Past Event! Note: this event has already taken place.
Teaching Colloquium
April 5, 2012 at 6:00 PM to 9:00 PM
| Location: | Fenn Lounge Residence Commons |
| Cost: | Free |
Event Information
The School of Linguistics and Language Studies & the Department of Psychology are hosting a teaching colloquium that will feature a poster session of research completed by students in the Seminar in University Teaching (ALDS 5204/PSYC 6104) as well as an invited keynote presentation/discussion by Dr. Aaron Doyle (Sociology/Anthropology). Refreshments and food will be served.
The evening will begin with Dr. Doyle’s presentation (see title and abstract below) followed by time to view and discuss the students’ posters. The topics vary in focus, but each is related to aspects of more effective teaching in higher education.
We hope you’ll join us for an engaging evening of “good talk about good teaching.”
Confirmation is not necessary, but if you know you will be attending, please email Tim Pychyl at tpychyl@connect.carleton.ca just so we know how many tables and chairs may be necessary.
Engaging students, engaging teachers: Sociology in/of the university classroom in the 21st century
Dr. Aaron Doyle
Associate Professor, Department of Sociology/Anthropology
(Carleton University)
Abstract
I discuss some barriers to student engagement in and beyond the 21st century university classroom. I tie these in to broader social, economic and technological forces that work to interfere with student engagement. Then I suggest some approaches that I and my fellow teachers, including our graduate students who teach, are using to work towards an engaging university learning experience for students and teachers alike, even in large classes of over 100 students. Even in such large classes, ideally we can help foster a learning experience that not only covers key content and concepts, but is also interactive, lively, relevant, moving, and ultimately works towards empowering the students. Ideally our classes should also help students challenge and call into question their fundamental taken-for-grant assumptions, not only intellectually in terms of course content, but also in terms of the students’ understandings of who they are, of their places in the social world and of what they can accomplish. I try to demonstrate some of this using a brief interactive exercise I have used a number of times in second year Introduction to Criminology courses of 100-150 students. I discuss how graduate students are poised to be leaders as the new generation of teachers shaping and fostering the engaged university learning experience of the future.