Staff Development Online Series:
Key Issues in Teaching Series (KIITS)
Key Issues in Teaching Series (KIITS)
This series is to engage faculty and instructors in some of the most important issues in university teaching and guide them towards reflecting how they can apply that knowledge to their own teaching. Modules will be available through Canvas as online videos of about 30 minutes each with supporting materials. A degree of interactivity for each module would be achieved through the posing of question prompts in the supporting materials which will be linked to particular points in the video. Participants may base their written reflections on those prompts as part of a larger teaching portfolio. Modules in the series include these topics:
Module I - Course Design
By the time you successfully complete Course Design, you should be able to do five things:
- Identify an appropriate focus for a course;
- Set observable and assessable intended learning outcomes, including discovery outcomes;
- Design a route of learning;
- Construct units of teaching and learning activities;
- Describe generic elements of assessment activities.
Module II - Lecturing
By the time you successfully complete Lecturing, you should be able to do four things:
- List the advantages of lectures in undergraduate education;
- Discuss factors in preparing an effective lecture;
- Apply an effective organizational framework to lectures;
- Explain how a lecture can be delivered effectively.
Module III - Facilitating Discussion
By the time you successfully complete Facilitating Discussion, you should be able to do four things:
- Explain the benefits of discussions;
- Describe how teachers can prepare for and facilitate different types of discussions;
- Prepare students to take part in discussions;
- Reflect on how discussions can be used holistically in a course.
Module IV - Assignments and Assessment
By the time you successfully complete Assignments and Assessment, you should be able to do three things:
- Discuss types, principles, and design features of assignments and assessment;
- Compare and contrast how assignment activities and assessment tasks are used;
- Create, implement and use appropriate assignments and assessment activities which are integral to the teaching and learning activities in a course.
Module V - Diversity and Inclusion
By the time you successfully complete Diversity and Inclusion, you should be able to do four things:
- Describe what is meant by diversity and inclusion;
- List some examples of diversity at our university;
- Explain a few important concepts about diversity and ways for responding inclusively to diversity in your teaching;
- Analyze hypothetical cases involving diversity and inclusion and reflect on how elements are relevant at our university.
Module VI - Reflective Teaching and Teaching Portfolios
By the time you successfully complete Reflective Teaching and Teaching Portfolios, you should be able to do three things:
- Describe models of reflective thinking and action research;
- Apply reflective thinking and action research to your own teaching;
- Document your professional development as a reflective teacher.
Modes of Completion (Effective January 2018)
- Individual Module Completion
Participants take a pre-quiz, work through the video materials, and take the post-quiz for a module. If they score at least 70% on the post-quiz for a given module, they get a digital badge and a Certificate of Completion for that module.
- Individual Module Completion (with Honours)
Participants take the pre-quiz, work through the video materials, and take the post- quiz for a module. In addition, they complete a written assignment for that module. If they score at least 70% on each post-quiz for a given module and submit a satisfactory written assignment for the module, they get a digital badge and a Certificate of Completion (with Honours) for that module, as well as an In-house, HRO staff development credit.
Note: During the transactional period (January - March 2018), registrants may rekate the post quiz if they previously scored below 70%.
Academic and teaching staff
18 hours for the series (3 hours per module).
Offered continuously online throughout the year. Participants can enroll in each module separately through AIMS.
Completion of a reflective teaching portfolio (~4500 words, 750 words/module) based on his/her personal reflection on the content and applicability of each module.
Dr Paul CORRIGAN
*Participant can enroll anytime during the semester but will have to complete the module (by submitting a reflective teaching portfolio related to the module) by the end of the semester.