The TLC helps participants:

• Increase competency in teaching and learning.
• Gain deeper understanding of evidence-based pedagogy.
• Understand the diverse needs of students.
• Earn a formal certificate recognizing their growth and development as educators.

As a reminder, all pre- and tenured faculty, instructors, sessional instructors, librarians and post-doctoral fellows can partake in the TLC’s mini-institutes and workshops, without being registered in the TLC program. Past attendance at workshops may also count toward certificate requirements for those who decide to enroll later. Our upcoming events for the TLC program include:

TLC Mini-Institute (Day 1) – Designing and Evaluating Assessment Strategies

This workshop will provide instructors with opportunities to design assessment strategies to support student learning. You will design formative and summative assessments and learn strategies for providing constructive feedback on students’ work. You will also have opportunities to evaluate the effectiveness of different assessment tools, such as holistic and analytic rubrics. Please have at hand a current course syllabus with learning objectives.

Register for the TLC Mini-Institute – Designing and Evaluating Assessment Strategies on Monday, May 12, 9:00 a.m. to 4:00 p.m.

TLC Mini-Institute (Day 2) – Strategies for Maintaining a Respectful Classroom Environment

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. This interactive workshop will focus on teaching strategies that foster and maintain respectful classroom behaviour.

Register for the TLC Mini-Institute – Strategies for Maintaining a Respectful Classroom Environment on Tuesday, May 13, 9:00 a.m. to 12:00 p.m.

Please note:

• Teaching and Learning Certificate (TLC) program participants are required to sign up for both workshops in the Mini-Institute to fulfill the program requirements.
• The TLC Mini-Institute will return on August 18 and 19, 2025.
  • Register for the TLC Mini-Institute – Designing and Evaluating Assessment Strategies on Monday, August 18, 9:00 a.m. to 4:00 p.m.
  • Register for the TLC Mini-Institute – Strategies for Maintaining a Respectful Classroom Environment on Tuesday, August 19, 9:00 a.m. to 12:00 p.m.

TLC Workshops

Select from this listing of workshops listed in date order.

Teaching Dossier (TLCN06)

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 Teaching Dossier (TLCN06) on Wednesday, May 14, 9:00 a.m. to 12:00 p.m.

Reflective Practice (TLCN09)

John Dewey observed that, “We do not learn from experience. We learn from reflecting on experience.” 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 can also share their own successes and struggles as they strive to become a better teacher.

Register for Reflective Practice (TLCN09) on Wednesday, May 14, 1:00 p.m. to 4:00 p.m.

Developing Intercultural Teaching Competence (TLCN05)

Students and instructors bring 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 Developing Intercultural Teaching Competence (TLCN05) on Thursday, May 15, 9:00 a.m. to 12:00 p.m.

Navigating Challenging Student Situations (TLCN03)

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 Navigating Challenging Student Situations (TLCN03) on Thursday, May 15, 1:00 p.m. to 4:00 p.m.

Universal Design for Learning (TLCN01)

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 Universal Design for Learning (TLCN01) on Tuesday, May 20, 9:00 a.m. to 12:00 p.m.

Self-Evaluation of Teaching Practice (TLCN10)

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 foundational 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 Self-Evaluation of Teaching Practice (TLCN10) on Tuesday, May 20, 1:00 p.m. to 4:00 p.m.

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

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 Mental Health in the Classroom: Responding to Students Demonstrating Mental Health Distress (TLCN07) on Wednesday, May 21, 9:00 a.m. to 12:00 p.m.

Academic Integrity Teaching and Learning Strategies (TLCN04)

Do you want to promote academic integrity in your course, but you don’t know how to do this? 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 Academic Integrity Teaching and Learning Strategies (TLCN04) on Wednesday, May 21, 1:00 p.m. to 4:00 p.m.

Teaching and Technology (TLCN02)

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 Teaching and Technology (TLCN02) on Thursday, May 22, 9:00 a.m. to 12:00 p.m.

Indigenous Knowledges (TLCN08)

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 Indigenous Knowledges (TLCN08) on Thursday, May 22, 1:00 p.m. to 4:00 p.m.

The Centre for the Advancement of Teaching and Learning will also be offering workshops TLCN01 through TLCN10 again in December, this time in an online format via Zoom.

Whether you’re just beginning your teaching career or looking to expand your toolkit, the Teaching and Learning Certificate provides the support, community, and practical knowledge needed to thrive as an educator at the University of Manitoba.

The Academic Learning Centre, in partnership with the Faculty of Graduate Studies, is hosting an intensive 2-day writing retreat designed to help graduate students progress in writing their theses/dissertations.  This Graduate Writing Retreat is based on the Australian National University “Thesis Bootcamp,” where attendees focus on writing as much text as possible in a supported environment. Each day starts with a short workshop on writing faster, managing procrastination, and developing a consistent writing routine.  Attendees will be provided with a quiet space, writing tutor support (if needed), beverages and snacks each day, and lunch for one of the days.

The aim for students attending this bootcamp is to write 5,000 words. This is a stretch goal and aiming big encourages commitment and focus. To increase success, attendees are required to develop and submit a writing plan in advance of the retreat (See: How to prepare a thesis “road map” )  to academic_learning[at]umanitoba[dot]ca with the subject line “thesis roadmap” by April 20, 2025 (midnight). Submitting early is encouraged. Students are encouraged to discuss their writing plans with their advisors or an ALC graduate tutor.

The UM Graduate Writing Retreat will run 9 a.m. to 5 p.m., Monday May 5 and Tuesday May 6 on the Bannatyne campus. Students must apply by April 13 to attend.  The Graduate Writing Retreat is NOT virtual and attendees must commit to attending all three days (flex time is available for parents who have children in daycare).

February Events

Turning the Lab into a Studio: Conversations Between Art and Science

With Dr. Sari Hannila
Hosted by Sarah Fuller, SoA Sessional Instructor

Event Details:
Date: Thursday, February 6, 2025
Time: 11:30 AM–12:30 PM
Location: 368 ARTlab, University of Manitoba

Art and science share foundational elements of curiosity, experimentation, and discovery. Dr. Sari Hannila will discuss her groundbreaking collaborations that bring these fields together, including Neurocraft and Dura Mater: Objective/Subjective. These projects transformed laboratories into studios, enabling artists to use scientific techniques and tools in their creative processes.

Dr. Hannila is an Associate Professor of Human Anatomy and Cell Science at the University of Manitoba and a leader in neurobiology research, focusing on neural plasticity and regeneration. Her innovative outreach initiatives include anatomy drawing workshops and art-science exhibitions, making her a pioneer in interdisciplinary collaboration.

Workshop and Artist Talk with Jen Sonnenberg

Explore the Craft of Woodfired Pottery
Hosted by Anaies Mehrabian, UM Ceramics Club

Event Details:
Date: Monday, February 3, 2025
Location: Room 115, Ceramics and Sculpture Building

Schedule:

• Morning Demonstrations: 10:00 AM–12:00 PM
• Artist Talk: 1:00–1:30 PM
• Afternoon Demonstrations: 1:30–4:30 PM

Jen Sonnenberg’s functional porcelain and stoneware capture the beauty of the woodfiring process, resulting in unique, timeless works. This workshop offers a hands-on opportunity to learn her techniques, including creating stretched plates, bellied pots, and stamped mugs.

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More upcoming Winter 2025 Speakers

In addition to these February events, the Visiting Speakers Series has an exciting lineup of guests this term with more to come:

• Tehching Hsieh: March 5–6, 2025
• Dr. Juliana Espana Keller: March 14, 2025
• Sarah Ann Johnson: March 25, 2025

*Dates may be subject to change.

About the Visiting Speakers Series

The School of Art is proud to present the Visiting Speakers Series, which highlights art professionals at the forefront of contemporary art, criticism, and design. This series is a vital component of the student experience at the School of Art, offering diverse perspectives on the most pressing issues facing today’s artists and scholars.

Each guest presents their work to a broad audience of students and community members, while many also engage in small, focused gatherings tailored to their unique practices. These settings provide invaluable opportunities for critique, conversation, and mentorship.

These events showcase the depth and breadth of contemporary artistic practice, offering unique learning experiences for students and the wider community. Join us to be inspired by the creative possibilities at the crossroads of art, science, and craft!

For more information, visit our School of Art Exhibitions and Events page.

Experiential Learning in the Arts and Humanities

Date and time: Tuesday, February 4, 10:00 a.m. to 12:00 p.m.

There is more to experiential learning than internships and co-ops. In this workshop, we’ll explore ways in which experiential learning pedagogy and opportunities can be integrated into the arts and humanities classroom.

Register for the Experiential Learning in the Arts and Humanities workshop

Small Shifts, Significant Gains: February Session

Date and time: Tuesday, February 4, 12:15 p.m. to 1:15 p.m.

Looking for ways to revitalize your teaching but don’t have time for a big redesign? In Small Teaching, author James Lang argues that small changes in classroom techniques and activities can have big impacts on student learning. Join our sessions to hear practical teaching strategies from faculty guest speakers. Bring your questions and your lunch.  Leave with ideas that you can implement right away in your courses!

Lightning Presentation Speakers:

• Kathy Yerex from the Dr. Gerald Niznick College of Dentistry, presents: Work Smarter, Not Harder: Harnessing AI for Rubrics and Lecture Slides
• Kaleigh Warden from the Dr. Gerald Niznick College of Dentistry, presents: Using Generative AI to Craft Case Studies and Inspire Critical Thinking

Register for Small Shifts, Significant Gains: February Session

Pedagogies of Care: Cultivating Liberatory Spaces

Date and time: Tuesday, February 4, 2:00 p.m. to 2:50 p.m.

Join us for a series of four monthly 50-minute sessions designed for graduate students, instructors, and professors committed to exploring pedagogies of care. These sessions offer strategies that foster care, inclusion, and broadened perspectives in higher education, including insights into how brain science can enhance teaching effectiveness. Each session will provide practical tools for creating inclusive, engaging, and empowering learning environments, drawing on research into neural connections, brain plasticity, and how these processes affect learning, memory retention, and student engagement. Whether you’re teaching in-person or in an online format, this series will equip you with neuroscience-based strategies and pedagogical approaches that cultivate caring and inclusive educational spaces.

During the Cultivating Liberatory Spaces session:

• Participants will be able to identify key elements of relational and emancipatory teaching approaches that foster inclusivity and empowerment in the classroom.
• Participants will reflect on their own teaching practices to create strategies that promote student engagement and cultivate a sense of belonging within learning communities.

Register for the Pedagogies of Care workshop

Virtual Reality-Based Teaching Skills Program – Effective Communication: How to Have Better Conversations with Your Students

Date and time: Wednesday, February 5, 9:00 a.m. to 12:00 p.m.

Embark on an immersive skill development journey in our comprehensive Virtual Reality-based teaching skills program designed to enhance communication strategies. During the program, faculty and instructors (graduate students are also welcome) will explore effective techniques that are applicable to various educational contexts. Participants are given the option to practice communication skills in a safe, judgement-free environment that incorporates role play and Virtual Reality-based simulations before applying them in their teaching and learning environments. 

Register for the Virtual Reality-Based Teaching Skills Program

Teaching and Learning Research Colloquium Series: Session 2

Date and time: Thursday, February 6, 1:00 p.m. to 2:00 p.m.

The 2024/25 Teaching and Learning Research Colloquium Series shares the important work of University of Manitoba scholars and educators, whose research sheds light on student support needs, barriers to support seeking, and strategies for supporting students’ learning. Over a series of three research talks, faculty, instructors, and support staff will learn from and with each other about supporting diverse learners. Each talk will be followed by a discussion period and refreshments.

Session 2:

Fostering Success: Addressing Basic Psychological Needs for Students with Learning Disabilities in Postsecondary Settings.

The number of students with Learning Disabilities (LD) at postsecondary institutions is increasing; however, their graduation rates continue to lag behind those of their peers. To address this, Dr. Goegan and her team have been exploring Basic Psychological Needs (BPNs) and the impact that the satisfaction or frustration of these needs can have on postsecondary success. Indeed, decades of research has found that supporting students’ needs for autonomy (e.g., feeling in control), competence (e.g., feeling capable), and relatedness (e.g., feeling connected to others) has a positive impact across various indicators of success. As such, this session will begin by providing a summary of research on the satisfaction and frustration of BPNs for students with LD and then explore strategies for supporting the satisfaction of students’ BPNs in postsecondary classrooms.

Register for the Teaching and Learning Research Colloquium Series, Session 2

Manitoba Academic Integrity Network (MAIN) Speaker Series

Date and time: Wednesday, February 12, 2025, 9:00 a.m. to 9:55 a.m.

Session 4: Academic Integrity in the Irish Higher Education System: Lessons Learnt and Reflections along the Way 

In 2019, legislation was passed in Ireland that criminalized the provision or advertisement of contract cheating services. Shortly thereafter, the National Academic Integrity Network, which brings together representatives from across the Irish higher education sector (and more recently the vocational/further education sector), was established. Throughout its five years of existence, NAIN has encouraged and supported the development of cultures of academic integrity in higher education institutions and produced resources to guide and assist institutions. Since 2023, elements of the N-TUTORR project, a national program of activity aimed at building capacity in the relatively new technological university sector, has been building upon and working in partnership with NAIN to progress and support the implementation of NAIN resources. In this webinar, the chair of NAIN and the N-TUTORR academic integrity project lead will discuss the benefits of collaboration and partnership and reflect upon lessons learnt. 

Register for the MAIN Speaker Series, Session 4

Experiential Learning Community of Practice Brown Bag Conversations: AI Powered Critical Reflection

Date and time: Thursday, February 13, 12:00 p.m. to 1:00 p.m.

Bring your lunch and connect with other members of our community of practice! There is no formal agenda for these casual meetings just good people and conversation! Everyone is welcome to share their thoughts and experiences as we explore different topics in experiential learning. 

Topic: AI powered critical reflection. Are your students using AI to complete reflection assignments? What challenges are you experiencing? What might be some strategies to overcome those challenges? 

Register for AI Powered Critical Reflection

Manitoba Academic Integrity Network (MAIN) Speaker Series

Date and time: Tuesday, February 18, 2025, 10:00 a.m. to 10:55 a.m.

The Centre is excited to host the 2024-2025 Manitoba Academic Integrity Network (MAIN) Speaker Series, a collection of six professional development opportunities related to academic integrity. A Certificate of Completion will be awarded to individuals who register and attend all six sessions in this series. Visit the Manitoba Academic Integrity Network Speaker Series website for more details.

Session 5: Neutralizing the “Threat”: A Practitioners Guide to Re-Evaluating Student Assessments to Maintain Academic Integrity 

Technology and various tools have the power to disrupt learning and compromise academic integrity. The onslaught of genAI has caused many of us to reconsider our assessments, yet the task of assessment redesign can be daunting, and we may not know where to begin. This presentation discusses four broad “filters” through which educators can consider how to best move forward (or not) with an existing assessment. When considered with other concepts, theories, and contextual factors, these filters may help enrich our decision-making. The four filters are, Abandon, Monitor, Enhance, & Adopt, and they all intended to help “neutralize the threat” to assessments. Overall, these filters are intended to provide a guide or framework for faculty (or used by those who coach or work with faculty) when they are considering assessment redesign while promoting academic integrity.

Register for the MAIN Speaker Series, Session 5

Pedagogies of Care: Universal Design – Curb Cutting the Academy

Date and time: Tuesday, February 25, 1:00 p.m. to 1:50 p.m.

Join us for a series of four monthly 50-minute sessions designed for graduate students, instructors, and professors committed to exploring pedagogies of care. These sessions offer strategies that foster care, inclusion, and broadened perspectives in higher education, including insights into how brain science can enhance teaching effectiveness. Each session will provide practical tools for creating inclusive, engaging, and empowering learning environments, drawing on research into neural connections, brain plasticity, and how these processes affect learning, memory retention, and student engagement. Whether you’re teaching in-person or in an online format, this series will equip you with neuroscience-based strategies and pedagogical approaches that cultivate caring and inclusive educational spaces.

During the Universal Design – Curb Cutting the Academy session:

• Participants will be able to discuss learning activities that incorporate Universal Design for Learning (UDL) principles, ensuring accessibility for all students.
• Participants will evaluate existing course materials and assessments to identify opportunities for enhancing accessibility and inclusivity.

Register for the Pedagogies of Care workshop

Open Educational Resources: What, Why, and How

Date and time: Thursday, February 27, 9:00 a.m. to 11:00 a.m.

The term open educational resources (OER) describes a wide range of materials in teaching and learning that are available for public use with an open license or in the public domain. Examples of OER include full courses, course modules, syllabi, textbooks, lectures, assessments, and datasets. In this workshop, participants will learn why OER are valuable, and how to locate them, how to evaluate them using a rubric. The workshop does not assume prior experience with these topics.

Register for the Open Educational Resources workshop

Universal Design for Learning in Practice: Clarify the Meaning and Purpose of the Goals

Date and time: Thursday, February 27, 12:00 p.m. to 1:00 p.m.

Join us for the last Thursday of each month in an ongoing series, where participants will review discreet elements of Universal Design for Learning (UDL). Participants will work together to develop pedagogical practices that align with the UDL principle being discussed that month.

Topic: This session will focus on CAST’s UDL principle of clarifying the meaning and purpose of the goals and how it can be directly applied to pedagogical practice. There will be a brief presentation of the core elements of this principle followed by a question-and-answer session where participants can collaborate with the facilitator to develop their practice.

Register for Clarify the Meaning and Purpose of the Goals

The Academic Learning Centre, in partnership with the Faculty of Graduate Studies, is hosting an intensive 3-day writing retreat designed to help graduate students progress in writing their theses/dissertations.  This Graduate Writing Retreat is based on the Australian National University “Thesis Bootcamp,” where attendees focus on writing as much text as possible in a supported environment. Each day starts with a short workshop on writing faster, managing procrastination, and developing a consistent writing routine.  Attendees will be provided with a quiet space, writing tutor support (if needed), beverages and snacks each day, and lunch for one of the days.

The aim for students attending this bootcamp is to write 10,000 words. This is a stretch goal and aiming big encourages commitment and focus. To increase success, attendees are required to develop and submit a writing plan in advance of the retreat (See: How to prepare a thesis “road map” )  to academic_learning[at]umanitoba[dot]ca with the subject line “thesis roadmap” by 9 a.m. Monday, December 2, 2024. Submitting early is encouraged. Students are encouraged to discuss their writing plans with their advisors or an ALC graduate tutor.

The UM Graduate Writing Retreat will run 9 a.m. to 5 p.m., Wednesday through Friday, December 11, 12 and 13, 2024 on the Fort Garry campus. Students must apply to attend.  The Graduate Writing Retreat is NOT virtual and attendees must commit to attending all three days (flex time is available for parents who have children in daycare).

The Experiential Learning Institute: Assessment in Experiential Learning

Date and time: Tuesdays, October 1, October 8 and October 15, 10:00 AM to 11:30 AM

The Experiential Learning Institute offers faculty and instructors an opportunity to engage deeply with a topic over the course of three weekly sessions. The focus of the Fall 2024 institute is assessment in experiential learning.

Participants must attend all three sessions to receive a certificate of completion. If you are not able to attend all the sessions you may register for individual sessions, but you will not receive a certificate of completion for The Experiential Learning Institute.

Sessions:

• Oct 1, 2024: Assessing Experiential Learning (led by Gera Villagran Becerra)
  What are effective ways of assessing experiential learning? How does assessment fit in the experiential learning cycle? In this workshop, we’ll explore best practices for assessing experiential learning. Participants will be challenged to take an experiential approach to assessment and reflect on the challenges it involves.
• Oct. 8, 2024: Beyond Reflection Papers: Innovative Strategies for Assessing Experiential Learning (led by Meaghan Ewharekuko)
  Have you heard about multi-stage assignments, two-stage exams and gamification as strategies to assess experiential learning? In this workshop we will explore novel methods and effective strategies for assessing different types of experiential learning within the classroom and beyond.
• Oct. 15, 2024: Assessing 21st Century Competencies (led by Janine Carmichael)
  How do you assess 21st century competencies like empathy, active listening, conflict resolution and innovation in experiential learning? In this workshop, we’ll explore strategies to assess these competencies and mitigate potential challenges. We’ll also learn how to use tools like the newly created UM Competencies Framework.

Register

Small Shifts, Significant Gains: Transformative Teaching Strategies Series (Session Two, Three, and Four)

Date and time: Thursday, October 3, 12:00 PM to 1:00 PM, Thursday, October 10, 12:00 PM to 1:00 PM, and Monday, October 21, 12:00 PM to 1:00 PM

Looking for ways to revitalize your teaching but don’t have time for a big redesign? In Small Teaching James Lang argues that small changes in classroom techniques and activities can have big impacts on student learning. Drop in to any or all of these brown bag lunchtime chats to hear creative strategies from your faculty colleagues across the university.  Bring your questions and your lunch.  Leave with ideas you can implement right away in your courses!

Session Two, Lightning Presentations:

• Xiaopeng Gao (Department of Soil Science) presents: Enhancing Education Through Hands-on Learning and Real-world Connections
• Brandon Trask (Faculty of Law) presents: Building in Relevance: Integrating Aspects of Clinical and Applied Learning in Different Course Types 

Register for session two

Session Three, Lightning Presentations:

• Jillian Seniuk Cicek and Jeff W. Paul (both from the Price Faculty of Engineering) present: Your Students’ Brains on PowerPoint: How to Leverage Cognitive Science to Use PowerPoint to Teach Instead of Present
• David Watt (Department of English, Theatre, Film & Media) presents: Developing Relationships through Assignments and Feedback

Register for session three

Session Four, Lightning Presentations:

• Julie Pfeffer (Department of Restorative Dentistry) presents: Self-Directed Student Assessment – How to Maximize the Output/Input Ratio for Your Learners (and for Yourself!)
• More to come

Register for session four

Decolonizing Classrooms: Barriers to Decolonizing, Part 2

Date and time: Thursday, October 10, 1:00 PM to 3:30 PM

The Decolonizing Classroom series aims to give participants the context and tools necessary to meaningfully engage with decolonizing processes as they relate to education. “Unpacking and Overcoming Barriers to Engagement and Decolonizing Processes” explores the barriers that exist for teachers and students, which prevent them from enacting decolonizing processes in educational contexts. Part two of this workshop series discusses the barriers that prevent teachers from engaging fully in decolonizing classrooms and creates a space for the discussion of strategies for overcoming these barriers.

Register

Open Educational Resources – What, How, Why (Part 2) 

Date and time: Thursday, October 17, 9:30 AM to 12:00 PM

The term open educational resources (OER) describes a wide range of materials in teaching and learning that are available for public use with an open license or in the public domain. Examples of OER include full courses, course modules, syllabi, textbooks, lectures, assessments, and datasets. In this workshop, participants will learn why OER are valuable, how to locate them, how to evaluate them using a rubric, and how to adapt and create them. The workshop does not assume prior experience with these topics.

Register

Cultivating Minds, Nurturing Hearts: Fostering Well-Being, Integrity, and Inclusion in Teaching and Learning

Date and time: Tuesday, October 29, 10:00 AM to 11:30 PM

The University of Manitoba (UM) identified well-being as one of five core values in its 2024 -2029 strategic plan to “advance the personal and professional growth and academic success of our community members. Grounded in respect and compassion for each other and our community, we cultivate a supportive environment that embraces the values of mino-pimatisiwin (good life) and mino-ayawin (good health) (University of Manitoba, 2024, p. 4).

This raises important questions for educators: How do we approach teaching with care, compassion, and kindness? How do these pedagogies of care, compassion, and kindness align with other priorities in higher education (e.g., academic integrity, accessibility)?

In this interactive workshop, we will take a holistic approach to understanding pedagogies of well-being and how these pedagogies can be implemented to better support our students’ mental well-being without compromising academic standards. 

Register

Experiential Learning Community of Practice Monthly Meeting – Partnerships 101

Date and time: Wednesday, October 30, 2:30 PM to 3:30 PM

The Experiential Learning Community of Practice brings together faculty and instructors involved in the development and facilitation of experiential learning (EL) across UM.

The EL Community of Practice meets once a month to build relationships and explore topics related to teaching in experiential learning. Each monthly meeting includes opportunities to meet other faculty and instructors, explore best practices and innovations in EL, and participate in group discussions.  

At this session, we’ll chat about challenges and best practices for finding industry and community partners for EL. Join us to share your own experience in this area, hear perspectives from colleagues in other faculties and programs, and learn about successful strategies for engaging community and industry partners in your courses. 

Register

Although tutors often intuitively use effective strategies during their appointments, Tutor Training can significantly improve the way a tutor thinks and interacts with students.

Tutor Training facilitator and Academic Learning Centre instructor, Tim Podolsky, says, “Getting training is the best way for tutors to improve their knowledge and understanding of best practices when it comes to tutoring.”

Participants benefit by improving critical thinking and communication skills. In addition, says Podolsky, “Participants develop an awareness of the role of a tutor, the phases of a tutoring session, using scaffolding strategies and promoting independence, increasing meta-cognition, working with students from different cultural backgrounds, and promoting academic integrity.”

Tutors who attend training and complete the assigned activities also earn recognition on their Experience Record.

The Academic Learning Centre’s Tutor Training is designed to improve the overall quality of tutoring on campus and has been provided since 2004 to a wide variety of tutoring programs at the University of Manitoba, including tutors from Disability Services, ACCESS programs, Aboriginal Focus Programs, the ALC Writing Tutor Program, ALC Content Tutors, Bison Sport Plus, Campus Life, UMES, UM Peers, and the U1 Mentorship Program have taken part in previous training sessions.

The Academic Learning Centre offers students a variety of academic support services.
Find other tutor training sessions, Academic Success Workshops and Academic Learning Centre resources online.

“Entrepreneurship” is a tricky word, and while start-ups are a part of it, more broadly, entrepreneurship is about solving real world problems and in the process developing competencies that are important for a world that’s complex and changing quickly.

Here at the University of Manitoba, entrepreneurship is recognized as one of the twelve types of experiential learning. We at The Centre for the Advancement of Teaching and Learning invite you to join Janine Carmichael, Faculty Specialist: Entrepreneurship, for a conversation about how we can embed more entrepreneurial thinking into our courses.

The “Teaching Through Entrepreneurship” workshop takes place on March 19th at 10:00 AM. Register now!

UM Learn Assignments

Date: Tuesday, December 5, 2023

In this workshop, participants will receive technical guidance on the rubrics tool as well as the assignments tool in UM Learn. Participants will be guided through the process of adding a rubric and linking it to an assignment folder. Recommended prerequisite: UM Learn Grades and User Progress.

Register for UM Learn assignments

Learner-Learner Activities for your Course – Asynchronously!

Date: Thursday, December 7, 2023

Learner-learner interaction might be a reason to “go” to class – asynchronously or synchronously! Explore your choice of examples of asynchronous learner-learner activities pre-designed in UM Learn. Decide whether you will adapt these to your own asynchronous course or even use them as the fuel for your synchronous class time! Supportive roles of technologies and tools in facilitating, managing, tracking, and assessing the activities will be shared. Is time to diversify the learning activities in your courses?

Bring a laptop or other device with internet access if possible, to access the pre-designed learning activities.

Register for learner-learner activities for your course

Self-Evaluation of Teaching Practice (TLCN10)

Date: Monday, December 11, 2023

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 foundational 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 self-evaluation of teaching practice

Mental Health in the Classroom (TLCN07)

Date: Monday, December 11, 2023

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 mental health in the classroom

Navigating Challenging Student Situations (TLCN03)

Date: Tuesday, December 12, 2023

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 navigating challenging student situations

Developing Intercultural Teaching Competence (TLCN05)

Date: Tuesday, December 12, 2023

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 intercultural teaching competence

UM Learn Quizzes

Date: Tuesday, December 12, 2023

In this workshop, participants will receive technical guidance through the process of creating quiz questions and quizzes in UM Learn. Quizzes in UM Learn can be used to provide both formative and summative assessment and may be utilized to facilitate exams. Please note this session is 2.5 hours long. Recommended prerequisite: UM Learn Grades and User Progress.

Register for UM Learn quizzes

Teaching Dossier (TLCN06)

Date: Wednesday, December 13, 2023

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 teaching dossier

Teaching and Technology (TLCN02)

Date: Wednesday, December 13, 2023

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 teaching and technology

UM Learn Quizzes

Date: Wednesday, December 13, 2023

In this workshop, participants will receive technical guidance through the process of creating quiz questions and quizzes in UM Learn. Quizzes in UM Learn can be used to provide both formative and summative assessment and may be utilized to facilitate exams. Please note this session is 2.5 hours long. Recommended prerequisite: UM Learn Grades and User Progress.

Register for UM Learn quizzes

Academic Integrity Teaching and Learning Strategies (TLCN04)

Date: Thursday, December 14, 2023

Do you want to promote academic integrity in your course but you don’t know how to do this? 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 academic integrity teaching and learning strategies

Universal Design for Learning (TLCN01)

Date: Thursday, December 14, 2023

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 universal design for learning

Reflective Practice (TLCN09)

Date: Friday, December 15, 2023

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 reflective practice

Indigenous Knowledges for Teaching in Higher Education (TLCN08)

Date: Friday, December 15, 2023

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 Indigenous knowledges for teaching in higher education