The Conference on Postsecondary Learning and Teaching offers an opportunity for academic staff, students, academic librarians and staff at the University of Calgary and the wider academic community to share, critically examine and build on our collective knowledge of teaching and learning.

Recent Submissions

  • Methodological Meeting of the Minds (M3): A Teaching & Learning Series 

    Burns, Victoria; Exner-Cortens, Deinera; Walsh, Christine; Badry, Dorothy; Jenney, Angelique; King, Regine; Lorenzetti, Liza; Sitter, Kathleen (Social Work, Psychiatry, University of Calgary, 2019-04-30)
  • Strategies to improve student preparation, engagement and learning in WIL 

    Stewart, Kathleen (School of Justice & Emergency Services, Law Clerk Advanced Program, Durham College, 2019-04-30)
    This session will highlight and share a variety of strategies implemented to improve the evaluation and learning processes associated with a well-established WIL experience in a three-year advanced diploma program. The ...
  • Exploring the role of viewing technologies in the chemistry classroom 

    Omar, Kassem A.; Mozol, Vivian J. (University of Calgary, 2019-04-30)
    Spatial ability is important in chemistry, and this skill can be improved. This poster explores the use of realistic and economical viewing technologies and their place in the chemistry classroom. We aim to transform ...
  • Thinking Inside the Box: Using Student Generated Puzzles as a Form of Assessment 

    Schechtel, Shauna; Mozol, Dr. Vivian; Clapson, Marissa; Tran, Judy; Gilbert, Brian; White, Stephan (Chemistry, Kinesiology, Natural Science, Psychology, University of Calgary, 2019-05-01)
  • Designing A Professional Development Program in English Language Assessments 

    Abidi, Ali; Koh, Kim; Chapman, Olive (Werklund School of Education, Educational Research, University of Calgary, 2019-05-01)
    This interactive session discusses the development of a professional development program in which student teachers collaboratively reflect and design authentic language assessments (ALA). ALAs promote ELLs’ academic language ...
  • Creating Meaningful Impact through the SMU-X Experiential Learning Journey 

    Pan, Gary; Koh, Kevin (SMU-X, Office of the Provost, Singapore Management University, 2019-04-30)
    There is a need for universities to produce future-ready graduates who can adapt in a VUCA(Volatile, Uncertain, Complex, Ambiguous) world. Recently, our university has strengthened the development of experiential pedagogy, ...
  • Scaffolding in Community-Engaged Learning: Meeting students where they are at while contributing meaningfully to community 

    Shaw, Paula; Nagel, Rhianna (Learning, Teaching, Support and Innovation, University of Victoria, 2019-05-01)
    Community-engaged learning is enhanced when scaffolding is established to deepen student learning and community contribution. Presenters will share examples of scaffolding in course-based community-engaged learning at the ...
  • Reflective Practice – A Model for how best to implement it? 

    deBraga, Michael; Sonne de Torrens, Harriet; Evans-Tokaryk, Tyler (Arts & Science, Robert Gillespie Academic Skills Centre (MdB & TE-K) & Hazel McCallion Learning Centre and Department of Visual Studies (HSdT), University of Toronto Mississauga, 2019-04-30)
    The Canadian University Survey Consortium found that 56% of students in tertiary education have experienced some form of experiential learning (EL). Scholars engaged with EL argue that Reflective Practice is necessary to ...
  • Taking it to the Streets: Community-based pedagogy for all disciplines 

    de Koning, Alice; McArdle, John (Haskayne School of Business, Hunter Hub for Entrepreneurial Thinking, Bertolon School of Business, Entrepreneurship and Innovation, Management, University of Calgary, Salem State University, 2019-05-01)
    Street Challenge is a platform for experiential learning to engage students in researching (inter-)disciplinary concepts in a specific neighbourhood context. Instructors can apply Street Challenge resources to one class ...
  • Fearful to 'Fear Less': Experiencing Feedback for Teaching Development 

    Nelson, Nancy; Jeffs, Cheryl; Grant, Kimberley A.; Nowell, Lorelli; Paris, Britney; Viceer, Nazia (Schulich School of Engineering, Taylor Insitute for Teaching and Learning, Werklund School of Education, Cumming School of Medicine, University of Calgary, 2019-04-30)
    Feedback about teaching in academia is a normative and expected experience, yet not everyone is ‘feedback literate’. This interactive digital poster will provide conference delegates the opportunity to experience the ...

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