Tag Archives: critical thinking

Teaching What’s Important: Symposium Highlights

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? [The Sandbox]

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.

MOOS Students

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]

Five suggestions for improving students’ writing in your course, regardless of the subject

By Jennie Ferris, Teaching and Learning Services

A recent University Affairs article concisely articulates five key points from John Bean’s book Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, 2nd edition (San Francisco: Jossey-Bass, 2011). Bean encourages instructors to identify assignment genres, inform student of how the writing will be evaluated, provide opportunities for revision, incorporate low-stakes assignments, and inform themselves of services offered by the campus writing centre. To check out the book itself, access the online version; a hard-copy version is also available from the McGill Library [PE1404 B35 2011 [Regular Loan] Humanities and Social Sciences – Education Collection (McLennan Bldg, 2nd floor)]

Readers, what do you think? Have you used some of these approaches, and did they work? What other ways can students’ writing be improved?