Mid-year Faculty Check-in
10:00 am – 12:00 pm
IKBLC, Lillooet Room 301
As a follow-up to the New Faculty and Staff Orientation and the Orientation to Teaching this summer, new faculty are invited to a mid-year check-in with UBC’s Senior Advisor Teaching and Learning and Academic Director CTLT, Simon Bates, and CTLT educational consultant staff. Please join us for a morning of discussion and reflection. CTLT staff will introduce you to programs and services available to support your career as a faculty member at UBC.
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WeBWorK for Beginners! Using and Developing for the Open Problem Library
12:30 pm – 2:30 pm
IKBLC, Lillooet Room 301
This hands-on workshop will cover how to both use existing problems and develop new problems for WeBWorK. WeBWorK is an open online homework system which was developed for math and is increasingly being used in engineering and science courses. Facilitated by instructors who are developing problems and using WeBWorK in their courses, this workshop will allow participants to acquire the key knowledge needed to start developing and contributing their own problems to the public problem bank known as the Open Problem Library.
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Best Practices of Using Lightboard to Create Educational Videos
10:00 am – 11:30 am
University Services Building, UBC Studios – Main Studio – Room 0110
In this session, you will learn about the Lightboard, how it works, and unique ways to use this tool in order to present your information in clear and engaging ways that encourages student learning.
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How Teaching Practices Influence Student Mental Health and Wellbeing
10:00 am – 11:30 am
IKBLC, Lillooet Room 301
The TLEF project How Teaching Practices Influence Student Mental Health and Wellbeing reveals how instructional practices can have a positive impact on the student learning experience by promoting their wellbeing. This interactive session will share our findings, integrate ideas and share strategies via group discussions. Examples of applying some specific strategies will be shared to stimulate brainstorming and generation of new ideas for application. Participants will leave with instructional tools that will inspire approaches for considering student wellbeing in their classroom. Join us to learn about some of these simple and practical methods that you can try out in the coming term.
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Developing Reflection Strategies and Activities in Community-engaged Learning
12:30 am – 2:00 pm
IKBLC, Lillooet Room 301
This interactive session will discuss the importance of reflection in community-engaged learning (CEL) and support faculty in developing reflection activities and methods in their community-engaged courses. We will discuss CEL theory and reflection, how to develop an overall reflection strategy, as well as linking reflection to assessment. In small groups participants will have the opportunity to share ideas, approaches and challenges in their own work with reflection, and get input from their peers and facilitators. Attendees will leave this session with an better understanding of best practices for developing reflection in their courses, how to link reflection to assessment, and reflection tools and resources.
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What can Inclusive Teaching Practices Look Like? From Experiments to Successful Strategies
3:00 pm – 4:30 pm
IKBLC, Lillooet Room 301
Studies have shown teaching practices that engage with the diversity of learners in terms of social and cultural background, learning styles, and abilities can contribute positively to students’ wellbeing and sense of belonging at the university, both of which influence students’ ability to learn. This session is for those of us who wish to implement new teaching strategies and explore lessons learned from strategies that other instructors have used in their UBC classrooms. Panelists from a range of disciplines will share their pedagogical practices, as well as their trials and errors in making their teaching practice more inclusive.
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Prepping Students for Peer Assessment
9:00 am – 10:30 am
IKBLC, Lillooet Room 301
Students are skeptical about the fairness of grades determined by peer assessment methods. However, this skepticism disappears when students are given the opportunity to learn about and to practice peer assessment skills. In this session, we will show you an online workshop for giving students practice with peer assessing written work. We will discuss the implementation of this workshop, and its adaptation for different courses. We will also review the educational goals that can be achieved by the use of peer assessment methods, report on students’ perception of the workshop, and show how it has affected the quality of their written work.
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Learner-Centred Course Designs: Where are we now?
12:00 pm – 2:00 pm
IKBLC, Lillooet Room 301
In this session, we invite past participants from the Course Design Intensive (CDI) to share your experiences taking your redesigned courses back into the classroom. Please come prepared to share your thoughts (informally) on what you changed, how the revised (or new) course was received by your students, what worked well, and what needs further refinement. This is an opportunity to share and get feedback from your peers on ongoing questions, murky ideas and planned innovations.
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UBC Studios Hands-On Tour
1:00 pm – 4:00 pm
University Services Building, UBC Studios- Main Studio – Room 0110
This hands-on studio tour will introduce you to the educational media support services available at UBC Studios for all UBC faculty and staff. The Open House will begin with a short presentation / Q&A session. Our staff will then guide you through a hands-on tour of the services at the Studio: Video Production, Graphics and Print, Motion Graphics and Animation, Audio Recording Suite, Lightboard and DIY Studio, One Button Studio and Live Hit and Virtual Reality Lab.
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Beyond the Text: Promoting Digital and Visual Literacy Through Multimodal Projects
1:30 pm – 3:00 pm
Irving K Barber Learning Centre, Room 156
In our present digital age, language and visual communication work together to organize content and create meaning. Text is often no longer delivered in isolation, instead multimodal combinations of language, images, video, sound and/or spatial components all take part in the process of communication. This is not new by any means; however, faculty continue to face challenges in how best to incorporate media projects into their courses.
In this workshop, we will focus on ways that multimodal projects can align with and inform particular class and project outcomes. We begin by uncovering strategies of how to adapt course content to help facilitate students to better produce multimodal projects. By familiarizing participants to specific methods and examples, we will demonstrate how to purposefully target and connect content with multimodal ways of learning and communicating specific to disciplinary outcomes. The session will conclude by sharing rubrics and assessment strategies for grading, that take into account the objective of the project and how knowledge is demonstrated in the work. By the end of the workshop, instructors will feel more confident in how to implement multimodal assignments to achieve course learning goals.
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