Lakehead University Teaching and Learning at Lakehead Dr. Nancy - - PowerPoint PPT Presentation

Lakehead University

Lakehead University

Teaching and Learning

at Lakehead

• Dr. Nancy Luckai, Deputy Provost

August 2016

Lakehead University

Welcome!

Today’s objectives – an overview of

• Teaching resources at Lakehead

University

• Policies and Regulations
• Who are our students?
• Effective course and lecture design

Lakehead University

Teaching Matters

“The most obvious thing about your first year

• f full-time teaching is the staggering

amount of time and effort required.” ▹Molly Ladd-Taylor and Franca Iacovetta

• Build a teaching community
• Organize a teaching dossier as a

living document

• Consult the IDC website

Lakehead University

The Student Body

Lakehead University students are diverse:

• Primarily domestic
• Majority are 18-24; about one-quarter 25+
• Students with disabilities
• First generation students
• Students of Indigenous and Aboriginal

ancestry Beloit College Mindset List (look it up for fun!)

Lakehead University

What this means for you

• Smaller class sizes (“it’s all relative”)
• Unlimited access to information
• Passive learning – means ….?
• Active learning is a real option
• Making expectations explicit is important

(use your Course Outline and D2L)

Lakehead University

Accessibility

• OHRC ruling (see Provost’s memo on your USB)
• Accessible course outlines, slides, and handouts
• Discuss accessibility with students in a

respectful manner

• Work with SAS to address accommodations
• Use D2L to post course notes and/or slides,

announcements, handouts

More detailed information on the IDC Accessible Education webpage

Lakehead University

Student Feedback on Teaching (SFT)

• SFT policy
• Online and on paper
• Opt out of online until September 23
• Online conducted through myinfo
• Paper conducted in class
• 2nd and 3rd last weeks of class
• 45 day course or less – during last 5 days
• Minimum class size of 5 students

Lakehead University

Engaging Students in the SFT

• Explain how you use the SFT
• Explain how the Institution uses the SFT
• Encourage students to complete them
• Do it early!
• Provide class time for completion
• Paper (built into the process)
• Online (create opportunities)

Lakehead University

Using SFT

• Sub-set of questions
• Annual Report
• Promotion, Tenure, and Renewal
• Merit
• Narrate the results
• Get help with interpretation
• Continuing education!

Lakehead University

Timely Feedback (Reg’n XII)

• At least 25% (for one term courses) and 30% (for two

term courses) of the final grade shall be provided to students prior to the last day to withdraw without academic penalty for the course.

• Exceptions - theses, dissertations, pass/fail courses,

directed reading courses, seminar courses, independent research study courses, and performance courses.

• All other exceptions must be approved by the Dean.
• Exceptions granted should be noted on the course
• utline.
• Courses of fewer than 12 weeks – apply the spirit.

Lakehead University

Scheduling Considerations for 2016-2017

Withdrawal Dates

• Fall 2016 – November 7
• Fall/Winter 2016-2017 – February 3
• Winter 2017 – March 10

Fall 2016 important dates

• First day of classes – Tuesday, September 6
• Final day to register – Monday, September 19
• Final day of classes – Monday, December 5
• Examination period – December 8 to 18 (11 days,

includes Sundays)

• Marks due - Friday, December 23

Lakehead University

Scheduling Considerations for 2016-2017

(*Find other important dates in the Course Calendar) “In all courses instructors must not give any form of test other than laboratory and drafting tests in the last five days of classes in each term without prior approval of the Faculty Dean.”

Lakehead University

Academic Dishonesty

Regulation IX covers and defines plagiarism Student Code of Conduct and Disciplinary Procedures Article 3.1

• file a written complaint to Judicial Officer after

meeting with the student

• report shall be filed within 20 working days after

the incident has come to the attention of the complainant

Lakehead University

Your Role in Academic Integrity

• Put relevant sections of Regulation IX and the

Code on course syllabus

• Teach about common forms of academic

dishonesty

• Remind students in advance of assignments
• Consider including a graded assignment on plagiarism
• Go over the IDC Academic Integrity Reference Guide
• There is a Quick Reference handout and

Powerpoint slides for each campus.

• You MAY have students from both campuses in

an individual course

Lakehead University

Dealing with Academic Dishonesty

• Speak with the student about your concern
• File a written report with a Judicial Officer

(your Dean)

• Judicial officer makes the decision
• Consult with your Department Chair or

Faculty Dean about common practice

Lakehead University

The Course Syllabus/Outline

• Collective Agreement, Section 16.02.07:
• “course requirements, assignments,

evaluation procedures, components and percentage weighting of the final mark, penalties for late filing of assignments,

• ffice hours for academic counselling and

any other relevant material”

• Copy to immediate supervisor
• Any change to be provided to students and

immediate supervisor

Lakehead University

Course Syllabus/Outline

Use it as a teaching tool

• Contract between instructor and student
• Link course content, relevance to program

and beyond – learner outcomes!

• Be explicit about expectations

(assignments and evaluation)

• Time management planning
• University Regulations/Policies
• Use accessible formatting (AODA)

Lakehead University

Course Design – The 4 Key Questions

• 1. What do I want my students to know by the

end of the course?

• 2. What do they need to read to support their

learning?

• 3. What assignments can I design to support

their learning?

• 4. How will I evaluate their learning?

Lakehead University

• 1. What do I want my students to

know by the end of the course

Course Learner Outcomes

• What are they?
• How are they created?
• “By the end of this course, students will be

able to…”

• Is verb choice important?
• Blooms taxonomy of cognitive domains
• Knowledge -> Evaluation

Find more information on the IDC Learning Outcomes webpage

Lakehead University www.Fractuslearning.com

Lakehead University

• 2. What do they need to read to

support their learning?

Choices, choices

• Book, course pack, Library reserve’s, website

What to do with the readings?

• Class size, year level
• Explain relevance in class or the syllabus
• Integrate readings into lecture
• Consider teaching students how to read

effectively

• Allow class time to review required readings
• Team-based learning quizzes

Lakehead University

• 3. What assignments can I

design to support their learning?

Out-of-class assignments (evaluated)

• Research papers, reflective papers, group work,

movies/music/theatre, print/web media, labs In-class assignments (evaluated or not)

• Group discussions, pop quizzes, written

summaries, problems Relating your LO’s to your assignments

• Yes, there should be a connection!

Lakehead University

• 4. How will I evaluate their

learning?

What is the purpose of assessment? What is its connection to learning (deep vs. surface) and your learning outcomes? Tools of evaluation

Lakehead University

Encourage Active Learning

Some examples:

• Top Three
• One minute papers/summaries
• Interactive Anonymous Quizzes
• Break out groups
• Self-assessment

Lakehead University

Lecture Design

• Start with the “big picture” (review)
• Outline the essentials of the lecture (LO’s)
• Shift topics
• Integrate activities and discussions (active

learning)

• Encourage questions. Ask questions.
• Consider posting slides/notes before/after class
• Encourage students to take notes (of what you

are saying!)

• Make connections (readings, topics, their lives)
• Summarize

Lakehead University

The First Class

Set the stage

• Be early and greet them
• Introduce yourself and the course
• Student names - powerful
• Course syllabus – teach it!

Lakehead University

The First Class

Set the stage

• Be explicit about your expectations
• Aim high!
• Netiquette
• Academic integrity

Lakehead University

Teaching and Learning

• Ongoing process for all professors
• Be clear and consistent
• Check in with the students
• Consult with the IDC, colleagues, or
• nline resources

“Education isn’t something that you can finish.” –Isaac Asimov

Lakehead University

Thank you!

Contact the IDC to connect you to Teaching and Learning Resources and Support IDC website Email idc@lakeheadu.ca Phone (807) 343-8554 Contact: Breanne Neufeld, Coordinator