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Spring 2020 TA/TM Day has ended
TA/TM Day is presented by the Centre for Educational Excellence in cooperation with the Office of Graduate Studies and Postdoctoral Fellows and with consultation from the Teaching Support Staff Union at Simon Fraser University

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Friday, January 10
 

8:00am PST

Contact Names and Resources
Contact Information
Session 1.1
Hope Power (SFU Library) hpower@sfu.ca
Sylvia Roberts (SFU Library) sroberts@sfu.ca
Session 1.2
Jade Ho (TSSU) organizer@tssu.ca
Lillian Deeb (TSSU) chief_steward@tssu.ca
Katie Gravestock (Geography) Kgravest@sfu.ca
Session 1.3
Treena Chambers (Public Policy) treenac@sfu.ca
Maddie Knickerbocker (First Nations Studies) mknicker@sfu.ca
Session 1.4
Chantelle Spicer (Sociology and Anthropology) cspicer@sfu.ca
CJ Rowe (Sexual Violence Support and Prevention Office) cj_rowe@sfu.ca
Session 1.5
Kelli Finney (Department of Linguistics) kfinney@sfu.ca
Dasha Gluhareva (Department of Linguistics) dgluhare@sfu.ca
Session 2.1
Kar-On Lee (Centre for Educational Excellence, LTT) cal2@sfu.ca
Christina Drabik (Centre for Educational Excellence, LTT) cdrabik@sfu.ca
Session 2.2
Lillian Deeb, (TSSU) chief_steward@tssu.ca
Katie Gravestock (Geography) kgravest@sfu.ca
Session 2.3 
Carson Zellman (Department of Chemistry) czellman@sfu.ca
Yi Yuan (Department of Chemistry) yya155@sfu.ca
Session 2.4
CJ Rowe (Sexual Violence Support and Prevention Office) cj_rowe@sfu.ca
Paola Quiros (Sexual Violence Support and Prevention Office) paola_quiros@sfu.ca
Session 2.5
Sarah-May Strange (School of Criminology) sarah_strange@sfu.ca
Session 3.1 
Natalia Azize (Faculty of Education) nazize@sfu.ca
Session 3.2
Fiona Shaw (Centre for Educational Excellence, EAL) eal_ad@sfu.ca
Amanda Wallace (Centre for Educational Excellence, EAL) ajw23@sfu.ca
Ismaeil Fazel (Centre for Educational Excellence, EAL) ismaeil_fazel@sfu.ca
Eilidh Singh, (Centre for Educational Excellence, EAL) ceilidh_singh@sfu.ca
Session 3.3
Michelle La (Sociology and Anthropology) michelle_la@sfu.ca
Emma MacFarlane (Student Learning Commons) emma_macfarlane@sfu.ca
Session 3.4
Medha Satish Kumar (Beedie School of Business) msatishk@sfu.ca
Vanessa Shum (Beedie School of Business) vsa8@sfu.ca
Session 3.5 
George Temple (English) george_temple@sfu.ca
Jade Ho (Education) yichienh@sfu.ca
Session 4.1
Julia Lane (Student Learning Commons) julia_lane@sfu.ca
Amanda Goldrick-Jones (Student Learning Commons) agoldric@sfu.ca
Session 4.2
Michelle Verbrugghe (Student Conduct Office) michelle_verbrugghe@sfu.ca
Heather Roberts (Student Conduct Office ) hlr@sfu.ca
Andrea Ringrose (Campus Public Safety) andrea_ringrose@sfu.ca
Lisa Ogilvie (Health and Counselling Services) logilvie@sfu.ca
Session 4.3
Alicia Massie (School of Communication) amassie@sfu.ca
Jade Ho (Faculty of Education) yichienh@sfu.ca
Session 4.4
Lindsay Simpson (Sociology and Anthropology) lesimpso@sfu.ca
-------------------------------------------------------------------------------------------------------------------------------
*Note: TAs and TMs are encouraged to review Article XXV: M of the SFU/TSSU Collective Agreement, as it pertains to compensation for mandatory and non-mandatory orientation and/or professional development.

Other Offices to Contact for Information or Assistance 
Career Services | www.sfu.ca/career.html
Centre for Educational Excellence| www.sfu.ca/cee
Centre for Accessible Learning | www.sfu.ca/students/accessible-learning
Crisis Support and Intervention |www.sfu.ca/students/disabilityaccess/resources/crisis-support.html
Graduate Student Society | www.sfugradsociety.ca
Health and Counselling Services |www.students.sfu.ca/health
Human Resources | www.sfu.ca/human-resources
Human Rights Office | www.sfu.ca/humanrights
Indigenous Student Centre | www.students.sfu.ca/indigenous
International Services for Students | www.sfu.ca/students/iss.html
Laboratory Safety Training* | www.sfu.ca/srs/work-research-safety/research-safety/lab-safety-training.html
New and Young Worker Health and Safety Orientation* www.sfu.ca/dean-gradstudies/blog/year/2016/12/NewWorkerSafetyOrientation.html
Office for Aboriginal Peoples | www.sfu.ca/aboriginalpeoples.html
Office of Graduate and Postdoctoral Studies | www.sfu.ca/dean-gradstudies
Office of the VP Academic | www.sfu.ca/vpacademic
Ombuds Office | www.sfu.ca/ombudsperson.html
Out on Campus | sfss.ca/ooc/
Research Commons (at W.A.C. Bennett Library) | www.lib.sfu.ca/about/branches-depts/rc
Sexual Violence & Misconduct Prevention, Education & Support Policy | www.sfu.ca/policies/gazette/general/gp44.html
Sexual Violence Support and Prevention Office | www.sfu.ca/sexual-violence.html
SFU Sustainability | www.sfu.ca/sustainability.html
Simon Fraser Student Society | www.sfss.ca
Simon Fraser Public Interest Research Group | sfpirg.ca
Student Conduct Office | www.sfu.ca/students/studentconduct.html
Teaching Support Staff Union | www.tssu.ca
Women’s Centre | wctr.sfss.ca
Workplace Bullying and Harassment Training* | www.sfu.ca/srs/work-research-safety/general-safety/bullying-and-harassment.html



Friday January 10, 2020 8:00am - 4:30pm PST

8:15am PST

Networking and refreshments
This is a session description.

Friday January 10, 2020 8:15am - 8:30am PST
Diamond Alumni Centre

8:30am PST

Opening Plenary
8:15 - 8:30 (15 mins) Networking, refreshments, and program distribution
8:30 - 8:33 (3 mins) Opening Remarks, Nanda Dimitrov, Senior Director, Centre for Educational Excellence
8:33 - 8:36 (3 mins) Welcome from Jeff Derksen, Dean, Office of Graduate and Postdoctoral Studies
8:36 - 8:41 (5 mins) Welcome from Marcia Guno, Director, Indigenous Student Centre
8:41 - 8:43 (2 mins) Introduction of GSS Director of Student Life, Graduate Student Society, Lulu Li
8:43 - 8:46 (3 mins) Introduction of Melinda Skura, Senior Director, Environmental Health and Safety
8:46 - 8:49 (3 mins) Introduction of Donna McGee-Thompson, Head, Student Learning Commons
8:49 - 8:51 (2 mins) Introduction of Marie Brunelle, Director, Human Rights Office
8:51 - 9:06 (15 mins) Introduction of Jade Ho, Organizer, Teaching Support Staff Union
9:06 - 9:10 (4 mins) Closing Remarks and logistics, Christine Kurbis, Manager, Teaching and Learning Programs, Centre for Educational Excellence

Friday January 10, 2020 8:30am - 9:20am PST
Diamond Alumni Centre

9:20am PST

Medical Benefits Information Session
Representative from SFU Human Resources, International Services for Students, and StudentCare will lead an information session on the various medical benefit plans available to teaching assistants and tutor-markers. There will also be an opportunity for TAs and TMS to sign up for the benefit plans of choice. Please note: These times are approximate. However, we must end by 9:45 AM so that workshops can begin promptly.
Allyson Dallas (allyson_dallas@sfu.ca) SFU Human Resources
Hanna Lee (www.sfu.ca/students/iss) International Services for Students
Kristin Foster, (kristin@studentcare.net) StudentCare

Friday January 10, 2020 9:20am - 9:45am PST
Diamond Alumni Centre

9:45am PST

Move to first set of workshops
Diamond Alumni Centre, Halpern Centre or Library Lab 2105

Friday January 10, 2020 9:45am - 10:00am PST
Diamond Alumni Centre, Halpern Centre, Library Lab 2105

10:00am PST

1.1 Library 101: Helping your students become better researchers
When did you first learn to research? How can you help your students become better researchers? Come for a conversation about the steps of the research process – from choosing the perfect topic to creating flawless citations! – and gain a better understanding of the roadblocks your students face along the way. In this interactive session, we will identify common research obstacles and discuss SFU Library resources and support services available to help your students find and evaluate the information they seek. The session will cover the following topics:
• Library resources to support teaching and research.
• Steps in the research and writing process.
• Common research problems and potential solutions.
• Questions most frequently heard at the SFU Library research help desk


Friday January 10, 2020 10:00am - 11:15am PST
Library Lab 2105

10:00am PST

1.2 Surviving your TA/TM Job: The basics
What is expected of me as a TA/TM? What role does the course supervisor play? What is a TUG? What is a Base Unit? What’s the difference between a lab and tutorial? Do TAs/TMs have any benefits? What are members’ rights?
Workshop participants will learn about the mechanics of their job as TAs and TMs, discover the resources and benefits available to them, their rights and responsibilities, teaching tips for the classroom, and more.
Topics will include:
• How to read your contract: Base units, rates of pay, work hours required
• The Collective Agreement and members’ rights
• The roles and responsibilities of a TA/TM, and differentiating them from those of a graduate student
• Deciphering TUGS, logbooks and workload reviews
• Union benefits and deciphering them
• TA/TM safety
• Problem solving and conflict resolution
• Working and communicating with course supervisors


Friday January 10, 2020 10:00am - 11:15am PST
Halpern Centre 126

10:00am PST

1.3 Indigenizing and Decolonizing Education
With the push to Indigenize the academy, and the respectful integration of Indigenous content courses at several universities in Canada, the issue of decolonization and Indigenization of the classroom is highly relevant. At the same time, many junior academics, especially those who are not in fields where Indigeneity is a research focus, may have little knowledge about Indigenous peoples and histories, let alone the ability to teach in a way that would provide onramps for Indigenous students, legitimize Indigenous forms of knowledge, and model best practices to students. Indigenous students may have different knowledge about some aspects of course content, and TAs and TMs need to learn how to affirm and make room for this.

 
The goal of this session is to respond to the SFU Aboriginal Reconciliation Council’s (SFU-ARC) goal to implement the TRC recommendations. This session will touch on three core ideas, each with a clearly related outcome: 

  1. To ensure we all start from a respectful foundation, we’ll begin the session with a brief overview of terminology. This will help attendees develop a better understanding of who Indigenous people are, their various identifications, and appropriate language to use. 
  2. Next, the instructors will facilitate a discussion of Indigenous pasts and presents within Canada and in the local Greater Vancouver context. Attendees will gain some basic knowledge on Indigenous history and the ongoing legacy of settler colonialism; this will provide the necessary foundation for them to understand the importance of and feel comfortable approaching the topics of Indigenization and decolonization. 
  3. Lastly, the session instructors will suggest ways to bring Indigenization and decolonization into their teaching practice through meaningful land acknowledgements and highlighting previous teachable moments.
 
This collaborative session will be co-taught by one Indigenous scholar and one settler scholar, both women. We teach and learn from a desire to disrupt colonial narratives. This session uses a variety of active and cooperative learning techniques: short lecture-bursts, small group discussion, individual writing reflection, and hands-on experiential activities, and take-away literature so attendees can continue to consider what they have learned.



Friday January 10, 2020 10:00am - 11:15am PST
Halpern Centre 114

10:00am PST

1.4 Power at Play: Understanding relationships around us
In this session, we will focus on helping you understand the nature of power within the relations that TA/TMs navigate with supervisors and students. This presentation will include early data from a forthcoming student-suvivor research project examining the abuse of power within supervisory relationships with a Canadian post-secondary context. Outcomes of this session will include not only recognizing power, but also practical tools for understanding what your SFU/TSSU resources and supports are when you feel such an abuse of power has occurred. 

The session will include:

  • examining your roles within the institution to understand power, the many forms it can take, and who holds it in institutions;
  • building boundaries - how to be respectful of someone’s limits and how you can feel empowered to set the same;
  • Processes for responding to aggressive or threatening behaviours resulting in an abuse of power.





Friday January 10, 2020 10:00am - 11:15am PST
DAC Fraser

10:00am PST

1.5 Active Learning: Practical strategies for engaging your students
This session is intended for TAs who would like to gain more knowledge and confidence about implementing a variety of active learning strategies in their tutorials. Using a “learning by doing” approach, session participants will engage in hands-on practice in exploration of what active learning is, what benefits it has, how TAs can use active learning strategies to increase student engagement, and how such strategies can simplify lesson planning. This workshop will draw on participants’ prior knowledge, both as students and teachers, to craft a working definition of active learning. Participants will then explore a range of strategies as they learn about the key elements of active learning and how it can be incorporated within the university classroom. Each participant will leave with a toolkit of strategies that they can begin to implement in their next lesson as well as increased confidence in using active learning



Friday January 10, 2020 10:00am - 11:15am PST
DAC Thompson

11:15am PST

12:00pm PST

12:15pm PST

2.1 An Introduction to Canvas (SFUs Learning Management System)
Canvas, SFU’s learning management system, offers a user-friendly interface to facilitate learning, keep track of your students’ progress and manage marks. In this introductory workshop, you will learn how to set up and manage a Canvas shell, including discussions, assignments, quizzes, etc. You will also learn how to grade assignments online using speedgrader.

In this hands-on session, TAs/TMs will:

• Access their Canvas portal via their web browser
• Modify their Canvas user profile, picture and notification preferences
• Activate numerous external communication tools within Canvas (Email, text messaging, Skype, Twitter, Facebook, etc.)
• Demonstrate basic navigation skills within the Canvas environment
• Access and use Canvas conversations (also known as messages or inbox)
• Carry out the key functions of Canvas discussions
• Set up and manage assignments, quizzes and discussions
• Explain how Canvas modules can be implemented in a course
• Summarize the key functions accessible to students within each Canvas shell
• Explore the Canvas gradebook and speedgrader
• Learn of the Canvas support and resources available during the term


Friday January 10, 2020 12:15pm - 1:30pm PST
Library Lab 2105

12:15pm PST

2.2 Scenarios and Solutions
Working as a TA or TM is, for many, the first experience teaching or working with students, and it is common for TAs and TMs not to know how to respond to new workplace scenarios. This session aims to show new and veteran TAs and TMs how the Collective Agreement informs responses to such situations, and how it protects TSSU members. This workshop will increase participants’ awareness of their roles and responsibilities as a TA or TM, so they come away with strategies and solutions for responding to common scenarios.

Topics will include:
• Responding to common situations encountered by TAs and TMs (e.g., too much marking, or the process for taking sick leave)
• TSSU member rights
• Working and communicating with course supervisors
• TA/TM safety
• Problem solving and conflict resolution


Friday January 10, 2020 12:15pm - 1:30pm PST
Halpern Centre 126

12:15pm PST

2.3 Lab TA 101: A guide to teaching in a practical setting
Supervise a diverse group of frantic and often ill-prepared students for hours, multi-task between answering questions and demonstrating practical techniques, and make sure everyone finishes on time while not physically harming themselves. That’s a general description of what a being a laboratory TA can entail, and it can definitely be daunting as the whole learning environment is very different from normal classrooms. At the same time, however, laboratory education can provide a unique set of skills and experiences that can be incredibly beneficial to anyone’s teaching résumé. In this workshop, we will overview the challenges that can arise in being a laboratory TA, what skills are needed to be successful, and how to turn your laboratory teaching assignment into an invaluable educational experience. To accomplish this, we will have interactive discussions on real-life scenarios that focus on highlighting the important aspects in being an effective lab TA. This session is intended for laboratory TAs of any level of expertise. From this teaching exercise, our goal is that TAs will come away feeling confident, prepared for challenging situations, cognisant of safety concerns, and excited to interact with students in a positive environment, all of which will hopefully give your lab TA assignment a whole new perspective.


Friday January 10, 2020 12:15pm - 1:30pm PST
Halpern Centre 114

12:15pm PST

2.4 Responding to Disclosures of Sexual Violence
This session will provide participants with an overview of definitions, unpacking societal norms that promote sexual violence and understanding the impact of trauma. This session will provide TA’s and TM’s with the tools to provide an empathetic response to someone experiencing sexual violence and learn about processes and resources at SFU and their role in referring someone to campus services


Friday January 10, 2020 12:15pm - 1:30pm PST
DAC Fraser

12:15pm PST

2.5 Practical Actions for Accessibility: Doing what's under your control to make your classroom better
Small, practical actions can go a long way to support your students’ needs and respect your students’ diversity.

Many university students encounter barriers that make it difficult to access their education. We can help reduce these barriers.

In this session, we will consider issues that students may face in the university environment, with discussion of disability, language fluency, life experience, and more. We will explore specific barriers students may experience in the classroom, while recognising how these challenges may result from the methods in which education is typically delivered. We will determine what elements of these methods are actually under our control as TAs, and devise practical ways to make classrooms, and education, more accessible. We will identify remarkably simple, everyday ‘best practices’ to implement throughout our work, which will benefit all of our students.


Friday January 10, 2020 12:15pm - 1:30pm PST
DAC Thompson

1:30pm PST

1:45pm PST

3.1 No-Tech Flipped Classroom: How and why
Participants will learn to create pre-class or in-class tasks and activities that do not require student access to computers or the internet in flipped classrooms. A variety of models, and examples of activities and materials will be demonstrated (e.g. texts, quizzes, story boards, flashcards, graphs and charts, infographics, and videos). Participants will collaborate to create their own no-tech flipped classroom activity, using a single strategy or a combination of strategies to engage students with the content. Time to share their creations will be allocated. Finally, the benefits and limitations of No-Tech Flipped Classroom models will be discussed.


Friday January 10, 2020 1:45pm - 3:00pm PST
Halpern Centre 123

1:45pm PST

3.2 Supporting Multicultural Students: Inclusive teaching practices and strategies
TAs and TMs often face challenges related to teaching multilingual students and assessing their work. Questions arise around what constitutes appropriate feedback on language errors in term papers as well as how to increase participation in discussions. This interactive session addresses such concerns by introducing TAs/TMs to best teaching practices that support the academic success of multilingual students.
By modelling linguistically responsive teaching and learning strategies in real time, the facilitators will lead participants through engaging activities that explore the linguistic landscape of SFU, the benefits and challenges of teaching multilingual students, classroom case scenarios, and effective approaches to teaching and learning.
Participants will develop an appreciation of multilingual students’ linguistic repertoire, awareness and understanding of their unique needs, strategies to support their success, and knowledge of other resources and support available at SFU for multilingual students.


Friday January 10, 2020 1:45pm - 3:00pm PST
Halpern Centre 126

1:45pm PST

3.3 Humanzing Canvas: Communication and collaboration in online learning environments
Online learning environments offer unique opportunities for interacting with students, as well as challenges. In this interactive session, we explore how tutor-markers (TMs) and Teaching Assistants (TAs) might facilitate communication and collaboration in online education platforms, such as Canvas.

Our learning outcomes for this session are:

• To explore various issues and concerns that may arise for TMs/TAs and students in online learning environments.
• To discuss techniques to maximize the accessibility of an online course to a diverse range of students.
• To identify forms of communication that facilitate and enhance student-instructor and student-student relationships/interactions in an asynchronous learning environment.

You will discover how to foster relationships and a friendly online learning environment; meaningful dialogue; and interactive learning—even when you can’t see your students face-to-face. This session will benefit new and experienced TMs and TAs who communicate with students via Canvas, email, or any other online education platform.


Friday January 10, 2020 1:45pm - 3:00pm PST
Halpern Centre 114

1:45pm PST

3.4 How to Facilitate Effective Case Study Discussions
Case study analysis and discussions are used to actively engage learners in real-life problems and to develop and practice analytical and problem-solving skills. Case studies present a ‘slice of life’ context to real life problems and multiple perspectives which encourage an engaging, problem-based, student-centered, and active learning approach (Sudizina, 2005). TAs/TMs are often expected to support and facilitate case study discussions. Therefore, learning how to conduct meaningful case discussions is an important skill for TAs/TMs, as case studies are increasingly common in teaching and learning to achieve significant learning. However, several challenges involved in case study discussions make it intimidating for even experienced facilitators.

By participating in this workshop, learners will be able to construct appropriate strategies and apply them effectively for case-based teaching. Participants will be able to practice and showcase their skills in communication and guided discussion. They will work as a group to collaboratively solve teaching challenges. Through interdisciplinary interactions, participants will learn various applications and perspectives in case-based teaching and learning.


Friday January 10, 2020 1:45pm - 3:00pm PST
DAC Fraser

1:45pm PST

3.5 Tools for Writing-Intensive ("W") Courses
This workshop is designed for teachers (or prospective teachers!) of Writing-Intensive, or "W", courses at SFU. What we actually discuss in the workshop will depend in the attendees interests and knowledge, but we expect you to walk away with useful tools, resources and tips for teaching as well as a broader understanding of what TAs and TMs experience in "W" courses.

Topics will include:
  • Setting up your online classroom
  • Useful exercises to teach writing through course material
  • A grading mini-workshop
  • Time management
  • Creating rubrics


Friday January 10, 2020 1:45pm - 3:00pm PST
DAC Thompson

3:00pm PST

3:15pm PST

4.1 Coaching, Not Correcting: How to work with students' writing
This workshop is primarily intended for TAs whose courses include writing assignments. It should make a great difference to a TA who is uncertain about how to give students substantial, meaningful formative feedback without simply telling students what to do or marking up their papers. Some of the principles and techniques around giving feedback on writing will also be useful to TMs, who can adapt this information to online writing feedback to help build capacity in students.
Emphasis in this workshop is placed on discussions between TAs and students (for example, during office hours). However, the techniques can also be applied in writing.
Session Outcomes: TAs and TMs who attend this workshop will learn strategies for
• Talking (or corresponding) with students about their writing;
• Helping students set priorities for developing and improving their writing;
• Ensuring that academic integrity is maintained in the TA/TM-student interaction and that students do their own work;
• Focusing on support students to develop better writing habits and techniques, rather than trying to “fix” individual student papers;
• Set, communicate, and maintain clear boundaries to govern their work with students’ writing.


Friday January 10, 2020 3:15pm - 4:30pm PST
Halpern Centre 126

3:15pm PST

4.2 Concerning Behaviour: Supporting students in distress
When students struggle, the impacts can manifest in their academic performance or in a variety of behaviours that may cause concern. Mental health (stress and anxiety) are the most frequently cited challenges for post-secondary students. (NCHA, 2016) There are resources available at SFU to support you in your role as a TA/ TM and as a referral resource for students.
This session will provide strategies for identifying and responding to behaviours of concern – including potentially threatening behavior.
The session will also provide information about available support for Mental Health at SFU – for graduate and undergraduate students – as well as information about your role as a TA/ TM in supporting and referring students in distress.
There will be opportunities for questions and discussion and we will use case studies and group discussions to examine specific scenarios.
Learning outcomes for this session include:
• Able to articulate tips for handling student disruptions
• Able to identify aggressive or threatening behaviours and know contacts for support and advice
• Understand role in assisting students in distress
• Know how to access mental health support and referral options for students and self



Friday January 10, 2020 3:15pm - 4:30pm PST
Halpern Centre 114

3:15pm PST

4.3 Anti-Oppressive and Culturally-Responsive Pedagogy and Classroom Practices
This workshop focuses on participatory learning to tackle how we as TAs and TMs can structure our
tutorials, labs, online messages and build up our classroom cultures in ways that produce not just equal
opportunities to succeed, but equal outcomes of success (justice) for marginalized students, such as EAL
learners, students with disabilities, racialized students, and folks with limited financial resources?
In this workshop, we will...
• Review what oppression/anti-oppression and cultural responsiveness mean, and how they are
maintained through institutions (not merely at the level of individuals).
• Identify what groups face marginalization, in our own regional context and also on a broader scale.
• Cultivate an awareness of how the university is structured to benefit students with privilege at the
expense of marginalized students.
• Critically assess sample course outlines and lesson plans to identify how they reproduce privilege and
oppression in the university.
• Develop and implement anti-oppressive course-design and lesson-plan strategies.
This workshop is intended for either beginning TA’s and TM’s or experienced educators from any
discipline to begin the work of re-orienting their own teaching practices beyond the traditional
understanding of higher education.


Friday January 10, 2020 3:15pm - 4:30pm PST
DAC Fraser

3:15pm PST

4.4 Active Learning: Engaging students in the classroom
This session has two primary learning objectives. The first objective is for attendees to gain an understanding of what active learning (AL) means for both them as instructors and their students. The second objective is to begin familiarizing instructors with successful active learning strategies and help them adopt these strategies into their own teaching practice and lesson plans. These combined objectives will prepare instructors to begin developing their own methods of active learning that they can apply in their classroom. The session itself contains AL activities, therefore not only will the instructors be learning about AL, they will be participants of AL strategies.


Friday January 10, 2020 3:15pm - 4:30pm PST
DAC Thompson

5:00pm PST

Spring 2020 TA/TM Day Social
There will be dinner and drinks provided, as well as cheap drinks for purchase.


Friday January 10, 2020 5:00pm - 10:00pm PST
The Study (Maggie Benston Building)