Retrospective, Part 1 The Teaching Commons publishes a weekly blog since September 2015. Every contribution has enriched the dialogue about teaching and learning at York. As we are gearing up to Teaching in Focus, York’s yearly teaching and learning conference, we will be republishing some of the most reflective pieces as a way to highlight […]
February Journal Club By Alice Kim, Post Doctoral Visitor, Teaching Commons The Teaching Commons hosted the February 2019 meeting of the Journal Club on February 13th. Our discussion of the paper “Optimizing the Use of Interpolated Tests: The Influence of Interpolated Test Lag” (https://teachingcommons.yorku.ca/wp-content/uploads/2019/01/LavigneRisko2018_SoTLPsych.pdf) was an interesting exploration of the use of interpolated testing (testing […]
Inhabited Pedagogies: Reports from the Field By Lisa Endersby and Natasha May On March 14, 2019, three colleagues from the Teaching Commons attended a session titled Inhabited Pedagogy: A Cross-Disciplinary Teaching Workshop. This session was an opportunity to learn more about the various ways that faculty and graduate students in LA&PS and beyond are exploring the benefits […]
From Inside a Unique Exam Opportunity At the Teaching in Focus conference in December I attended a session about eliminating final exams from courses. From my perspective, the presenter was not talking about eliminating cumulative assessments, simply rethinking the format of these assessments. The final exam I wish to speak about in this post is […]
Two SCOTAYS Share their Experience Student Consultants on Teaching at York (SCOTAY) is an exciting new initiative offered by the Teaching Commons. Undergraduate students with a keen interest in teaching and learning are ready to observe a lecture and provide feedback to faculty based on a pre-observation meeting designed to jointly set goals and expectations […]
When SCOTAY Came to my Class By Natasha May Have you ever posed a question to your students and received silence, no matter how long you waited and gave them time to think? Did this discourage you from trying this again? This has been my experience in a math course I’ve been teaching this year. […]
Experiential Education and Lynda.com By Anna Augusto Rodrigues Experiential learning opportunities, such as internships and field placements, give students a chance to apply what they have learned in the classroom in a real-world setting. As these types of experiential education initiatives become more commonplace at universities, so do course outcomes based on professional work competencies. […]
Starting a Capstone Revolution at York—One Cup of Coffee at a Time By Danielle Robinson Ever wondered, what in the world is a capstone course? Or, while teaching a capstone, why is this so hard? Or, after teaching one, why can’t every York student have access to such a transformative experience? These are just some […]
Work to Study, Study to Work I am profoundly interested in people and learning. From a young age when I taught arithmetic to a rapt audience of teddy bears to leading departmental learning strategy for a global financial services firm, to now as a mature student at York University. I have always loved learning and […]
What SCOTAY Means to Me Student Consultants on Teaching at York (SCOTAY) is an exciting new initiative offered by the Teaching Commons. Undergraduate students with a keen interest in teaching and learning are ready to observe a lecture and provide feedback to faculty based on a pre-observation meeting designed to jointly set goals and expectations […]