Taylor Institute for Teaching and Learning

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https://prism.ucalgary.ca/handle/1880/100112

The Taylor Institute for Teaching and Learning is dedicated to better understanding and improving student learning. The Taylor Institute brings together teaching development, teaching and learning research, and undergraduate inquiry learning.

Taylor Institute for Teaching and Learning

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Browsing Taylor Institute for Teaching and Learning by Author "Arcellana-Panlilio, Mayi"

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    Fostering Student Success in Online Courses
    (Taylor Institute for Teaching and Learning, 2023) Aparicio-Ting, Fabiola; Arcellana-Panlilio, Mayi; Bensler, Heather; Brown, Barbara; Clancy, Tracey; Dyjur, Patti; Radford, Scott; Redwood, Chene; Roberts, Verena; Sabbaghan, Soroush; Schroeder, Meadow; Summers, Mindi; Tézli, Annette; Wilks, Leighton; Wright, Alysia
    The pandemic had a disruptive impact on teaching and learning in higher education. For many, the transition to online learning presented enormous challenges, individually and collectively. Many of us sought immediate strategies to support student learning and success in an online context. We experienced many successes and failures along the way. This Guide provides an inspiring collection of scholarly reflections and approaches to supporting meaningful course learning opportunities for students and postsecondary educators, in online environments. The guide contains nine chapters contributed by members of the Teaching Academy from across disciplines involved in undergraduate and/or graduate instruction, writing solo or with collaborators, to highlight an aspect of their teaching that leverages the online environment to enhance student learning. Each of these chapters offers sage, pragmatic descriptions of course contexts, design considerations, and implementation, for online assessments (Chapter 1, 4), for innovative learning activities (Chapter 2, 6), for flexible course design (Chapter 5, 7), for engaging large classes (Chapter 8), for facilitating group work (Chapter 9), and for intentionally addressing the need for students to flourish (Chapter 3). Importantly, for the reader, each chapter shares the wisdom of practice of the author/s, discussing implications of use and giving concrete recommendations for those who are thinking of applying similar strategies.
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    Incorporating Universal Design for Learning in Disciplinary Contexts in Higher Education
    (University of Calgary, 2021) Abegglen, Sandra; Aparicio-Ting, Fabiola; Arcellana-Panlilio, Mayi; Behjat, Laleh; Brown, Barbara; Clancy, Tracy; DesJardine, Patricia; Din, Cari; Ferreira, Carla; Hughson, E. Anne; Kassan, Anusha; Klinke, Chelsea; Kurz, Ebba; Neuhaus, Fabian; Pletnyova, Ganna (Anna); Paul, Robyn Mae; Peschl, Houston; Peschl, Rosalynn; Squance, Rod; Dyjur, Patti
    Universal Design for Learning (UDL) is a set of principles that can be used to guide course design and delivery with the goal of enhancing the learning for the greatest number of students. Incorporating UDL in higher education is complex, varied and nuanced work that instructors are doing to meet the learning needs of students in their classes. In this guide we illuminate different ways in which UDL principles have been implemented across disciplines and in different ways to enhance student learning. Each chapter offers a case of how UDL has been incorporated into learning experiences in higher education. Our goal is to provide discipline-based examples of courses that illustrate how UDL can be incorporated into a higher education context. Along the way, we hope you will be inspired by the work of others. We wish you great success in your journey to teach courses that are increasingly accessible and inclusive!
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    The Mentorship Guide for Teaching and Learning
    (Taylor Institute for Teaching and Learning, 2019) Barrette-Ng, Isabelle H.; Nowell, Lorelli; Anderson, Sarah J.; Arcellana-Panlilio, Mayi; Brown, Barbara; Chalhoub, Serge; Clancy, Tracey L.; Desjardine, Patricia; Dorland, AnneMarie; Dyjur, Patti; Mueller, Katherine; Reid, Leslie; Squance, Rod T.; Towers, Jo; Wilcox, Gabrielle
    Rooted in evidence, this guide will provide you with a unique perspective on supporting mentoring relationships for teaching and learning development. You will explore mentoring relationships, assessing readiness for mentorship, initiating mentorship, developing and sustaining mentoring relationships and mentoring transitions while ultimately improving student learning. You will also reflect on your mentoring relationships as you work through a series of guided questions and practical worksheets. Research on academic mentorship often measures success in terms of mentee research productivity (Feldman, Arean, Marshall, Lovett & O’Sullivan, 2010; Kalet, Fletcher, Ferdman & Bicknell, 2006; Sambunjak, Straus & Marušić, 2006). Teaching mentorship produces different measures of success, including the development of reflective practice and, most importantly, improvements in student learning. Although there are many resources for mentorship in academia (Johnson, 2015; Straus & Sackett, 2014), none of them aim specifically at supporting mentorship for teaching and learning development. Mentorship in teaching and learning differs from research mentorship in terms of aims, approaches and measures of success, which is why we offer this resource.