Student mental health is an issue that is close to my heart. During my graduate studies, I co-founded Stand Up to Stigma, a student-led mental health initiative on campus partnered with Counselling Services and Health Services. I also created a CTE workshop regarding how instructors and TAs can support student mental health. I wrote a similar post to this one more than two years ago, but given the recent creation of the University of Waterloo’s President’s Advisory Committee on Student Mental Health and Mental Health Wellness Day this week, I think it’s time to revisit it. Student mental health has been on the minds of many instructors and TAs; this blog post provides some of the resources available to help students in distress and promote mental well-being in the classroom.
MSCI 100, a first year Management Engineering course taught by Professor Ken McKay, introduces students to the main concepts of the discipline in their first term. The course’s main goals are to introduce the core principles that students will apply throughout their undergraduate studies and to prepare them for their first co-operative education term.
The course was pedagogically redesigned based on including authentic self-directed learning, and providing students with opportunities to develop their professional skills (especially teamwork, project planning, time management and critical thinking). Professional Skills and Communication were taught within the context of the specific discipline as recommended in . The overhauled course is composed of several activities/deliverables for students to experience multiple constructive failure-recovery cycles as a way to teach students the advantages of making mistakes .
In this blog post I will talk about the ‘case days’ experience, one of the cornerstones of the course that I helped plan and facilitate with the course’s teaching team. Three ‘case days’ were designed to provide an intense and deep learning experience regarding problem-solving, teamwork, and project management. On each case day, students, in teams, were given the case study at 8:30 am, their final product was due by 4:30 pm. There were no other courses, lectures, labs, or tutorials on these days. The requirements were vague, the problem was ill-defined, and the students were given ample opportunity to make mistakes and learn from them. Furthermore, not everything they needed to know had been taught in class and they had to teach themselves new material during these days. The students were expected to meet specific deadlines throughout the day and were given extensive rubrics. The student teams were assigned advisors (staff and faculty volunteers) who provided guidance throughout the day. The role of the advisors purposely diminished each case day. The teams eventually met requirements on their own, without any hand holding. Continue reading Third time is the charm: Management Engineering Case Days
Mathematics is axiomatic. It begins with definitions and then builds on these using inductive arguments to see what properties can be deduced. This is not only true for Calculus or Algebra, but virtually all branches of Mathematics. Lectures (or textbooks) in mathematics begin with definitions, derive theories from these definitions, and often have exercises on the material to test one’s understanding. Continue reading Why Assignments Matter — Francis Poulin, Department of Applied Mathematics
Gamification seems to be all the rage in higher education – the prospect of transforming the learning experience by amending game-based tools such as points, leaderboards, or badges, all in an effort to help students learn, certainly sounds intriguing. If all it takes to make students come to class and do the work is to give them a badge, then why not?
And yet however alluring the prospect sounds, it’s never that easy. I always go back to the famous words of Mary Poppins – “A spoonful of sugar makes the medicine go down”. How are you treating the implementation of gamification into your course? Is it to act as a form of sugar to help the medicine (the course content) go down easily for students? Or is it intended to stand on its own and work in conjunction with the course content as to motivate and engage students?
When gamification is seen as sugar to the course’s medicine, what is likely happening is that course content that is perceived as dry or challenging is ostensibly remedied with gamification so that students are focused on achieving points or badges, instead of actually learning the content that is being taught. While yes, they may do the work more so than before gamification was applied, it’s difficult to say whether or not they are learning more. Continue reading To gamify, or not to gamify – Kyle Scholz
The Office of the Associate Vice President, Academic, the Centre for Teaching Excellence, and the Centre for the Advancement of Co-operative Education are pleased to announce that 7 LITE Seed Grant projects have recently been funded. We are pleased to note that LITE Grants involve collaborations across departments/units, faculties, and institutions.
The LITE Grants provide support for investigating innovative approaches to enhancing teaching with a focus on fostering deep student learning at the University of Waterloo. Two kinds of grants are available: LITE Seed Grants fund projects up to $5,000, and LITE Full Grants fund projects up to $30,000.
The next LITE grant application deadline on October 1 is for the Full grants.
The annual LITE Seed Grant application deadlines are February 1 and June 1.
For more information about the grants, please visit the LITE Grant website. If you are considering applying for a grant and would like to discuss your project, please contact Crystal Tse or Kristin Brown at the Centre for Teaching Excellence.
Important note: There have been a few changes to the LITE grant application process. Please carefully review the revised application guidelines and contact Crystal or Kristin if you have any questions.
Scholarly Teaching Library Research Guide
The Scholarly Teaching Library Research Guide (created by the Library, Centre for Teaching Excellence and The Office of Research Ethics) is a step-by-step guide and resource for individuals who are interested in and/or engaged in conducting research on teaching and learning. This guide includes:
Refresher on research skills and keywords related to teaching and learning to use in your literature search
Resources on getting started on conducting teaching and learning research
Relevant journals, organizations, websites, and blogs
Learning assessment tools used in the literature
Resources on ethical considerations on conducting research with students as participants
Light bulb image provided by Matt Walker under the Creative Commons “Attribution-ShareAlike” license.
New undergraduates are already successful students when they arrive at university. They come with learning habits developed over a decade’s time at school where “work harder” is a commonly followed injunction for improvement or to remedy declining achievement.
But learning at a university is more challenging than high school. Students face increasing rigour combined with more and denser material all at a quicker pace. Can students at university work smarter, making better use of their limited time? Continue reading Learning to Learn – Paul Kates
There might be two fundamental things to know about me to avoid conversational confusion. First, I’m a drag queen: I visually present on an almost day-to-day basis as masculine, but I identify under the transgender banner because my embodied identity oscillates across the gender binary and my proper pronouns are he/him/his, she/her/hers, and they/them/theirs. Second, my partner and I have the same name: each is Tommy (born “Thomas” with a birth certificate to confirm), and together we are the Tommies. I say these two things might be fundamental to know about me to avoid confusion in conversation because while I do not speak about myself in the third person (if you hear me say “Tommy,” you would do well to assume I mean my partner), people do speak about me, and they speak about me with a variety of pronouns that fit me and align with who I am. This has proven to be very puzzling to some folks at several times (my dear 85-year-old grandma has finally got the knack of “the Tommies,” but that plurality for her is my partner and me, not myself and I). I love this perplexity because in life as in teaching, this is an opportunity for learning.
In teaching language studies specifically, a grammar lesson in parts of speech and number agreements would seem to be an appropriate exercise for first-year Undergraduates; it may not, though, seem immediately fitting for first-year non-language courses or even upper-year language courses where the knowledge and understanding are assumed to be established and built upon. But it is. The refresher of a language exercise like the one below not only reaffirms language and communication skills for learners but opens the window to an opportunity for learning that is wider than a grammar primer.