Calendar

Sep
28
Thu
Supporting First Year Students in Transition and Maintaining Student Retention
Sep 28 @ 12:00 pm – 1:00 pm

One of York’s priorities is ensuring that all students have a successful first year experience that continues through their upper years. The process of transition to university is a life-changing event for a student, which extends beyond academic adjustments.   Knowing our first year students and the particular challenges they face, such as being the first in their family to go to university, additional responsibilities outside of school (part-time jobs, family responsibilities etc.), long commutes etc., will help you to support your first year students in transition.

As TAs, you are often the first point of contact for students, so you will have a huge impact on their university experience and you can make their first year at university a supportive and enjoyable one.

This workshop will look at potential needs of first year students, focusing purposefully on five areas of need or ‘senses of success’ (Lizzio, 2006): (i) sense of capability; (ii) sense of connectedness; (iii) sense of purpose; (iv) sense of resourcefulness; and, (v) sense of academic culture.  Participants will engage with one another to discuss and brainstorm best practices for supporting students in the classroom.  Participants will also be provided with resources, including programs in place at York U in supporting and retaining first year students.

This workshop will count towards the Teaching Commons ‘Record of Completion’ certificate

Register for Supporting First Year Students in Transition and Maintaining Student Retention

Oct
2
Mon
Developing Effective Partnership and Pedagogy for your Internationalized Classroom (Glendon)
Oct 2 @ 12:00 pm – 4:00 pm

“Developing Effective Partnership and Pedagogy for your Internationalized Classroom” is facilitated in partnership with the Teaching Commons and the Globally Networked Learning (GNL) project team. This session is designed to support faculty members and IT/library staff, who wish to incorporate GNL into either existing or future courses and/or other research, or support research/IT support for GNL courses. In the workshop, we will briefly cover what GNL is and discuss its relevance/importance for current and incoming students at York; provide tools and strategies for effective collaboration with faculty/non-academic researchers with whom York U instructors may wish to design a GNL course/module; and review case studies/models of effective pedagogy and curriculum design for an internationalized classroom. Facilitators of the bootcamp will ensure that the session is interactive and that participants gain the step-by-step guidance they need to embark on their GNL project.

Register for Developing Effective Partnership and Pedagogy for your Internationalized Classroom (Glendon)

Lunch will be provided. 

Oct
4
Wed
Teaching Critical Reading Skills Workshop for TAs
Oct 4 @ 10:30 am – 12:00 pm

Having trouble getting your students to do the readings? Academic reading is central to academic success at university, so why is it so difficult to convince students to keep up with course readings? Effective academic reading is time-consuming, requires deep attention, critical reflection, the ability to connect readings to one another and to course objectives, and often requires approaching difficult readings more than once. Though experienced scholars understand this, students may not. This session focuses on “unpacking the skill set” required for effective academic reading and provides ideas about how to foster these skills in your students.

This workshop will count towards the Teaching Commons ‘Record of Completion’ certificate

Facilitated by Cathy Boyd-Withers from Learning Skills Services

Register for the Critical Reading Skills Workshop for TAs

Oct
5
Thu
Developing Effective Partnership and Pedagogy for your Internationalized Classroom (Keele)
Oct 5 @ 11:30 am – 3:30 pm

“Developing Effective Partnership and Pedagogy for your Internationalized Classroom” is facilitated in partnership with the Teaching Commons and the Globally Networked Learning (GNL) project team. This session is designed to support faculty members and IT/library staff, who wish to incorporate GNL into either existing or future courses and/or other research, or support research/IT support for GNL courses. In the day-long workshop, we will briefly cover what GNL is and discuss its relevance/importance for current and incoming students at York; provide tools and strategies for effective collaboration with faculty/non-academic researchers with whom York U instructors may wish to design a GNL course/module; and review case studies/models of effective pedagogy and curriculum design for an internationalized classroom. Facilitators of the bootcamp will ensure that the session is interactive and that participants gain the step-by-step guidance they need to embark on their GNL project.

Register for Developing Effective Partnership and Pedagogy for your Internationalized Classroom (Keele)

Lunch will be provided. 

Teaching Critical Writing & Research Skills Workshop for TAs
Oct 5 @ 1:30 pm – 3:30 pm

This workshop, co-facilitated by a writing skills professor and a librarian, will highlight strategies, assignments and resources that can be used by TA’s to strengthen undergraduate students’ skills in writing quality research papers and assignments.

Writing good research papers involves mastery of a complex set of process-focused skills, which may often be taken-for-granted. Examples include creating a working thesis, developing effective research strategies, gathering and noting ideas, planning an effective essay structure, and other strategic approaches to writing and editing.  This workshop will teach participants how to unpack these commonly taken-for-granted skills; that is, techniques will be shared for making the implicit aspects of writing and research explicit. In addition, drawing on SPARK (http://www.yorku.ca/spark), an online modular tool designed to teach academic literacies, workshop participants will learn about:

  • Principles of effective assignment design for enhancing students’ abilities to write good research papers by addressing and integrating the component skills of writing and research
  • how SPARK modules may be effectively integrated within courses to teach students the skills needed to write better research papers
  • how such SPARK resources as tip sheets, worksheets, and exercises may be used or adapted to teach relevant skills

This workshop will count towards the Teaching Commons ‘Record of Completion’ certificate

Facilitated by Ron Sheese and Sophie Bury

Register for the Teaching Critical Writing & Research Skills Workshop for TAs

Oct
11
Wed
Making Meaningful Connections with your Students
Oct 11 @ 12:00 pm – 1:00 pm

Establishing a meaningful relationship with our students early in tutorials or lab sessions is crucial for us as teaching assistants since we are often the first point of contact in courses and we can share our passion for course material in ways lecturers can’t. In this workshop, we will first explore basic but essential techniques to establish a welcoming learning environment. Once we familiarize ourselves with these techniques, we will brainstorm together several methods that we can easily implement in order to establish a positive learning environment and to foster our students’ learning.

This workshop will count towards the Teaching Commons ‘Record of Completion’ certificate

Register for Making Meaningful Connections with your Students

Oct
12
Thu
The Subway Emergency Exercise as Experiential Learning
Oct 12 @ 10:00 am – 12:00 pm

An emergency exercise at York University Station will be conducted with hundreds of volunteers on October 25. As with any simulation, it will be an interactive experience that capable of evoking substantial aspects of the real world. While individual volunteers will gain valuable insights about how to react during a large-scale emergency, this exercise is also a great experiential learning opportunity for York students from a wide range of disciplines, from disaster and emergency management, communication, and the performing arts to civil engineering, nursing, psychology, and the humanities. At any rate, it is an experience that resonates quite well with York’s commitment to foster learning-centred experiences and ‘prepar[e] educated, engaged citizens’ who connect with community (Canada’s Engaged University: Strategic Directions for York University 2010-2020, p. 58).

The Teaching Commons is offering a workshop that will be designed as a collaborative space to share and discuss effective reflective learning practices and brainstorm about how to effectively prepare and debrief students potentially participating in the emergency exercise (and other simulations). After reviewing different reflective levels of learning, we will consider strategies and activities to help students critically examine their experience and use it as a spring board for deeper learning.

If you think your students could benefit from participating in the subway emergency exercise, promptly contact Geneviève Maheux-Pelletier, educational developer, at gmp@yorku.ca to coordinate their participation. Volunteers must be available for the entire duration of the emergency exercise, taking place Wednesday October 25 from 8 am to 12 pm.

REGISTER for The Subway Emergency Exercise as Experiential Learning

Webinar – Giving Feedback that Encourages a Growth Mindset – October 12, 2017
Oct 12 @ 10:30 am – 12:00 pm

Giving Feedback that Encourages a Growth Mindset

Students with a growth mindset believe their abilities are malleable and can grow and change with effort and experience. They are resilient, persevere through challenges, work toward overcoming deficiencies and seek out feedback to learn from their mistakes. These are all qualities we want our students to have. So how can we help them to attain these qualities?

In this webinar, participants will reflect on their assessment process and the feedback they give to students, both verbally in class and in written form on assessments. Together we will brainstorm additional strategies you can use to assess learning and provide feedback to your students that encourages a growth mindset.

We encourage course directors to invite their TA’s (should you have TA’s with marking and grading duties for your course). Together you can review your assessments for your course and plan strategies for assessment and feedback that encourages a growth mindset.

Thursday, October 12, 2017, 10:30am-12pm

Facilitators:
Dr. Natasha May,  Educational developer,  Teaching Commons
Dr. Yelin Su, Educational developer, Teaching Commons

Please visit the following link to register:  REGISTRATION

Supporting York University Students with Autism Spectrum Disorder – October 12, 2017
Oct 12 @ 1:00 pm – 4:00 pm

Supporting York University Students with Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) is a complex neuro developmental disorder that involves atypical development in three areas: (1) social interaction, (2) communication and (3) behaviour.  Characteristics may include impairments in communication and social interactions, and repetitive behaviours and restricted interests. Additionally, those with ASD often experience difficulty with sensory processing. As a result, within the busy post-secondary environment, increased levels of group work and more abstract course material can contribute to greater levels of isolation, anxiety, depression and become more vulnerable to early exit for students with ASD.

In concert with the guiding initiatives of the pilot to work with York University faculty, Disability Services has desiged a workshop to support faculty in developing and maintaining effective classroom strategies in working with students with ASD.

This workshop is designed to support participants in:

  • Understanding how the characteristics of ASD can impact learning for students with and without ASD
  • Understanding the York context for students with ASD – successes and challenges
  • Developing practical strategies for support, communication and in-class instruction

By the end of this workshop, participants can expect to:

  • Know where to go for immediate support if there are questions on how to better support students with ASD in the classroom; or even how to support students who do not have a diagnosis of ASD
  • Have a more comprehensive understanding of the experiences (successes and challenges) of students with ASD on campus
  • Know how to better support students with ASD within and outside of the classroom

Facilitators:
Raymond Peart, M.Ed., PhD Candidate, ASD Educator/Coordinator, Learning Disability Services
Eugenie Choi, M.Ed, ASD Academic Skills Coach, Learning Disabilities

Thursday, October 12, 2017 from 1pm-4m in room DB 1014 (Victor Phillip Dahdaleh Bldg. – Formerly the TEL Bldg.)

Please visit the following link to register:  REGISTRATION

Oct
13
Fri
ISW – Instructional Skills Workshop (3 Day Workshop) – October 13, 20 & 27, 2017
Oct 13 @ 9:00 am – 5:30 pm

INSTRUCTIONAL SKILLS WORKSHOP (ISW)

The Instructional Skills Workshop (ISW) is a Canadian, grassroots, certificate program. During this intensive three-day workshop (24 hours in total), participants will work collaboratively in a small group setting (e.g. 1 Facilitator: 5 Participants) to further develop their teaching effectiveness as well as receiving feedback on new teaching strategies and techniques. Participants will design and conduct three “mini-lessons” and receive reflective verbal, written and video feedback from the other participants who have been learners in the mini-lessons. Using an intensive experiential learning approach, participants are provided with information on the theory and practice of teaching adult learners, the selection and writing of useful learning objectives with accompanying lesson plans, techniques for eliciting learner participation, and suggestions for evaluation of learning.

The workshop encourages reflection and examination of one’s teaching practices with feedback focused on the learning process rather than on the specific content of the lesson. The ISW engenders participatory learning and the building of community that can transfer back into the classroom and the institution. Because this is a peer-based workshop, your success (and the success of others in your group) is entirely dependent upon your commitment to the process. It is imperative that you commit to the 3 days in their entirety.

ISWs are available for faculty (full-time and contract only) and Staff.

October 13, 20 & 27, 2017
Time:
 9am to 5:30pm
Location: Victor Phillip Dahdaleh Building  DB 1009

Please visit the following link to register:  REGISTRATION