1. Upcoming Workshop Offerings
  2. Past Workshop Offerings

Designed specifically to help instructors with the rapid transition to online teaching, Welcome to My Online Classroom (WTMOC) is a workshop series led by instructors, for instructors, with a specific focus on sharing a wide variety of ideas, strategies and approaches to teaching online.

The sessions will begin with a brief overview from the presenter, and then open for question-and-answer and discussion more broadly. The idea is to create spaces where instructors, regardless of experience, can exchange ideas for teaching online.

If you’d like to get involved in WTMOC, let us know!

Upcoming Workshop Offerings

Date/Time Presenter Focus? Department Registration Resources

Past Workshop Offerings

Presenter Department Highlights & Topics from the Videos Resources
Andrew Schmidt Department of Civil and Environmental Engineering 11:11  Online synchronous teaching, CIVE 5403; addressing issues around student engagement. Organizing group projects, assessing online participation via a rubric. Brightspace tools: discussion groups, groupings, gradebook. Zoom activities: breakout rooms, polls. Video, Transcript
Tamara Rozina Department of Physics 8:15  Online synchronous labs, PHYS 1007;  solutions & strategies for solving the logistical challenges of moving labs online using Brightspace. Tools used: restrictions, modules, categories, groups. Strategies used: merging, weekly publishing, consistent naming, modules for just instructors/TAs. Video, Transcript
Deanna Whelan Department of Psychology 2:22  In-person and blended teaching. Teaching in-person under COVID-19 protocols; experiential learning and group work; lecturing while wearing a mask, glasses, and a microphone; student responses to in-person teaching under such restrictions Video, Transcript
Celine Bonnotte-Hoover Department of French 5:32 In-person and Hyflex teaching; FREN 3702 (Hyflex), FREN 1100 (in-person). Engagement, participation, attendance, and communication in the Hyflex and in-person modalities. Strategies for either modality. Video, Transcript, Slides
Veronic Bezaire Department of Chemistry 5:01 Revising FOOD 2004 (scientific communication) for online delivery; blended delivery model. Re-creating a collaborative learning environment in an online writing course; using Bloom’s Taxonomy of Learning to conceptualize appropriate scaffolding activities; using breakout rooms, shared documents, peer review, share screen, and Perusall to foster collaboration and engagement. Video, Transcript
Lorraine Godden Arthur Kroeger College 5:44 Embedding FUSION into FYSM 1700 (connecting academics to careers); what worked well & what didn’t. FUSION (Future Skills Innovation Network) project and curriculum (communication, problem solving, and metacognitive skills); experiential learning, reflection; student feedback on FUSION. Video, Transcript
Kathleen Moss Department of Sociology & Anthropology 6:26 Transitioning to Brightspace, synchronous course design. Accessing existing resources, using templates, building module content, setting up gradebook, using rubrics. Course communications, accessibility and closed captioning, transparency, community engagement. Video, Transcript
Marylynn Steckley Bachelor of Global & International Studies 4:49 Transitioning to Brightspace, synchronous course design. Getting set up on Brightspace: homepages; personalized correspondence and ‘replace strings’; module design; embedding images and links; Brightspace support resources Video, Transcript
Peggy Hartwick School of Linguistics & Language Studies 8:52 Brightspace pilot, synchronous course design. Getting set up on Brightspace: transitioning from cuLearn to Brightspace; the student perspective; Brightspace support resources; layouts and templates. Video, Slides
Geoff Pignotta Department of Earth Sciences 9:16 Brightspace pilot, blended course design. Getting set up on Brightspace: the Course Home, the visual Table of Contents, class communications, module design/layout, Discussions, Rubrics, Quizzes, Assignments; grading and assessment in Brightspace Video, Transcript
Julie McCarroll School of Linguistics & Language Studies 5:37 Brightspace pilot, blended course design, student engagement, student feedback. Getting set up on Brightspace: content/lesson/module organization, Assignments, Quizzes, Grades Video, Transcript, Slides
Melanie Adrian Department of Law and Legal Studies 15:26 Blended course design, SoTL project, small groups (“learning pods”), impact of learning pods on student engagement (student-to-student, student-to-instructor, and student-to-content), student learning, student outcomes Video, Transcript
Sophie Tamas School of Indigenous & Canadian Studies / Department of Geography & Environmental Studies 3:07 Student engagement in online classes, student mental health, strategies for connecting with students, self-directed learning, collaborative pedagogies, ‘letters to students’ format Video, Transcript
Onita Basu Department of Civil & Environmental Engineering 5:52 Blended course design, synchronous sessions + online modules; strategies for student engagement (polling, Kahoot, breakout rooms, white board); using a second camera for sample problems; technical specifications (lighting, mic, recording & editing software, video hosting) Video, Transcript
Vincent Andrisani School of Journalism and Communication 7:26 COMMS 1001, videos and screencasts, asynchronous course design, creating engaging videos (‘talking head’ vs. ‘screencast’), lesson planning, images and transitions, cuLearn setup options Video, Transcript
Vivian Solana Department of Sociology & Anthropology 14:19 ANTH 2001, the Students-as-Partners program (SaPP), the cuLearn course template, building online learning communities, blended course designs (online asynchronous lessons + synchronous meetings), lecture videos, video chunking, ‘check for learning’ activities (quizzes, discussion forums), Zoom breakout rooms, alternate participation activities, course structure/organization, frequent formative assessments, communication strategies Video, Transcript
Shazia Sadaf Institute of Interdisciplinary Studies 13:15 Teaching emotionally charged topics, large class management and assessments, blended approaches, small-group discussion forums (structure, rubric), low-stakes quizzing & assignment scaffolding, course outline quiz, ‘daisy-chaining’, attendance, ‘best of’ assignment structures Video, Transcript
Amrita Hari Women’s & Gender Studies 5:58 Developing online course before & during the pandemic, asynchronous & synchronous teaching, cuPortfolio, communication strategies, process vs product, student feedback, “3-2-1” activity, discussion forums. Video, Transcript, Slides
Paloma Raggo Public Policy and Administration 13:25 Online course models (gamification, flipped, blended, capstone project), low-stakes quizzing & scaffolding, communication strategies, MCQs & rubrics, working with TAs Video, Transcript, Slides
Adrian Chan Systems & Computer Engineering 6:24 Student expectations via course outline, framing, 1:1 interviews, and explaining “why” you’ve done things. Video, Transcript
Lindsay Richardson Psychology 3:04 Transition “check points” for second-year perceptions weeks 2, 3, and 5. Student feedback to Qualtrics versus cuLearn in Intro Stats for psychology. Video, Transcript, Slides
Lorraine Godden Arthur Kroeger College 8:09 MA students, experiential learning, discussion questions, cuPortfolio, presentations Video, Transcript, Slides
David Hornsby Norman Paterson School of International Affairs 4:03 Large classes, active learning, diverse student environments, ethics of care, critical skills for students, grading. Video, Transcript
Achim Hurrelmann Political Science 7:23 MA students, blended seminar, course structuring, scaffolding, short lectures, small assignments, online debate, online superior to face-to-face Video, Transcript
Alyshea Cummins Religion 4:06 second-year religion, online discussion forums with grading rubric, two truths and a lie, graded syllabus quiz, force Announcements subscription Video, Transcript
Andrew Robinson Physics 9:24 Physics 1007, experienced learners, short video problems, low stakes testing, timetable of expected progress, flexible deadlines, discussion forum, daily BigBlueButton office hours, 15-20 min lecture modules Video, Transcript
Deidre Butler College of the Humanities 13:16 Online course template, manage email, “Start here”, syllabus quiz, “How to get an A in this course”, weekly course rhythm, participation challenge, bonus marks assignment, consistent due dates and structure, modules with chunks, video or just powerpoint + voice Video, Transcript, Slides
Grant Williams English 6:12 English 2200, rhetoric. Design course backward from capstone assignment to avoid too many irrelevant assignments. cuPortfolio, focus on few tools aligned with Learning Objectives Video, Transcript
Martha Mullally Biology 7:48 Online midterm with MCQ, TFE, SA questions. Survey students, if 75% respond all will get bonus mark. Embed flexibility, consider student’s environment. Video, Transcript, Slides
Danielle Kinsey History 7:28 History 3120, similarities and differences between face-to-face and online, asynchronous but weekly, consistent structure of modules with 10 min lectures, small group discussion forums better than face-to-face, greater upfront effort for instructor Video, Transcript
Kahente Horn-Miller Indigenous & Canadian Studies 4:16 Open to teach differently online, learn differently online, prep time greater than fae-to-face, important to establish boundaries, BigBlueButton good for consensus based online learning Video, Transcript
Anne Trépanier Indigenous & Canadian Studies 23:38 online teaching not easy, need time and plan, process is translating domain knowledge online, migrating intention, develop digital literacy in students, simple predictable course format, storyboard weekly learning response, build cohort Video, Transcript, Slides
Virginia Taylor Sprott School of Business 11:53 Third-year BIB international exchange students, different time zones, community (within community); consistency (minimize confusion); connectivity (between students & with faculty), cuLearn Groups, cuPortfolio (both individual & group) Video, Transcript
Bruce Tsuji Psychology 29:19 Large Intro Psych classes of up to 1,000 students, DFW rate online versus face-to-face, modules, daisy chain, many small assessments, open resource assessments Video, Transcript
Matt Sorley Psychology 6:37 PSYC 3301, modules, case studies, MCQ, SA, major assignment in three stages, cuPortfolio, reasons to like teaching online, regular communication, procrastination, brief videos, academic integrity Video, Transcript
Melanie Coughlin Philosophy 6:48 communicate expectations; communicate early, widely, supportively. Accessibility concerns. Course accessibility survey. Ask the Instructor forum, find a study buddy forum, automated appointment scheduler for office hours. Include links in weekly announcements. Video, Transcript
Peggy Hartwick Linguistics & Applied Language Studies 6:18 ESL and Intro Linguistics, keep things simple, meaningful, and consistent format; consider environment/technology, if possible open/synchronous communications with students; consider assessment practice and frequency Video, Transcript, Slides
Ali Arya Information Technology 12:56 BIT 1400 and 2400, Intro to programming; consistent structure; tutorials; reflection; evaluation assumed honesty; digital design not digitized design; Murphy’s Law applies; flexibility of format & tasks; clarity of communication & assignments; usability of course. Avoid synchronous; lower expectations of students and self. Focus on learning objectives, assessment, content, delivery. Video, Slides, Transcript
Ian Wereley History 4:40 Second-year history, asynchronous; 5-10 min modules; digital readings; mini-quiz each week; discussion forum or personal reflection; written document analysis 35%; mid-term + final exam 35% Video, Transcript
Kevin Cheung Math & Statistics 4:58 Math 1107, Math 5801; asynch with synchronous tutorials. Tools: Mac pro, Wacom tablet, Shure mic, Final Cut Pro, Apple Motion, Gimp. Frequent low stakes assessment discourages cheating. Synchronous good for feedback, small classes; but draining. Asynchronous good for network independence, large classes, but difficult to gauge engagement, requires more planning. Video, Transcript, Bonus Video