How can you help students connect related concepts in your course?
Join us for this second webinar in our series that will address questions and offer ideas on selecting teaching strategies based on how students learn.
- December 13, 12:15-12:45pm: Connecting: Teaching students to organize knowledge
Register now online!
There’s a new course at McGill. It’s called Communicating Science (CCOM 314). Diane Dechief, a Faculty Lecturer at the McGill Writing Centre, designed the course and is teaching its first run this semester.
I interviewed Diane to learn what the course addresses and how she designed it. The first thing I learned is that communicating science is a growing interest for many scientists.
Diane explained: There’s a movement, both online and off, toward increasing science communication. It’s a push for academics to become better at talking about their research to non-specialists, and for scientists, in particular, to assert their knowledge, control their message, and communicate with the public more broadly. Continue reading Helping Students Communicate Science – Beyond the Classroom!
Co-authors: Helle-Mai Lenk, Emiri Oda, Diane Maratta
This post, co-authored by McGill instructor Helle-Mai Lenk, her former student Emiri Oda, and Diane Maratta, a Learning Technology Consultant with McGill’s Teaching and Learning Services, describes the implementation of Perusall, a tool for engaging students with course readings by having them do online, asynchronous annotations in context to which peers can respond. Continue reading How do I get students to engage with course readings?
On the first day of classes, I, like other instructors, share either a hard copy or electronic copy of the course outline with students. (Actually, at McGill, the course outline must be provided to students during the first week of classes according to the McGill Charter of Students’ Rights (Chapter One, Article 10.2 – amended by McGill Senate 21 January 2009 – of the Handbook on Student Rights and Responsibilities, available as a PDF). I hope all students will be motivated to read it attentively on their own because it has information that is important for them to succeed at the course. But my hope has been repeatedly dashed. So, I tried a more directive approach: orally “walking” students through salient points of the course outline (can you say tedious?) and asking students to pose questions about anything that’s unclear. No questions. Great. It’s confirmation that I write clear course outlines. Probably not. More likely, students don’t have enough time to take in the content of this truly important document.
So, I switched approaches again. On the first day of class, students now have to engage in an awareness-raising activity whereby they have to find important information in the course outline. Continue reading Getting Students to Attend to Important Course Information: First Day myCourses “Scavenger Hunt”
by Diane Maratta and Carolyn Samuel
Have you been thinking of using Peer Assessment (PA) in any of your courses? We, at Teaching and Learning Services (TLS), have added a new “PA” section to our website with resources to support instructors who wish to implement PA in their courses. Continue reading New Peer Assessment Website launched by Teaching and Learning Services
Thank a Prof. Thank a Prof? Yeah, Thank a Prof! McGill’s Teaching and Learning Services (TLS) recently launched an initiative that encourages students to thank profs (i.e., any instructor at McGill) who have made a difference in their lives. Continue reading Thank a Prof now available
One afternoon last fall, I went to the washroom in the McLennan Library. Unexpectedly, I heard sobbing coming from one of the stalls. I bent over to look for the shoes that would indicate which stall the sobbing was coming from. I saw the shoes; I also saw a bum in jeans. Someone was sitting on the floor of the stall sobbing uncontrollably. I knocked on the door and asked, “Do you need help?” No response other than more sobbing. I knocked again. This time I said, “My name is Carolyn Samuel. I work down the hall at Teaching and Learning Services (TLS). Can you open the door?” There was no vocal reply, but I heard the latch click. Gently, I pushed the door open. She was a student. She sat sobbing and didn’t even look up when I opened the door. I asked if I could put my hand on her shoulder. She nodded. I was hoping the human touch would provide her with some comfort in what was clearly a time of despair. “Can you tell me your name? Your first name only.” She did. With some coaxing, we went together to my office. She continued to sob. I asked only a few questions. She was an undergraduate student from Toronto. It was her first semester. She felt she was falling behind. She agreed to walk with me to the Office of the Dean of Students. On the way, she stopped suddenly. Still sobbing, she blurted, “I can’t go! I have to be in class now or I’ll fall behind even more!” She was in no condition to go to class. With a little more coaxing, we made it to the Brown Building, where I left her in the hands of the staff at the Office of the Dean of Students.
Have you ever thought about what you would do if you found a student in distress on campus? If you’ve never thought about it, you probably should. Continue reading I came upon a student in distress