Experiential Education Bootcamp – April 6, 2017
Apr 6 @ 10:00 am – 3:00 pm

The EE workshops are designed to support faculty who wish to incorporate Experiential Education into their teaching, either in the classroom or in the community. The Bootcamp combines the content of Introduction to Experiential Education and Experiential Education: Reflection and Assessment.

In the first half of the workshop, we will define EE and its three foci in the context of York, discuss the theory informing EE, and consider the critical role of structured reflection in experiential education. In the second half, we will brainstorm ideas for reflective activities and consider how to evaluate experiential learning. The workshop will be delivered via presentations, videos and hands-on activities designed to help participants develop an EE course that includes reflective learning and its assessment, for both in-class and community focused EE.

This session will take place on Thursday, April 6, 2017, from 10am-3pm in room
DB 1014.

Please visit the following link to register:  REGISTRATION

Seminar – Social Inequality and Teaching – April 12, 2017
Apr 12 @ 9:30 am – 12:30 pm
This informal roundtable is meant as a moment of exchange, concerning the complex ways that social inequality is reproduced and sometimes challenged through teaching practices at the university. The premise is that the university is not separate from but part of an unequal society. Routine reproduction of disciplinary canons, for instance, may be carried out because of a conscientious desire to prepare our students to be experts, not least with respect to major thinkers in our field. Often, however, the reproduction of the canon re-centres (white, male, straight) voices from the Global North, while excluding those writing from relatively marginalized social locations — for instance, from disability, as well as the perspectives of racialized intellectuals, Indigenous and trans* researchers and those from the Global South. This conscientious reproduction of the canon problematically marginalizes the latter voices in the academy, including as experts about their own experiences. Another concern is that it is often assumed that the professor’s authority, not least to evaluate student work, means that the professor holds a relatively uncomplicated power over students. In fact, racialized and Indigenous university professors, LGBTQ professors, disabled professors and others may face challenges in the classroom, from some students, who may draw upon and reproduce racialized, (cis)gendered, heteronormative forms of power in the university classroom. Hence, the participants in the roundtable will speak frankly to these and other concerns around social inequality in the university classroom and the different ways these manifest in practice, including through seemingly innocuous or routine “best practices” and scholarly conscientiousness.
At the same time, there is room to challenge the routine reproduction of social inequality, in the academy, as well as outside of it. We can exercise our intellectual autonomy to transform narrow canons, not alone but through mutually supportive curricular innovations undertaken with colleagues. We can create new institutional and collegial supports and spaces, especially for faculty who teach from relatively marginalized social locations. Hence, this panel seeks, too, to discuss and share everyday ways of promoting solidarity across faculty, to support academic classrooms as spaces where the voices of each and all are taken seriously in both teaching and learning.
With the participation of Professors Uzo Anucha, George Sefa Dei, Ena Dua, Andil Gosine, Alice MacLachan, and Elaine Coburn.
Please visit the following link to register:  REGISTRATION


Teaching with Wikipedia Workshop – April 25, 2017
Apr 25 @ 1:00 pm – 4:00 pm

Wikipedia is the world’s biggest repository of information, accessed monthly by half a billion people. Since 2010, hundreds of college and university instructors have implemented writing assignments for their students on Wikipedia. As an educational tool, writing articles about course-related topics allows students to create collaborative work with a visible impact on a global audience. It requires careful sourcing, involves classroom peer review, and spreads the knowledge taught in the classroom to people around the world. Wikipedia assignments help students develop critical media literacy and technical skills that they can apply to their future academic and professional lives.

Students who contribute to Wikipedia learn to navigate an increasingly complicated media landscape. They develop the skills necessary to make critical judgments about sources of information, such as whether a news headline is real or fake, and come to better understand the ways in which consuming information is not the same as producing it, and that they are two sides of the same coin.

In this session, Wiki Education staff and a professor who has taught with Wikipedia will show how students can undertake this real-world assignment to improve the world’s access to knowledge. Attendees will learn about best practices for using Wikipedia as a teaching tool. We will explore Wikipedia’s behind-the-scenes processes that have made it a successful project, and you’ll have an opportunity to discuss how this tool meets your student learning outcomes. Wiki Education staff will highlight how we can support you and your students as they share information about the world, with the world.

Everyone is welcome!

This session will be held on Tuesday April 25, 2017, 1 p.m. to 4 p.m. in DB 1014.

Register for Teaching with Wikipedia Workshop

If you experience any difficulty registering, in particular, if the form is no longer available, it is because the workshop is full.  In this case, you may add your name to a waitlist and we will be in touch if a space opens up.

Space is limited to 35 places so if you are unable to attend a booked session, please email immediately so we can offer your space to someone else.

==Speaker Bio==

LiAnna Davis is the Director of Programs and Deputy Director for Wiki Education. In her role, LiAnna is responsible for ensuring the core programmatic work (Classroom Program, Community Engagement, and Educational Partnerships) achieves high impact. She also oversees technical tools, communication materials, data science, and support from Content Experts.

With more than seven years’ experience in running programs connecting Wikipedia and academia, LiAnna is one of the world’s leading experts in teaching with Wikipedia. LiAnna has played a pivotal role in creating Wikipedia education programs in eight countries worldwide and supported the work of volunteers in more than 50 additional countries. She has a master’s degree in Communication, Culture, and Technology from Georgetown University and a bachelor’s in Communication Studies from the University of Puget Sound.

Photo of LiAnna Davis

==Speaker Bio==

Jonathan Obar, PhD is an Assistant Professor in the Department of Communication Studies at York University. Dr. Obar has served as a Wikipedia Teaching Fellow since 2010, and served as a coordinator of the Canadian arm of Wikipedia’s Education Program from 2011-2015.

Journal Club – April 2017
Apr 26 @ 2:00 pm – 3:30 pm

The Teaching Commons is hosting its April Journal Club conversation on Wednesday April 26th at 2pm. Join us at the Teaching Commons for an informal discussion of Putting Literacy in Its Place. Journal Club participants are asked to read the chosen article in advance and come prepared to discuss their ideas, reactions, and questions with fellow colleagues interested in exploring innovation in teaching and learning.

Learn How to “DO” a Teaching Dossier
Apr 27 @ 10:00 am – 12:00 pm

The teaching dossier or teaching portfolio is a condensed reflection of your teaching philosophy and accomplishments. It essentially serves as a tool that will provide evidence of your teaching quality and effectiveness. This session is intended to provide you with the basics of creating and assembling your own teaching dossier as well as an opportunity to see examples of dossiers from others academia.  You will have the opportunity to interact with other participants to help you start thinking about, forming and writing your own teaching philosophy statement.  So,  please join us as we provide an overview of the must-sees of the teaching dossier and discuss its purpose, construction, and also the evaluation of teaching dossiers.

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

Register for Learn How to “DO” a Teaching Dossier

Introduction to Course Design Workshop for Graduate Students
May 16 @ 9:30 am – 12:30 pm

This 3-hour workshop is designed for Experienced Teaching Assistants who are interested in course design, preparing for their first Course Directorship or are looking to refine and develop their experience as a Course Director. Participants will be introduced to the stages, principles and good practices of systematic course design and will engage in reflection and discussions on teaching practices as well as hands-on activities. The focus will be on facilitating an evidence-based and learner-centered learning environment that promotes deep learning.

Facilitated by Natasha May

Register for Introduction to Course Design Workshop for Graduate Students

Applications of Course Design Principles Workshop for Graduate Students
May 23 @ 9:30 am – 12:30 pm

This 3-hour workshop is intended for Experienced Teaching Assistants who are actively designing and preparing a course.  Participants are asked to bring a first draft of their course syllabus and we will work together to further develop this syllabus and the design of your course.  We will review and apply the design principles learned in the Introduction to Course Design Workshop for Graduate Students, specifically the integrated course design approach (Fink, 2003) through individual and collaborative activities and worksheets.

Facilitated by Natasha May

Register for Applications of Course Design Principles Workshop for Graduate Students

Journal Club – May 2017
May 23 @ 2:00 pm – 3:00 pm

The Teaching Commons is hosting its May Journal Club conversation on Tuesday, May 23 at 2pm. Join us at the Teaching Commons for an informal discussion of an article exploring innovative practices in teaching and learning. Journal Club participants are asked to read the chosen article in advance and come prepared to discuss their ideas, reactions, and questions with fellow colleagues interested in exploring innovation in teaching and learning. This event will be updated once an article has been chosen for discussion. 

FDW – Facilitator Development Workshop: May 29 – June 2, 2017 Inclusive
May 29 – Jun 2 all-day

The Facilitator Development Workshop, or FDW, is a five-day training event to prepare experienced university teachers to lead the Instructional Skills Workshop. The activities of the ISW form the nucleus of the FDW. As in the ISW, participants will continue to refine their teaching techniques through the mini-lessons, and with guided practice and feedback, develop strategies for facilitating the group process. Participants have the opportunity to develop new knowledge and techniques for facilitating group development, to explore other teaching methods, to explore formative evaluation techniques, and to receive feedback on their own teaching and facilitating skills. The FDW provides an opportunity for individuals to concentrate on their own professional development in a challenging and supportive atmosphere.

FDWs are offered annually in May for faculty (full-time and contract). A certificate will be issued upon completion that is recognized at most Canadian and international postsecondary institutions.

May 29th – June 2nd, 2017

Time: 8:30am to 5:00pm
Location: DB 1014 (Formerly TEL)

Please visit the following link to register:  FDW REGISTRATION

ISW: Instructional Skills Workshop – June 19, 21 & 23, 2017
Jun 19 – Jun 23 all-day

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.

ISW’s are available for faculty (full-time and contract only)

June 19, 21, 23, 2017

Time: 9am to 5:30pm
Location: Victor Phillip Dahdaleh Building,  DB 1014

Please visit the following link to Register:  REGISTRATION