From Recession to Renewal: How Can Community-Engaged Scholarship Contribute?
Edward Jackson, Associate Dean in the Faculty of Public Affairs at Carleton University
May 20, 2009
If there ever was a time when universities should align their scholarship with the interests of the communities, the current global economic recession should be it. But how can community engaged scholarship contribute to a movement from recession to renewal in local economies and communities? This presentation will draw on Canadian, American and European experiences and resources in examining what is possible for community-engaged scholarship in the current context. LISTEN NOW!
Educational Innovation in Teaching: The Pedagogy of Clickers and Beyond Tim Stelzer, Co-Inventor of the i>Clicker, Research Associate Professor in Physics, University of Illinois at Urbana-Champaign April 17, 2009
One of the major recent reforms in education involves pausing in the lecture to ask conceptual questions during class (think, pair, and share). This activity provides opportunities for students to work with new material and for faculty to collect immediate student feedback. Backed by evidence of tremendous learning benefits, this reform has spread to teaching medium-size and large classes in almost all disciplines. In this workshop, you will learn productive ways to use clickers from the co-inventor of i>clicker Classroom Response Systems, Dr. Tim Stelzer–specifically, how to integrate peer instruction and formative assessment into the lecture to increase student engagement, interest, and learning. Dr. Stelzer will also address the art of composing “clicker” questions. WATCH NOW!
Linking Research and Teaching Through Mainstreaming Undergraduate Research and Inquiry
Dr. Mick Healey, University of Gloucestershire, UK
March 4, 2009
Based on case studies from different disciplines and institutions in Australasia, Europe and North America, Dr. Healy explores the most successful ideas and strategies on the subject of the teaching-research nexus. Is the mainstreaming of undergraduate research the key to better learning? It is suggested that undergraduate students are likely to benefit the most from research in terms of depth of learning and understanding when they are actively involved in inquiry-based learning. WATCH NOW!
Teaching for Global Awareness & Community Engagement
David Selby, Professor of Education for Sustainability and Director of the Centre for Sustainable Futures at the University of Plymouth, UK
February 14, 2008
This workshop will explore how the Centre for Sustainable Futures at the University of Plymouth, United Kingdom, has worked to embed a sustainability agenda in undergraduate and graduate curriculum since 2005. Meanings and understandings of education for sustainability will be addressed to include concepts of social equity, economic responsibility, and ecological stewardship. Infusionist, interdisciplinary, and trans-disciplinary approaches to developing and delivering sustainability pedagogy will be explored. Community engagement as a best practice in teaching will be demonstrated, as will students’ formal and informal engagement with sustainability. WATCH NOW!
Making Multiple Choice Questions Work for You
David Dibatista, Brock University Professor of Psychology and 3M National Teaching Fellow
April 25, 2008
Confessions of a Converted Lecturer
Dr.Eric Mazur, Balkanski Professor of Physics and Applied Physics at Harvard University
January, 2008
“I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students’ performance signifi cantly”.Organized by the CTLS in collaboration with the CSLP and McGill University, Dr.Eric Mazur, Balkanski Professor of Physics and Applied Physics at Harvard University presented back-to-back lectures in January on teaching, learning and cognitive psychology. WATCH NOW!
Dr. Tom Redden, Associate Professor of History & Politics at Southern Vermont College in Bennington
Tom Redden is Associate Professor of History and Politics at Southern Vermont College in Bennington, Vermont and has been using service-learning in his courses for over 10 years.
Dr. Kelly Young, Assistant Dean of Interdisciplinary Studies at Woodbury College
Kelly Young is Assistant Dean of Interdisciplinary Studies at Woodbury College in Montpelier, Vermont. Kelly has experience designing and teaching PBSL courses, developing community partnerships (long- and short-term) and connecting community partnerships to the curriculum.
Problem-Based Service Learning, 2-Day Course Design Workshop (Redesign your course and contribute to a publication
on problem-based service learning case studies)
Thursday, May 21 & Friday May 22, 2009.
Both Tom and Kelly are members of the Northern New England Faculty Consultant Program and are Problem-Based Service-Learning Institute alumni.
Page Title: Guest Speakers - Concordia University - Montreal, Quebec, Canada
Page URL:http://teaching.concordia.ca/news-and-events/guest-speakers/index.php ...
Date Printed: Thu May 23, 2013
