Incorporating elements of online teaching within a “flipped classroom” format By Matthew Leisinger Matthew Leisinger created this video as a summative project towards completing the Certificate of Proficiency in Teaching for eLearning offered through the Teaching Commons. Matthew began teaching at York in Fall 2020, during the COVID-19 pandemic. As a result, much of Matthew’s teaching at York as […]
Pedagogy that Aids Transition for Higher-Ed Students (PATHS) By Yasaman Delaviz, Educational Developer and Curricular Specialist Faculty of Health, Kathleen Fortune, Assistant Professor Psychology, Azeezah Jafry, Graduate Research Assistant, Brian Nairn, Educational Developer Teaching Commons, Karin Page-Cutrara, Associate Professor Nursing, Associate Dean for Learning, Teaching and Academic Programs, Nicolette Richardson, Associate Professor Kinesiology, and Lynda van Dreumel, […]
Implementing Formative Feedback: Strategies for Addressing Time Management Challenges By Breanna Simpson and Vanessa Evans This is part three of a three-part blog post about working with formative feedback in a second-year English literature course given online. This part looks at time management challenges for adopting a formative feedback approach. For post one, click here […]
Switching from Summative to Formative Feedback: Conceptual Challenges By Vanessa Evans and Breanna Simpson, Department of English, LA&PS This is part two of a three-part blog post about working with formative feedback in a second-year English literature course given online. This part looks at conceptual challenges in implementing formative feedback. For part one, click here […]
Working with Formative Feedback: Setting up Formative Feedback Guidelines By Agnes Whitfield, Department of English, LA&PS This is part one of a three-part blog post about working with formative feedback in a second-year English literature course given online. This part looks at setting up formative feedback guidelines and provides some preliminary assessment of the results […]
The Unfamiliarity of the Familiar As we embark on a new academic, year, I want to take this opportunity to welcome everyone back! The return to class is always met by trepidation… and for me, it usually means dreaming again about not remembering my teaching schedule or showing up unprepared in the wrong classroom week […]
Interactive Syllabus By Shirley Roburn As the school year starts, “it’s in the syllabus, read the syllabus!” memes inevitably pop up in my social media timelines. Especially with large lecture courses, it is almost inevitable for course directors to be peppered with dozens of questions about assignments, lectures, and quizzes, even though answers to these […]
Attending to Relationships in the Virtual Environment By Jenn McColl When I first switched to emergency online teaching during the pandemic, my biggest concern was how to attend to relationships in the virtual environment. This concern arises from a fundamental belief that all useful learning must be aimed at the creation of situated knowledge (Haraway, […]
Broaden Your International Impact Through the Globally Networking Learning (GNL) Experience By James C. Simeon One of the principal challenges of all course instructors in higher education is how to engage their students with their course material and how to motivate their students to do the best that they can on their assignments. All instructors […]
Breaking Apart the Research Essay: Scaffolding for Skill Development in the Humanities By Robin Sutherland-Harris In this blog post, I share my process in revising and updating traditional assessment practices in a second-year history course, along with relevant course materials available for adaptation and re-use. Have you ever found yourself sitting in the middle of […]