Doucet, Connect Project Assistant, Centre for Teaching, Learning and Technology

Roselynn Verwoord, Evaluation and Research Coordinator, Centre for Teaching, Learning and Technology

Join us for a hands-on workshop designed for faculty who want to learn and explore seven research-based principles and strategies (based on Susan Ambrose’s How Learning Works) for effective teaching and learning at UBC.

During this workshop, you will:

  • Explore how to use the 7 principles of learning to promote more effective learner-centred environments
  • Identify application of evidence-based teaching practices in Connect
  • Identify ways that web-based tools such as blogs and wikis can align with the learning principles
  • Reflect on how learning works and encourage a curiosity about learning


Thursday, August 22, 2013


Seminar Rm. 2.22 A/B, Irving K. Barber Learning Centre

Register Here

Promoting Better Learning: Teachers as Guides, Facilitators & Designers of Learning Experiences

Janice Johnson, Manager, Facilitation and Process Design, Centre for Teaching, Learning and Technology

How does focusing on learning change our thinking about teaching and our roles as teachers? If our role is to teach in ways that facilitate our students’ learning, what does this role entail that is different from how we may have taught in the past? Why is it often perceived as less comfortable to teach in this way, and more challenging to do well? Join us to explore how roles and responsibilities change when we act as facilitative teachers, and how we can promote more and better learning by successfully implementing more facilitative approaches to our teaching.

Good teaching is a journey rather than a destination. It’s not like a subway stop where, once you are there, you can cease moving forward … Inertia is an insidiously powerful negative force in teaching. We have to resist the temptation to stay as we are, to rest at the bus stop.
– Flachman, 1994


Rm. 2.27, Fraser River Room, Irving K. Barber Learning Centre

Register Here

Mapping Your Growth: Teaching Portfolio

Lucas Wright, Learning Technology Specialist, Centre for Teaching, Learning and Technology

Would you like to create a teaching portfolio but don’t know where to start? If you are wondering what a teaching portfolio looks like, what goes into a portfolio and how to go about starting your own, this workshop is for you.

We will explore the process of creating a portfolio. What is the value of reflecting on your teaching practice? How can we map out development as instructors and use the teaching portfolio to enhance folio thinking and enable practitioners and us to become more reflective? We will also consider how ePortfolios enhance the development of a teaching portfolio and the constraints there are to moving online.


Seminar Rm. 2.22 A/B, Irving K. Barber Learning Centre

Register Here

Maximizing TA and Instructor Relationships

Jens Vent-Schmidt, PhD Student, Immunology

Judy Chan, Educational Developer, Centre for Teaching, Learning and Technology

Teaching Assistants (TA) play a significant role in students’ learning. They teach, facilitate discussion, grade papers, conduct tutorials and labs, and perform many other duties to assist instructors and support students’ learning. As instructors, we need to provide support and guidance so that TAs can perform their best. In this session, we will explore what instructors and students expect from their TAs, key elements of the TA contract, and how we can enhance the teaching and learning experiences of our TAs.


Tuesday, September 3, 2013


Seminar Rm. 2.22 A/B, Irving K. Barber Learning Centre

Register Here

Developing Course Goals and Learning Objectives

Roselynn Verwoord, Evaluation and Research Coordinator, Centre for Teaching, Learning and Technology

Are you teaching a course this fall? Have you taken some time to identify what you are hoping students will learn by the end of your course? Have you considered what the specific learning objectives will be for each class within that course? If you are interested in exploring these questions and in developing or refining your course goals and learning objectives then this is the workshop for you!

In this interactive workshop we will explore course goals and learning objectives including what they are, how to create them, and their relationship to evaluation and assessment practices. Participants will have the opportunity to work individually and in small groups to develop or refine course goals and learning objectives for courses that they may be teaching in the fall, in order to:

  1. help define learners’ expectations
  2. provide learners with valuable self-assessment tools
  3. begin to think about developing assessment practices that align with course goals and learning objectives.


Seminar Rm. 2.22 A/B, Irving K. Barber Learning Centre

Register Here

Participatory Techniques for Different Environments

Zack Lee, Educational Resources Developer, Centre for Teaching, Learning and Technology

Jens Vent-Schmidt, PhD Student, Immunology

Providing opportunities for learners to actively engage in the learning process is an important aspect of creating a positive and successful learning environment. At times, it can be difficult to identify ways to engage learners and it can also be challenging as an instructor to try new techniques to engage learners when we may not know what techniques can be used, how to use them, or why we might use them.

In this session, we will collaboratively explore the thoughtful use of interactive teaching techniques to support learner engagement. Participants will have the opportunity to reflect on the alignment of various interactive teaching techniques to their course goals and learning objectives, their disciplinary contexts, and to their beliefs about teaching and learning.


Wednesday, September 4, 2013


Seminar Rm. 2.22 A/B, Irving K. Barber Learning Centre

Register Here

Mapping Your Growth and Identifying Multiple Feedback Streams

Jason McAlister, Lead Facilitator, Graduate Student Programs, Centre for Teaching, Learning and Technology

Growth is a constant component of your teaching practice. In this workshop, we will articulate goals for growth and investigate mechanisms to receive feedback, allowing you to assess and manage your growth. We will describe, practice, and create applications to collect feedback from learners, peers, and through self reflection; all integrated toward mapping your growth. Finally, we will examine inclusion of feedback within a portfolio or journal, providing yourself and others with an observable record of your growth as a teacher.


Rm. 2.27, Fraser River Room, Irving K. Barber Learning Centre

Register Here

Copyright and the Classroom: Understanding Appropriate Use of Copyrighted Material

Devin Soper, Faculty Course Associate, Scholarly Communications & Copyright Office

Jonathan Strang, Rights and Permission Manager, Scholarly Communications & Copyright Office

The session will provide you with important information about copyright compliance in the UBC context. We answer common questions about how to make your presentations, publications, and course materials “legal.” Participants will learn more about:

  • Copyright support services at UBC
  • UBC’s copyright and fair dealing guidelines
  • The new Library Course Reserves (LiCR) tool in Connect
  • Locating images and other resources that are okay for educational use
  • Author rights and copyright in scholarly publishing


Seminar Rm. 2.22 A/B, Irving K. Barber Learning Centre

Register Here

Tapping Into Student Metacognition

Mali Bain, Community of Practice Facilitator, Centre for Teaching, Learning and Technology

Shaya Golparian, Educational Developer, Centre for Teaching, Learning and Technology

Learning is an active process. How can you help your learners actively learn during your lessons? Metacognition provides insight and strategies that help learners understand their thinking or learning process and consequently be able to apply their learning in different contexts.

In this workshop, we will draw upon metacognition literature and classroom examples to explore ways to incorporate metacognitive processes within lessons. You will utilize content and activities gained from the workshop to develop a lesson plan integrating metacognition, providing opportunity for application in the classroom.


Thursday, September 5, 2013


Seminar Rm. 2.22 A/B, Irving K. Barber Learning Centre

Register Here

Incorporating Truth and Reconciliation Commission (TRC) Resources into Your Teaching and Learning

Will Engle, Strategist, Teaching and Learning, Centre for Teaching, Learning and Technology

Amy Perrault, Aboriginal Initiatives Strategist, Centre for Teaching, Learning and Technology

The UBC Faculty Senate has voted to suspend classes on September 18th to honour the opening of the Truth and Reconciliation Commission’s BC National Event and to help develop a better awareness and understanding of the Indian Residential School system that operated in Canada from 1875-1996, and how its effects are still with us today.

This workshop is an opportunity for faculty, staff, and other interested parties to connect with educational resources that could be integrated and contextualized into their courses to raise awareness of the Residential Schools and their significance. This hands-on session will explore the appropriate open educational resources, tools, and strategies that instructors can use to help create meaningful engagement with the TRC event.


Seminar Rm. 2.22 A/B, Irving K. Barber Learning Centre

Register Here

Privilege and Beyond: Engaging with Diversity in Your Classroom

Hanae Tsukada, Professional Development Coordinator, Centre for Teaching, Learning and Technology

Mali Bain, Community of Practice Facilitator, Centre for Teaching, Learning and Technology

Zack Lee, Educational Resources Developer, Centre for Teaching, Learning and Technology

This workshop will work to improve the conversations around politically and culturally sensitive issues in a classroom. A challenge in such conversations for both educators and learners often arises from not knowing how to move past awareness and acknowledgement of one’s privilege.

In this workshop, you will explore ideas of privilege and discrimination through interactive activities and some effective ways of engaging in significant conversations with your students. You will have a chance to share case studies, discuss in-depth the issues emerging from these incidents, and consider strategies for addressing them to create a more inclusive and equitable space in your classroom and beyond.


Friday, September 6, 2013


Seminar Rm. 2.22 A/B, Irving K. Barber Learning Centre

Register Here

TA: Getting the Most out of the TA Experience and Reducing Stress

Judy Chan, Educational Developer, Centre for Teaching, Learning and Technology

Janel Fergusson, PhD Student, Psychology

Graduate students and faculty both benefit from positive TA-Faculty relationships. Positive TA-Faculty relationships reduce stress and workload for both the TA and the faculty member. Learn to work effectively with faculty, promote communication and determine roles and responsibilities of your position as a TA. Being a TA should be a lifelong learning process that benefits all in the teaching/learning ecosystem.


Seminar Rm. 2.22 A/B, Irving K. Barber Learning Centre

Register Here

Teaching with Confidence in Challenging Situations

Jason McAlister, Lead Facilitator, Graduate Student Programs, Centre for Teaching, Learning and Technology

Leigh Gabel, PhD Student, Experimental Medicine

Will you be teaching for the first time? Do you want to gain confidence in the classroom? How can you handle challenging situations in the classroom, and possibly help prevent them? Confidence in the classroom can be essential to having a positive teaching experience, and will benefit the learners in your class. You have spent years learning the content of your discipline, this workshop will help you to teach with confidence!