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Monday, November 6, 2017
By Stephanie Vizi, TLS feature writer Students fill the seats of Southam Hall’s 444-seat Kailash Mital Theatre, Carleton’s largest lecture hall. The professor stands at the front competing with social media, cell phones and limitless apps for the attention of these media-savvy students. Teaching large classes poses many challenges, both inside... More
Wednesday, March 23, 2016
Active Engagement: Success in the Classroom and Beyond Date: May 10 Time: 9 am – 3:15 p.m. Location: River Building atrium and conference rooms Student engagement, a key to successful undergraduate education, can be achieved through encouraging active learning, which has long been considered a principle of good practice in undergraduate... More
Monday, January 26, 2015
By Dario Balca As Carleton’s Associate Vice-President (Teaching and Learning), Joy Mighty knew she wanted to get students more engaged, but didn’t want to just give out orders on how. The result is a new initiative that brings together faculty, staff and students from across the university to share their thoughts on how to... More
Tuesday, December 16, 2014
By Emily Cook, EDC staff writer For professors teaching large classes, it can be intimidating to even think about group presentations; but if it’s done right, it doesn’t have to be, according to professor Melanie Coughlin. Coughlin has been teaching East Asian Religion at Carleton University for the last two fall semesters, and in... More
Wednesday, March 6, 2013
By Sanoji Wijenayake, Department of Biology Student-teacher interactions are crucial in developing a student's academic self, motivation and achievement at all stages of their academic career (Komarraju et al. 2010), starting from kindergarten and continuing on to graduate studies. It is important to understand that student-teacher relationship... More
Tuesday, February 26, 2013
Danica Meredith, Department of English We have all been taught by excellent teachers, as well as some who are...less excellent. Do you ever wonder how they get that way? As a teacher you are in a position to facilitate learning. There are several ways in which to share knowledge in instructor-led classroom settings. At... More
Tuesday, February 12, 2013
By Abby Resiner, Department of Music For most teaching assistants, marking student assignments is an important duty. Through my experience as teaching assistant, I have observed several students do not engage with feedback provided on assignments. An important part of learning is to review feedback on assignments and learn from mistakes for future... More
Tuesday, January 29, 2013
by Madelaine Morrison, Department of History For many students, shyness presents a formidable obstacle to tutorial participation. Sitting like ducks in a hot, stuffy classroom, they must converse with peers they barely know under the watchful gaze of the beady-eyed tutorial leader who, pen in hand, scratches symbols across an inscrutable... More
Tuesday, January 22, 2013
by Dahlya Smolash, Department of English Backward Design is an approach to curriculum planning that starts with final learning outcomes, and works backwards to determine activities and assessment tools. A Backward Design approach has the benefit of methodologically ensuring that the objectives and the assignments/activities are in synch. This... More
Tuesday, January 15, 2013
Written by Ryan Griffin, Department of Electronics Engaging students and promoting learning can be a very difficult task and there are countless theories and methods on how best encourage students to learn and be involved. [1 - 3] In my own experience utilizing varied teaching approaches, being approachable and making students work for the... More
Tuesday, January 8, 2013
Written by: Deanne van Rooyen, Department of Earth Sciences One of the most frequently asked questions I’ve encountered in many years of being a TA is “What do you do?” It may even beat “what’s on the test?” but this is anecdotal evidence only. Maybe I just remember the first question better because it... More
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