TLCN09 Reflective Practice

Date and time: Thursday, December 05, 9:00 AM to 12:00 PM

John Dewey observed that, “We do not learn from experience. We learn from reflecting on experience.” In order to become a better teacher, it is necessary to reflect on what we do and why we do it – to ask ourselves, is what we do effective? In this workshop we will explore several models of self-reflection, including the Gibbs’ Model, as methods for engaging in a reflective practice. Participants will also have the opportunity to share their own successes and struggles as they strive to become a better teacher.

Register for the Reflective Practice workshop

TLCN10 Self-Evaluation of Teaching Practice

Date and time: Monday, December 9, 9:00 AM to 12:00 PM

Feedback and evaluation of teaching are part of every teacher’s life. How do you make sense of the evaluative feedback you receive from SRI scores, daily classroom experiences and student grades? This workshop examines the theory and practice of evaluation and suggests practical strategies for integrating effective evaluative practices into your teaching. Please note that this workshop does not cover the design and creation of student assessments. 

Register for the Self-Evaluation of Teaching Practice workshop

TLCN02 Teaching and Technology

Date and time: Monday, December 9, 1:00 PM to 4:00 PM

In this workshop, we will explore a framework for using technology in teaching and learning. Rather than a technology ‘how-to’ session, the focus will be on providing a method for evaluating technology that supports the goals of teaching and learning. We will also discuss the benefits and challenges of using technology in the classroom.

Register for the Teaching and Technology workshop

TLCN03 Navigating Challenging Student Situations

Date and time: Tuesday, December 10, 9:00 AM to 12:00 PM

As instructors, you may have experienced behaviour by your students that you felt was disrespectful, rude, or disruptive. These can be challenging situations to deal with. Staff from Student Advocacy and Case Management and the Office of Human Rights and Conflict Management will provide an overview of pertinent University policies and procedures to help you understand your rights and responsibilities as an instructor. This interactive workshop will provide you with strategies and tips for preventing and responding to these behaviours.

Register for the Navigating Challenging Student Situations workshop

TLCN07 Mental Health in the Classroom: Responding to Students Demonstrating Mental Health Distress

Date and time: Tuesday, December 10, 1:00 PM to 4:00 PM

Young adults are highly susceptible to mental health problems. We know that most instructors encounter many students who are struggling with mental health issues that affect their academic performance, behaviour in the classroom, and interactions with teaching staff.  Research also indicates that the incident rate and intensity of mental health problems experienced by students is increasing. These situations can be stressful, time-consuming, and potentially can involve risks to personal safety for the students and others. David Ness, the Director of the Student Counselling Centre at the University of Manitoba, will provide you with information about how to identify and respond effectively to student mental health issues, how to understand the factors that contribute to student distress, and how to access resources.  This interactive workshop will involve case study material to apply your knowledge of risk assessment, response alternatives, and on- and off-campus resources.

Register for the Mental Health in the Classroom workshop

TLCN08 Indigenous Knowledges for Teaching Higher Education

Date and time: Wednesday, December 11, 9:00 AM to 12:00 PM

This workshop introduces participants to Indigenous pedagogies by contextualizing Indigenous knowledges, discussing the importance of making space for Indigenous content and knowledge transmission in the academy, and providing participants with resources about the pedagogical significance of Indigenous knowledges.

Register for the Indigenous Knowledges for Teaching Higher Education workshop

TLCN01 Universal Design for Learning

Date and time: Wednesday, December 11, 1:00 PM to 4:00 PM

Universal Design for Learning (UDL) is an orientation to teaching and learning that promotes greater student choice and agency in learning experiences, with the aim of reducing barriers to learning by providing multiple means of representation, engagement, and expression. In this workshop, participants will explore how UDL values intersect with their own teaching philosophies, identify barriers to learning for students with a range of needs, and (re)design course elements to adopt UDL guidelines in a way that is practical for instructors yet beneficial to learners.

Register for the Universal Design for Learning workshop

Teaching Through Entrepreneurship

Date and time: Thursday, December 12, 10:00 AM to 11:30 AM

Entrepreneurship is recognized as one of the 12 types of experiential learning at UM. Entrepreneurship is not only the early stage start up of businesses, but the solving of real world problems. In this workshop, participants will learn to create experiences that allow students to learn through entrepreneurship. 

Register for the Teaching Through Entrepreneurship workshop

TLCN04 Academic Integrity Teaching and Learning Strategies

Date and time: Thursday, December 12, 1:00 PM to 3:00 PM

Do you want to promote academic integrity in your course but don’t know how?  In this workshop, we will discuss the meaning of academic integrity at the University of Manitoba, and how it relates to your teaching and learning environment (whether that be face-to-face, remote/online). We will discuss ways to implement teaching and assessment strategies that promote integrity that will allow you to focus on students’ learning and community building. Resources for academic integrity education (e.g., syllabus statements, learning activities) that you can modify and incorporate into your courses will be shared.

Register for the Academic Integrity Teaching and Learning Strategies workshop

TLCN05 Developing Intercultural Teaching Competence

Date and time: Monday, December 16, 9:00 AM to 12:00 PM

Every student and instructor brings their own culture into the teaching and learning contexts in which they inhabit. Similarly, every teaching and learning context is informed by and situated in institutional, regional, and national cultures. In this workshop, you’ll explore your own cultural attitudes, knowledge, and skills, and those of your learners and the environments you all find yourselves in. Then, you’ll apply this to your own teaching practices through elements of course design.

Register for the Developing Intercultural Teaching Competence workshop

TLCN06 Teaching Dossier

Date and time: Monday, December 16, 1:00 PM – 4:00 PM

Increasingly, university promotion and tenure committees are requiring a teaching dossier to document your development and achievements as an educator. This workshop looks at the requirements at the University of Manitoba for teaching dossiers and covers the basics of writing a Teaching Philosophy statement and creating a teaching dossier.

Register for the Teaching Dossier workshop

The Centre for Higher Education Research and Development (CHERD) at the University of Manitoba’s Women in Academic Leadership 2018, held from Oct. 1 to 5 in Winnipeg, welcomed 24 participants and an impressive team of facilitators and mentors.

Ana Campos, woman in leadership

 It was fantastic
“It was a great event, fantastic,” says Ana Campos, Director, School of Interdisciplinary Science, McMaster University. “We had such a wealth of information piled up in the room that we were joking that we could set up our own university from scratch.”

Campos and her two female faculty council colleagues were advised to attend the event by her boss/dean who said they needed to come. There are only three women in her faculty council.

“I absolutely recommend this program. I am from Brazil. I came to Canada for my job. It gave me the opportunity to get to know people from other provinces, to learn about cultures and values. This doesn’t come naturally.”

Campos appreciated the diverse perspectives. “People were so reflective of their journeys and using their experience in a mindful manner. It aligned my personal values and my work values. For me, it crystalized the need to move forward for yourself and for who you are trying to serve.”

She highlighted the introduction of management tools, the mentorship, and the opportunity for reflection.

“It gave me framework for high-level thinking and practical tools. It showed me how to find a vision from the bottom up, to get people to walk in each other’s shoes.”

Susan Tighe, woman in leadership

Susan Tighe, Deputy Provost and Associate Vice-President Integrated Planning and Budgeting , University of Waterloo, noted the value of meeting other women in academic leadership roles.

Quality mentors and facilitators
 “The peer sharing as well as the quality of the mentors and the facilitators contributed to the experience. The groups were smaller and everyone was very honest about their challenges, strategies and tools,” says Tighe.

“I recommend the program for women at any stage in their leadership journey, There is something for everyone. It was broad and diverse, an enriching experience.”

One of the questions raised really resonated with Tighe.

Inspiring takeaways
“Do you want the title or do you want the job? Don’t be afraid of changes and challenges. Continue your growth journey.”

Keltie Jones, woman in leadership

Keltie Jones, Faculty of Agriculture, Dalhousie University, took another strong statement away with her. “Leadership is believing in yourself. Do what you need to do to accomplish this.”

Different and deep
Jones facilitates a lot of leadership training, but she soon discovered this event was much different than she expected.

“I thought this would be a nice break. I wasn’t ready for how deep it went,” she says, noting how she felt the power of the atmosphere, the tools, the space, how she felt, who was there, the challenges, and the discussion. She noted how the many different pieces came together, the power in an organization and your personal power.

“This is an opportunity for learning and reflection, with an incredible added bonus. You develop a network with women you may have no chance of meeting otherwise.”

Jones, too , was inspired by the program.

“I am leaving here with more of a spark than when I arrived. I am looking forward to much more because of this.”

Learn more about Women in Academic Leadership

In the world of higher education, administration includes all non-academic professionals. If you are not faculty, you are an administrator.

Now, imagine how many administrative roles there might be for you to explore as you build your career in higher education. And, if you are looking for career possibilities, now you can learn all about this unique world of possibilities while you earn a university credential to add to your resume.

Higher Education Administration
Higher Education Administration is the new online program providing an introduction to the unique world of higher education and how higher education works. It was designed by Extended Education at the University of Manitoba to complement onboarding at Canadian universities, colleges, and polytechnics.

People don’t choose administration, says Krista Pearson, registrar at Algonquin College, and the facilitator for the Students in Higher Education course in Higher Education Administration.

“Every administrator comes from outside, starts from elsewhere. They may be an academic or technician. Their core skills and passion leads them to be an administrator,” says Pearson.

Early in her administrative career, Pearson added another Extended Education program to her resume. The Certificate in University & College Administration (CUCA) was an invaluable opportunity for her to connect with colleagues from across the country and start to build her professional network. “For me, an online professional development program provided common ground for future conversations. I met others in student services and connected with like professionals as well as those with different experiences. Knowing them, having the course in common, was a way to build community, to remain current, relevant, and responsive to the world around us. We shared our own scope of experience and ideas, and learned from others.”

In contrast to CUCA, the new Higher Education Administration takes a much broader approach, she says. “It really focuses on having a national conversation, with administrators from various disciplines. This type of experience is invaluable to new administrators. Our passion for higher education brings us together, to work better and to improve the student experience.”

A people business
Administration is a people business, says Alan Davis, president and vice chancellor of Kwantlen Polytechnic University (KPU) in British Columbia, and the instructor for the Higher Education Administration Professional course in Higher Education Administration.

“It feels like a generational change is coming. People are retiring, so we need their successors to think about higher education careers, and to understand the environment. This program is a great idea. Taking it will demonstrate to those hiring that you are ready for the job. It will give you a leg up, and show a demonstrated commitment. You will learn a lot,” says Davis.

Higher education is two worlds working together, academic and administrative, says Heather Stamp Nunes, manager of learning and development at Memorial University of Newfoundland, and instructor for the Higher Education Professional course in Higher Education Administration.

“Traditionally, administrators supported academics. Today, administrative professionals have an important role, to support change and provide programming and support services,” says Stamp Nunes.

Opportunity
“I see a huge opportunity for administrative professionals to learn about all kinds of careers in the academic setting. There is a lot going on if you are interested in opportunities for growth,” says Stamp Nunes.

Kelly McInnes, Chief Leadership Development Officer in Human Resources at the University of Saskatchewan and consultant for Higher Education Administration, can’t imagine not working in higher education. “I have had a lot of great opportunities at the university… I feel privileged to be a part of it in some small way. When all the students come back in the fall, when convocation is held, I am reminded why the university is here and what we are about,” says McInnes.

“I hope through this program people will be able to feel less frustrated with post-secondary institutions and have a better understanding of what they are experiencing in them. Instead of wondering what the heck is going on, they will have an awareness to help them find their way through it,” says McInnes.

Challenging
Administration can be challenging, says Deborah Dunbar, director of organizational and staff development at George Brown College in Toronto, and consultant for the Higher Education Administration program..

“It’s one thing to see your job on paper. It’s another to live it, day in and day out. At first, you can feel like you are in a different country,” says Dunbar.

“It can be hard to get a decision made. I learned to be very clear on my agenda, to go through the proper channels and get the right person. It requires a lot of follow-up. My priority is not always theirs. I have to present my case and get it in front of the right person. Sometimes that shifts. It often takes patience and good support from your own manager. There are never enough resources or people. There is always more than you can do.,” says Dunbar.

Indigenization for administrators
The Indigenization course will look at the Indigenous perspective in the colonial context, says Sheelah McLean, sessional lecturer at the University of Saskatchewan, and co-instructor of the Indigenization course in the Higher Education Administration program.

“We will ask ourselves how best to respond to the impact of colonialism,” says McLean. “The more education we have, the more likely we are to address the inequities Indigenous people continue to face.”

People have a basic understanding of Indigenous history but they need to delve a bit deeper, says Alex Wilson, director of the Aboriginal Education Research Centre at the University of Saskatchewan, and co-instructor of the Indigenization course in the Higher Education Administration program.

“They need to understand the history of power dynamics and how it impacts people today. Indigenous people had valid knowledge of their own prior to colonization. It was based on kinship and their connection to the land. People tend to think of Indigenous knowledge as arts and crafts like beading and dream catchers, visual elements of culture. But we are helping people to go deeper. The culture is connected to a knowledge that is ancient. People survived for tens of thousands of years with it,” says Wilson.

One day, young people will not be able to imagine how some of the racist behaviours of today ever happened because it will simply be outside of their experience, says Wilson.

Learn more about Higher Education Administration