On December 11th, 2015, McGill’s Teaching and Learning Services (TLS) held a symposium for faculty with a focus on translating aspirations for student learning into pedagogical strategies. The event, Teaching What’s Important: Educating Students for Today and Tomorrow, called upon a range of university professors to showcase their strategies and experiences, and join the discussion about the possibilities for undergraduate education at McGill. With a turnout of 135 (a mostly faculty members, but also staff and a few students), the discussion was certainly though-provoking. For some highlights, please see below: Continue reading Teaching What’s Important: Symposium Highlights
How do you talk to students is an important question to reflect on as we start thinking about next term. Earlier this Fall, the McGill Office of Sustainability posted a very interesting piece on their blog, The Sandbox, addressing this very issue. Many thanks to them for letting us repost it here.
A question that staff often bring to MOOS is, “How do you talk to students?” In a campus as siloed as McGill’s, it’s understandably difficult to break down the geographic and cultural boundaries between students and staff. Our secret? We regularly emphasize why students are fundamental to the work that we are doing, and we actively seek out ways to partner with students.
Why are students important? Continue reading How do you talk to students? [The Sandbox]
In January this year I made a huge leap of faith in my academic career; sideways in terms of a new field of specialisation, and what sometimes feels like backwards in terms of my professional status. After 8 years of teaching, I started a postdoctoral fellowship here at McGill, took a pay cut, threw myself into many unknowns, and have had moments of excitement as well as utter fear: what if I’ve made a mistake? But I did it in order to have a chance to work at the world-class McGill Faculty of Law, and knowing that many successful careers are made not by climbing a single ladder, but by trying out new things.
Continue reading Finding Direction as a Postdoc – A Leap of Faith
McGillX offered its first Massive Open Online Course (MOOC) on the edX platform in January 2014 and has now offered two MOOCs, started a third and has one more more in the pipe. Serving as a student assistant for CHEM181x: Food for Thought, I was myself a learner in a new environment. To be honest, I had never heard of a MOOC until I was offered the position in November 2013. In joining the McGillX team, my role would be to both assist in the course development and serve as one of two discussion moderators. Continue reading From the Campus to MOOC: Reflections of a Student Assistant
As the end of my PhD was drawing near, I started to worry, like many grad students do, about what would come next? How would I transition from being a doctoral student in the academy to the world of full-time work? Continue reading Muddling with Intention: On Moving from the Academy to the Academy
In fact, it’s both!
Studies in supervision practice have found a connection between a mentor-model of supervision and better research outcomes. On the surface, the investment in time and energy into new supervisees may seem like a one-directional cost for many supervisors. However, some supervision research has shown that the original investment into teaching students about good research techniques pays off in the end. Continue reading Is Supervision about Teaching or Research?