Make the most out of your lunch hour by joining colleagues for professional learning opportunities.
These sessions are intended to foster campus-wide collaboration, communication and resource sharing about new and emerging areas related to teaching and learning.
Each talk features one or two lively presentations from faculty and staff across the disciplines on topics relevant to teaching practice.
Bring your lunch and your curiosity, and we’ll provide the coffee, tea and dessert.
See below for details on upcoming CELTalks.
The Implications of the TRU Global Competence Model on Chinese Vocational Colleges
Yang (Anna) Liu
March 19, 2020: Yang (Anna) Liu is a visiting scholar from China who is studying global competencies and their applications in education.
What is the Focus on First Year initiative?
March 19, 2020: Our data suggests that up to 40% of TRU 1st year students do not continue into 2nd year, and 20% of our student feel that they do not belong at our university. The aim of the Focus on First Year initiative is to explore the reason why and how we can improve. Our intent is to form Faculty Learning Communities (FLCs) to bring together instructors who teach first-year courses as well as those who have an interest in first-year student retention and success. Groups will work on collaborative projects to experiment with and reflect on evidence-informed practices with the goal of increasing students’ sense of belonging and achievement. These FLCs are open to all faculty.
But how do you do it? Indigenizing TRU’s Education curriculum.
March 26, 2020: This workshop uses story telling and videography methods to share the creation stories of two compelling and creative Indigenous-developed, led and implemented Master of Education courses. The Indigenous research methodologies, protocols and practices course is rooted in the MMIWG Calls to Justice (2019), the TRC Calls to Action (2015), the UNDRIP (2007), and our collective Indigenous ways of knowing, being and doing. We worked together as a collective of Indigenous academics and community members to establish an Indigenous Research Methodologies Advisory Council (IRMAC) at Thompson Rivers University. The purpose of the IRMAC is to guide the development of new, two week (2018) and six week (2019) intensive courses for Master of Education students. We established a course to be co-taught with knowledge holders, healers, linguists, herbalists, local, national and international inter-discipinary scholars. Each class began with a half-hour Secwepemctsin language lesson. The courses utilized Indigenous oral traditions in assignments and grading rubrics, and a student-response to Indigenous community-identified research needs. This workshop identifies, discusses and explores key findings from the Indigenous curriculum development process. Further, it will assist others to develop their own ways to "Indigenize the curriculum".
Anspay'axw: Gitanmaax teachings in rural Indigenous practice
March 26, 2020: Indigenous pedagogy contextualizes knowledge: “Education has a ripple effect in that it not only helps the individual, but it has an effect on families and communities. Perhaps most importantly there is a healing of the mental, physical spiritual and emotional aspects of the individual through learning…” (Leona Wright, BSW, Gitanmaxx) Anspay’axw means ‘the hiding place’ reflecting the pristine Kispiox Village nestled within the Kispiox Valley just a few clicks north of Old town (Hazelton, BC). The Gitxsan nursing faculty member shares her reflections on Indigenous pedagogy contextualizing and expanding student’s knowledge. Reflections are based on the development and delivery of the six week Hazelton consolidated nursing practice course in the spring of 2018 and 2019. This workshop offers guidance to faculty members working with community partners in developing and delivering rural northern practice courses using a student-centered approach through story sharing, ongoing lessons in rural northern partnerships, teaching in context and participant interaction.
Knowledge Production in Secwepemcúl'ecw: A Decolonial Approach to Teaching English 1100
April 8, 2020: It is my opinion that there is a crucial need to attend to settler colonial structures and conditions that are conventionally embedded in introductory composition courses, such as English 1100. Although we tend to insist that introductory composition courses are simply providing students with objective and neutral core skills, this emphasis on objectivity and neutrality is both a product of, and contributor to, colonial values of property, certainty, and authority. During my CELTalk, I will reflect on the ways in which these settler colonial values perpetuate inequity and injustice within the context of introductory composition courses. I will also provide an overview of the decolonial teaching methodology that I have been developing, my rationale for this methodology, and an explanation of how this methodology connects with Secwépemc values (and with the processes of Indigenization). I am working toward developing an English 1100 model that validates Indigenous knowledge and intellectual traditions. To do this, I am shaping my course methodology according to Indigenous style, as this style is being articulated by Indigenous scholars around the world. Additionally, in recognition of the diversity of Indigenous practices, I am developing my methodology in relation to the Secwépemc values of respect, kinship, and community. Coming out of an educational history that is built on violent and colonial structures, we need to be turning toward a non-violent, anti-authoritarian, non-binary approach to teaching academic writing.
Mexican Field School: A model for experiential learning
Mike Turley & Gerry Sherk
April 8, 2020: TRU School of Trades and Technology has offered a field school experience in Puerto Escondido, Oxaca for the past six years. Through the mentorship of Mike Turley and Gerry Sherk, a small group of electrical apprenticeship students utilize their skills to improve the lives of rural families by installing solar panels in their homes. In addition to providing hands-on technical experience and two weeks of cultural immersion to the students, this transformational teaching and learning model champions sustainability and social justice.
Cancelled: An Uncomfortable Classroom: The Work of Indigenization
March 3, 2020: To address race and to request students to consider race may create an uncomfortable atmosphere in the classroom. Asking students to discuss material that directly or even indirectly examines stereotypes, prejudices, and racism in its myriad forms may evoke awkward silences and/or tangible discomfort. Nonetheless, embracing this awkward, uncomfortable tension is an opportunity for the decolonizing instructor to reveal differed realities that offer an other way of seeing and, perhaps, being in this place called Canada and its institutions.
Added: Using a Critical Friend in Research
March 3, 2020: Over the past 30 years Howe's teaching strategies have evolved but he continues to use effective pedagogies. As a result of teaching experience abroad, he became fascinated by comparative and international education (CIE) and now he teaches a CIE-focused graduate class. To address CIE and enhance student engagement and subject-area immersion, Howe employs a self-study of teacher education practices (S-STEP) and a critical friend via Comparative Ethnographic Narrative (CEN), a blend of reflexive ethnography and narrative inquiry. He will share the meaningful results of teacher-to-teacher conversations, reflections on feedback received from students, and e-journal reflections prompted by frequent conversations with his critical friend.
Coteaching for Professional Learning: Shared expertise for the benefit of students
March 3, 2020: Coteaching is a way of teaching where two or more instructors work together to plan, teach and assess shared learning activities. “Sharing of ideas, experience and expertise lies at the root of coteaching” (Murphy, 2016).
Paradoxes of Intellectual Autonomy: How to cultivate independent research
February 5, 2020: “Paradoxes of Intellectual Autonomy: How to cultivate independent research” explores a tension between the purpose of teaching which is to empower students to direct their own thoughts and actions, and teaching methods, which authoritatively direct students’ thoughts and actions. I argue for less authoritative approaches, particularly in contexts such as supervising student research and upper level research projects.Watch the video
The TRU Law Pilot Programme for Implementing the Truth and Reconciliation Commission (TRC) Calls to Action
February 5, 2020: Nicole is a member of the Faculty of Law at TRU ne Secwepemcúľecw, and the academic lead for the pilot programme to implement the TRC Calls to Action, especially Call #28 specific to law schools. This programme takes all first year law students to the former Kamloops Indian Residential School to learn about the history and legacy of residential schools and beyond to understand the colonial underpinnings of the Canadian legal system. All Upper year students participate in land-based learning days in Secwepemcúľecw, where they learn about indigenous laws, Crown-Aboriginal relations and indigenous rights, including international protections under UNDRIP. This year a learning day on urban indigenous issues and indigenous identity is being rotated into the programme. Nicole earned the 2019 TRU Award on Interculturalization for her work developing this programme and she will present on it at her CELT talk.Watch the video
A Fistful of Educational Apps: The good, the bad, and the ugly - *Location: TRUSU Lecture Hall
January 15, 2020: This CELTalk will be held in the TRUSU Lecture Hall. There are dozens of educational websites, apps, and software packages available on the Internet which claim to help students and/or instructors. In this interactive CELTalk, TRU eLearning Coordinator Dr. Matthew Stranach will survey 20 of the most popular apps for higher education and then categorize these as “Good”, “Bad”, or “Ugly” according to their potential value for teaching and learning. Matt will use a Pecha Kucha format for the first half of the presentation, and will demonstrate some of the “Good” apps during the second half. For more information on learning technology offerings at TRU, please visit: https://trubox.ca/workshops/.Watch the video
Harvesting SoTL from the Fields - *Location: TRUSU Lecture Hall
January 15, 2020: This CELTalk will be held in the TRUSU Lecture Hall. How can we effectively cultivate a culture of excellence in teaching and learning and discovery? Using data and anecdotes I will share about the success of the first-year research experience (FYRE) and how this collaborative approach invigorated 2800 annual student enrolments and inspired dozens of faculty to wade more confidently into the field of the scholarship of teaching and learning (SoTL). We’ll touch on what of this approach might yield something of value for you and your teaching and scholarship.Watch the video
Two-stage Exams to Make Learning "Stick"
December 12, 2019: What is a two-stage exam and how does it affect student learning? In what contexts can it be used? Learn how one instructor adopted two-stage exams with inspiring results.Watch the video
A Toolbox for Incorporating Sustainability Competencies into any Course
Crystal Huscroft & Susan Purdy
December 12, 2019: This workshop will provide you with information about core sustainability competencies, and then will highlight the pedagogical tools you may already be using, to incorporate them into your courses.Watch the video
Peer-Mentoring for Early Childhood Educators in BC Projects
November 27, 2019: Did you know that in BC, as many as 50% of beginning Early Childhood Educators leave the field within the first five years of work? This startling statistic has been a motivator for Laura, an Associate Professor in the School of Education. Just recently, thanks to provincial funding, a peer-mentoring project that originated in Kamloops has gone province-wide, with 19 locations. Come, hear about this peer-mentoring project that takes place within a community of practice and includes access to online support and timely professional development.Watch the video
Examining the First Year of the Mind the Gap Program
Susan Lidster & Catharine Dishke
November 27, 2019: The Mind the Gap Program is an opportunity to bring together teachers from School District No. 73 and TRU faculty members to support idea sharing and the development of collaborative projects with the goal of sharing and spreading awareness and practice. As the second year of the program begins, we examine feedback we received from past program participants to determine areas of success and suggestions for moving forward.Watch the video
Field School Development - two steps forward, one step back!
Karie Russell & Karen Densky
November 5, 2019: We will share the process of developing a field school from the perspective of a faculty member (with a good idea) and TRU World (with processes, timelines, and protocols). The talk will take participants from the early planning stages through to delivery and every step in between. Tools and resources for planning and executing a field school will be shared.Watch the video
Hello from the other side: What Your Students are Complaining About
October 15, 2019: Possibly one of the most common phrases tutors use in the Writing Centre is, “you should really go talk to your instructor.” This is frequently met with unconcealed fear, and some combination of, “I don’t want to bother my teacher/if I ask questions, he/she will think I’m dumb/I’m scared”. As a faculty member, I strive for approachability: Talk to me. Let’s have coffee. Notice my strategically-placed personal photos of kids/hobbies/cats, indicating I’m a real person! However, if you’re like me, you might not have students queuing at your door during your office hours. Are you scary and unapproachable? Probably not. The Writing Centre is a space where students often feel comfortable sharing their frustrations with a peer tutor. In this CELTalk, I will share the most common causes for student confusion when it comes to assignments, and discuss how they can be addressed.Watch the video
Harvesting SoTL from the Fields - Rescheduled to January 15, 2020
October 15, 2019: How can we effectively cultivate a culture of excellence in teaching and learning and discovery? Using data and anecdotes I will share about the success of the first-year research experience (FYRE) and how this collaborative approach invigorated 2800 annual student enrolments and inspired dozens of faculty to wade more confidently into the field of the scholarship of teaching and learning (SoTL). I’ll touch on what of this approach might yield something of value for you and your teaching and scholarships.
Strategies for Adopting Open Educational Resources....from small steps to giant leaps
September 17, 2019: The decision to adopt Open Educational Resources (OERs) can be overwhelming. Where to start? Learn about the wide range of approaches (from small steps to giant leaps!) faculty can use to incorporate OERs into their teaching and learning activities . . . Learn about the path one instructor took to adopt OERs gradually over the past two decades, building both knowledge and confidenceWatch the video
Mental Health Stigma and Ableism in the Classroom: Towards Ameliorative Strategies
September 17, 2019: This workshop will critique the standard categorical model of mental health/illness and the standard accommodation policies for insufficiently promoting access to, or engagement with, course material, and for placing additional burdens on members of equity-seeking groups. I offer an alternative continuum model, and an accompanying access+ policy which, together, are better-suited to meeting the goal of equitable, inclusive, and diverse classrooms.Watch the video
MOOCs for Teaching and Learning
April 9, 2019: Massive Open Online Courses (AKA “MOOCs”) have been offered by some of the world’s leading universities for more than a decade. Inspired by a Canadian model of online teaching practice, millions of students have studied in thousands of MOOCs generally free of financial cost or academic credit since 2008. Dr. Matthew Stranach of TRU Open Learning completed his doctorate on social presence in MOOCs. Matt will speak about lessons these kinds of courses can teach us about how to improve teaching and learning in fully online and in blended settings.Watch the video
Introduction to Group Testing
April 9, 2019: Exams don’t have to be stressful, and they don’t have to be summative assessments only. If you want to make the most of your students’ collaborative learning experiences and foster student metacognition, you might want to consider group testing, which is as much a learning experience as it is an exam. This kind of testing environment includes individual and group assessment, peer teaching opportunities, reflection and negotiation experiences, and, sometimes, instant feedback for students. How can all that happen in a single exam? Come to this CELTalk to find out!Watch the video
Creating a Sense of Belonging: Value of Building Community and Connectedness with Students (cancelled)
March 28, 2019: Creating a sense of belonging in a learning environment is an increasingly popular topic among higher educational institutions around the world. Several studies suggest, creating a sense of belonging among learners is critical in terms of student engagement, academic success, and motivation. The purpose of this presentation is to explore the best practices of creating a sense of social belonging among learners in the virtual classroom and examine the benefits. Specifically, it will provide a literature review, anecdotes from colleagues, students, and the presenter. The findings will also allow practitioners to appreciate and enhance learning opportunities among adult learners. Finally, lessons learned, continuing challenges and guidelines for practitioners considering the development of such a model will be presented and discussed.
The Brain on PlayDo
March 28, 2019: Kim teaches a graduate summer course in educational neuroscience in the M.Ed. program. In a short period of time, both domestic and international students must learn the anatomy, physiology, and function of the brain, which can be a tall order in a compressed course. Using current brain research, Kim uses novel methods to teach challenging content and concepts. Come for a fun session, playing with blocks, playdo, and full-body movement to experience these methods for yourself!Watch the video
Creating a Sensory Smart Post Secondary Classroom
March 12, 2019: The presentation will provide an opportunity to learn about the Zone'In program created for classroom teachers by Occupational Therapist, Cris Rowan. All students, including adult learners, have diverse self-regulation needs, and postsecondary instructors are not alone when trying to maintain a high level of engagement with their students. Sensory dysregulation describes a state of over or under arousal and when a person is not able to successfully regulate or process environmental stimuli (Cheng, Boggett-Carsjens, 2005). The Zone’N program enables simple tools for sensory regulation, and provides a means for educators to help their students maintain engagement, be calm and alert in their learning, and have a high level of recall (Shanker, 2012, 2014). Adapting methods from K-12 special education and generalist classroom settings, Dr. Nan Stevens will demonstrate how even a lecture hall can become sensory smart for all learners.Watch the video
Creating Better Open Textbooks
March 12, 2019: Students say that they like Open Educational Resources (OERs) - such as open textbooks - because they save them a lot of money, but how do they feel about using them, compared with traditional printed resources? Open Learning faculty member and BCCampus OER Research Fellow Steven Earle will describe the results from his ongoing research into how students access and use OERs and what they like and don't like about that experience. He will discuss how we can use the student feedback to help us make open textbooks even better.Watch the video
Being “Courageously Holistic:” Reflections on Ecological Contemplative Practices
Feb. 12, 2019: In this talk, which is inspired by the teachings of elder Bob Cardinal from the Enoch Cree Nation and Dr. Dwayne Donald from the University of Alberta, I consider what “courageously holistic” teaching practices might be called for in these “ecologically sorrowful times” (Jardine, 2015, p. xv). I will reflect on the meaning of ecological contemplative practices in my work with Master of Education students at Thompson Rivers University, based on the recognition that students are not only intellectual beings, but also physical, emotional and spiritual beings. I will demonstrate examples of some of the arts-inspired ecological contemplative work that we do in our classes, such as daily poetry readings, listening circles, sharing food, “heart-tunings,” and creative assignments that weave story and place. Following Paul Wapner’s (2016) view that private contemplation may empower and enrich action in the public sphere, I will consider the potential impact of these holistic practices on students’ orientation towards social and ecological justice in their own work in the field of education.Watch the video
Development of an Indigenous Rural Nursing Practice Course
Feb. 12, 2019: Otsin is the spirit of Gitxsan Peoples and reflects the Gitxsan nursing faculty member sharing the journey in the development of a unique third year nursing practice course. A context-based, student centered teaching pedagogy using a two-eyed seeing approach informs the development of the interdisciplinary Indigenous nursing practice course. The theoretical tenet of place is reconceptualized to reflect Indigenous communities and rural nursing practice. A metaphor of weaving together cedar strips reflects the journey workshop participants will experience in expanding their lens beyond the classroom walls to rural and Indigenous northern communities.Watch the video
Visible Learning and What this may mean in higher education classrooms
Jan. 21, 2019: In 2009 John Hattie published a ground-breaking meta-analysis that identified what does an effective learning environment in K-12 include? What does it not include? What is the % effect on student learning and well-being of the learning environment component? This meta-analysis is interesting to consider in all learning environments. It is not perfect — but it’s comparative nature makes it better than most of our information about effective learning strategies thus far. We’ll take a look at the research and consider what applies and what that implies in the higher education environment.Watch the video
Motivating Students to Read
Jan. 21, 2019: Are your students reading the assigned readings? If not, why? How can we motivate students to read? This talk explores various reading strategies to meet the challenges of student engagement in reading while also encouraging relationship building and accountability.Watch the video
Weytk – The Importance of Introductions in Indigenous Culture
Nov. 27, 2018: In Indigenous settings there is time set aside for the protocol of introduction, where everyone shares who they are and where they come from. This situates people, but also allows time for connections and conversations that build on relationships. I always do this when starting any class (K-16) and anyone can use this strategy, which is a step towards Indigenization.Watch the video
The Culture of Curiosity: Inductive Teaching keeps them Engaged
Nov. 27, 2018: Knowing that our students are not blank slates and aiming to invite and stir curiosity about the course content, led Jerome Bruner to define a strategy based on student inquiry called Concept Attainment. This approach to introduce students to new concepts draws upon inherent human curiosity into a problem solving approach where students explore the attributes of a concept before naming it. This structured inquiry approach helps bring meaning to new concepts and engages students to explore, explain and provide examples. I have used this strategy in classes from elementary school through to university to teach science concepts and the rules of grammar or citation. Students love it because it is an alternative to being passive recipients of concepts to fully engaged allies in the learning process.Watch the video
Democratizing Assessment in Higher Education
Nov. 8, 2018: Assessment is one of the most important, yet elusive aspects of teaching and learning. Recent innovations in higher education pedagogy include student-centered teaching approaches, yet rarely is assessment aligned with these new paradigms. In this presentation, I will share implementation of peer and self-assessment in undergraduate and graduate courses and my reflections on lessons learned on the benefits and some of the challenges involved in implementing these forms of assessment.Watch the video
Intercultural Learning and Place-based Pedagogy
Nov. 8, 2018: From an educator’s perspective, the myriad of the world views and experiences of students in the classroom provide opportunities for new ways of knowing, seeing, and experiencing the world. Place-based education has the capacity to extend the learning community beyond the parameters of the university and to bring Indigenous and non-Indigenous, domestic and international students onto the local landscape. By intentionally using place-based and intercultural pedagogy, this SoTL project draws on student reflections to investigate whether intercultural learning occurred through a place-based walking tour assignment.Watch the video
3D Printing for Educators
Oct. 30, 2018: Over the last several years, 3D Printing has developed from a fringe and expensive technology accessible only to engineers, to a mainstream and widely accessible tool of endless possibilities for educators and everyone else. High quality 3D Printers can now be obtained for $1000 and user friendly software has almost eliminated the learning curve. However, to many, 3D Printing is still a mysterious technology that they do not know how to approach. Today we will examine the fundamentals of 3D Printing with an emphasis on Open Source printers and Open Access software.Watch the video
The Power of the Brick
Oct. 30, 2018: How a simple plastic brick can transform group interactions by generating real shared understanding amongst the participants.Watch the video
Redesigned Classrooms – lessons from Arts and Education
Panel: Nan Stevens, Susan Lidster, Ted Howe, Annette Dominik, Cara Cadre, Josie Fischer
Oct. 11, 2018: This year, classrooms in the Old Main building at TRU are being redesigned to allow for more flexibility in learning and delivery styles. This work has already taken place in some classrooms in the Arts & Education building. The focus of this CELTalk is to get direct feedback from instructors that have been using these spaces in A&E. You’ll hear some lessons learned in this journey towards more flexible and active learning. There will be two panels – one from the School of Education (where teacher candidates learn how to teach) and one from Modern Languages (where faculty are looking for active ways to promote language learning). The panels will share their successful strategies and learning opportunities for these spaces.Watch the video
Talking for a Living
Sept. 27, 2018: Talking for a living can be challenging - especially for teachers, who have to speak a lot, five days in a row. Our vocal habits help make or break our instruction and greatly impacts our students' experience. We all know that teacher that is difficult to listen to, and we can't remember what they said. It comes down to presentation skills. Learn techniques and better vocal choices that can help your audience hear what you are saying and help them retain the information. Be heard, without hurting yourself.Watch the video
Creating an embedded reading list in Moodle . . . ethically
Kathy Gaynor, Library
April 5, 2018: This session looks at how to leverage already copyright cleared materials from TRU Library and create a reading list (required and supplemental) in Moodle without having to worry about violating copyright legislation.Watch the video
Life Writing towards an Ecological Activism of Joy
Jodi Latremouille, Education
April 5, 2018: Humans are now coming up against hard limits to our life on earth, and yet, through various ill-measured responses, we are effectively leaving the long-term ecological and social consequences to future generations. I consider how it is possible to cultivate more measured (Gadamer, 2004), yet always imperfect responses in these "ecologically sorrowful times" (Jardine, 2015, p. xv) through a heart-mind-ful and place-based pedagogy that is oriented towards diversity in ways of knowing and connecting with others, an openness to the unknown, and to respectful relations with humans and our more-than-human kin.Watch the video
Making the case for Remote Instruments as (Almost) Open Educational Resources (aOERs) to innovate the Chemistry Laboratory
Bruno Cinel & Sharon Brewer, Physical Sciences & Engineering
March 21, 2018: Technology has revolutionized the way we connect, communicate, and share information; transforming how educators approach teaching and learning in and out of the classroom. At Thompson Rivers University, we have been actively investigating the use of remote operation of scientific instrumentation for K-16 science students. We discuss our work providing access for real time analysis of real world samples and promoting remote instrumentation as "aOER's" or almost Open Educational Resources for the science laboratory.Watch the video
Indigenizing and Postsecondary Education: The Coyote Project How TRU is Working Together for Indigenous Student Success
Airini, Dean, Faculty of Education & Social Work
March 21, 2018: Eleven academic divisions are working together to design, operationalize, evaluate and share practices aimed at increasing Indigenous advancement and the indigenization of TRU academic activities.Watch the video
From Lab to Table: Dining with Microbes
Ann Cheeptham, Biology
March 8, 2018: This presentation showcases an innovative student engagement activity in a fourth year microbiology elective course. The final project, a dinner fundraising event with students serving microbial fermented products, has led to community outreach and public engagement. This presentation took place as part of TRU's I-Days.Watch the video
What do you think Experiential Learning is?
Larry Iles, Career Education
Feb. 6, 2018: A new BC provincial Matrix on the various forms of Experiential Learning (EL) in the Canadian Post-Secondary System are presented. Complementing this matrix review are the results of a TRU survey, cataloging the various forms of EL at our institution. If you love the Matrix and Stats-this session is for you!Watch the video
Creating Classroom Environments Conducive to Well-being
Chelsea Corsi, Wellness Centre
Feb. 6, 2018: The research is clear: student well-being is strongly correlated with academic and personal success. Unfortunately, many students experience overwhelming stress and mental health concerns that can hinder their health as well as their academic performance. The good news is that the classroom environment and the positive relationships faculty can foster with students are a key component in nurturing student wellness. If you are curious about how faculty can cultivate classroom environments conducive to well-being, this talk is for you.Watch the video
The Universal Indigenous Ethic of Reciprocity and the First Moment of Encounter in the Social Work Classroom
Jeffrey McNeil, Social Work
Jan. 26, 2018: A majority of social work students arrive in their undergraduate experience bereft of a depth of understanding and empathy of the experiences of Indigenous Peoples in Canada. This unknowing results in feelings of anger, resentment and finally guilt - this tension however reveals opportunity for the decolonizing instructor to shift feeling into action and reveal a path towards a decolonized heart-centered practice.Watch the video
ESTR's Market: Project-Based Learning
Leanne Mihalicz and Saskia Stinson, ESTR
Jan. 26, 2018: Over the past three years, the Education and Skills Training (ESTR) program at TRU has integrated a unique project-based learning initiative into their Retail and Kitchen streams. The ESTR Kiosk has successfully provided students with cognitive disabilities with job specific training as well as creating a more accessible, visible and inclusive program on campus. Every year the project has grown in products, partnerships and sales which resulted in a need for an expansion. In Fall 2017, one of the existing classrooms in Old Main was transformed into a "cool" little market known for delicious soup and friendly service.Watch the video
Take out Your Phone: Using mentimeter for Class Surveys
Kyra Garson, Coordinator, Intercuturalization
Nov. 30, 2017: In class smart phone surveys can be a great way to engage students and assess learning either pre or post lessons. Not only do students learn but we can learn a lot about them. Kyra leads us through the simplicity of mentimeter and invite others to share similar tools they may be using.Watch the video
Creating Links from Classroom to Career
Susan Forseille, Career Education
Nov. 30, 2017: Linking class room to career, learn how TRU students are transitioning from their degree to securing meaningful career employment. This micro-session shares recent research on the factors that influence this transition, offering insight on what TRU faculty, staff and administrators can do to support and further educate students on this monumental transition.Watch the video
Leveraging the Power of Open Educational Resources (OERs) in the Classroom
Lian Dumouchel, Tourism Management
Nov. 17, 2017: What are Open Educational Resources (OERs) and why are they relevant to us as educators? How can OERs be used by faculty to improve/enhance/enrich the student learning experience and outcomes? What's out there? Where to start?Watch the video
Finding and Evaluating OER: Tips and Tools
Brenda Smith, Open Education Librarian
Nov. 17, 2017: How do you get started looking for OER? What resources and tools are available to help? What tips should you consider when considering OER? How can Brenda help you with integrating OER into your teaching, whether you want to just dip your toe into the world of Open Education by using OER images or videos or if you want to base your entire class on OER?Watch the video
Instructor's Survival Kit
Franzi Ng, Instructional Designer, TRU - OL
Oct. 30, 2017: Quick and easy tools that keep classroom practice fresh and effective. Discover how simple, everyday objects can be integrated into your teaching to keep students engaged, learning and on their toes.Watch the video
There's something happening here - Place- based Education
Brad Harasymchuk, Student Services
Oct. 30, 2017: Place-based education proposes students and educators engage with their local community - culture, people, land, art. To be able to accomplish this educators may need to reconsider the colonial constructs of time and space.Watch the video
Adding a Multimedia Dimension to Images
Brian Lamb, Open Learning
Oct. 20, 2017: This talk demonstrates the use of H5P hotspots for adding a multimedia dimension to images you or students may use for presentations, digital assignments, Moodle resources.Watch the video
2 Birds, 1 Stone: Reducing Student Breakdowns and Improving your Marking Experience
Jenna Goddard, Writing Centre
Oct. 20, 2017: One of the most common issues students request help with in the Writing Centre is assignment interpretation. Join me for a presentation on creating clear, comprehensible assignment explanations and evaluative criteria.Watch the video
Making Educational Videos
Tony Bell, School of Business & Economics
Oct. 4, 2017: Since 2011, Tony Bell has been using videos to support his introductory accounting courses. Posted on YouTube, his videos have garnered over 4,000,000 views from around the world. This talk explores his experiences and advice in making and using video supplements. It also reviews the current literature on the best practices when it comes to making and using educational videos.Watch the video
"Get up and get going"
John Churchley, School of Education
Oct. 4, 2017: This instructional strategy involves getting students working together using non-permanent vertical surfaces. It is based on research by Dr. Peter Liljedahl from SFU, and gets students learning actively and socially.Watch the video