Browsing Conference on Postsecondary Learning and Teaching by Department "Computer Science"
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- ItemOpen AccessInformal Formative Assessment in a Flipped Classroom(Taylor Institure Teaching Community, 2014-05-13) Verwaal, Nathaly
- ItemOpen AccessPuzzles: Towards a Transformation of Teaching & Learning Practices(2017-05) Kawash, Jalal; Reid, LesliePuzzles are fun and can be exploited to ignite a students’ interest in their discipline, enhance problem solving, critical reasoning and create the opportunity for thought-provoking conversations. We share examples of how puzzles can be employed in post-secondary teaching. Participants also get the chance to design a puzzle activity suitable for their classes.
- ItemOpen AccessSource Analysis Made Easy(2015-05-12) Gavrilova, MarinaCritical analysis and understanding of increasingly high volumes of information coming from various sources is one of most important factors determining the success of a researcher. The proposed workshop will establish the need for a systematic approach to source analysis, present the summary of scientific and pedagogical methods for extracting essential information from sources of various styles, lengths and sophistication, and present an interactive 45 minute long activity to support concepts learned. The activity will include analyzing the source, extracting main idea, motivation, methods used and validation of the hypothesis, building a rubric (4 quadrants) and decomposing the source into four main parts, then providing this rubric to a team member to conduct external evaluation. Real-time correlation analysis of workshop participant respondents will be conducted, so that each participant will receive an immediate feedback on the source analysis feedback.
- ItemOpen AccessTeaching Assistant in Residence: A Novel Peer Mentorship Program for Less Experienced Teaching Assistants(2015-05-12) Stephenson, Ben; Wu, Leanne; Kendon, TysonEach semester approximately 80 graduate teaching assistants (TAs) support the delivery of the undergraduate computer science program at The University of Calgary. While these teaching assistants provide an essential service to the undergraduate program, in past years the department has invested little effort in ensuring that teaching assistants have the opportunity to develop the skills necessary to tackle these duties effectively. During the 2012-2013 academic year, a novel TA mentorship program was initiated. An experienced teaching assistant with a demonstrated record of excellence in teaching was hired to serve as the TA in Residence. This graduate student provided training and advice to new teaching assistants, including classroom visits where the TA in Residence observed TAs in action. TAs that participated in the program generally reported that the advice provided by the TA in Residence was helpful, and all of the TAs that responded to the survey question believed that it would be worthwhile to continue the mentorship program in the future. As a result, we continued the TA in Residence program in subsequent years. This poster provides an overview of the TA in Residence program, its benefits, and the challenges that the TAs in residence have faced and overcome. The revisions that we have made to the program since its inception are also described, which will allow other departments interested in developing a TA in Residence program to avoid some of the pitfalls that we initially encountered.