EDC Training Schedule – Winter 2017
Training Outside of Carleton Central
The following types of training do not require registration in Carleton Central but should be kept in mind
as they are often better suited for the development of particular skills. Individuals interested in
participating in these forms of training should consult with their TA Mentor, their department, or the EDC.
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Peer Feedback: After the reviewer and reviewee have completed the necessary steps and made
arrangements, a peer attends an in-class teaching session to observe and provide feedback on areas
of strength and areas for growth.
a. NOTE: anyone wishing to conduct an observation for Peer Feedback must first complete the
1-hour online workshop “Conducting Peer Feedback.” No credit for hours is given until both the
online and live components have been completed.
b. Read the full description of this training option here.
Peer Mentor: New teaching assistants are matched with experienced teaching assistants to help
advise them in their new roles, as well acclimatize them to the university. (Only available in
participating departments; max. 3 hours of paid training credit per year.)
a. Read the full description of this training option here.
TA Articles: Teaching assistants research and submit a brief 1–2-page article on a teaching
methodology from their faculty or department, or a piece of wisdom they wish to share with other
teaching assistants at the university. Max. 2 per academic year.
a. NOTE: The final day to submit the first draft of aS TA Article is February 17th, 2017.
b. Read the full description of this training option here.
Microteaching: This inclusive environment format of training seeks to improve the teaching and
presentation skills of teaching assistants and graduate students. Sessions are 3 hours long, max., and
can accommodate 4 (min.) to 6 (max.) individuals.
a. NOTE: Before a live microteaching session, participants must first form a microteaching
group, settle on a timeline for completion (include your host!), and then complete the online
“Participating in a Microteach” session. No credit for hours is given until both the online and
live components have been completed.
b. Live Sessions: Live microteaching sessions are scheduled on demand. If you are hoping to
have the EDC host the session, be sure to contact [email protected] well in advance.
TAs are credited hours for the time it takes to run the live microteach. Usually, it takes
approximately 30 minutes to go through the cycle with each participant.
c. Read the full description of this training option here.
Online Workshops: The EDC now offers both blended workshops (i.e., workshops that have an online
and a face-to-face component) as well as fully online workshops. These tend to be 1.0-1.5 hours long,
max.
a. Read the full description of this training option here.
Workshops
The following sessions are traditional workshops ranging in length from 1–2 hours that involve a limited
amount of presentation and a variety of activities, including discussion, presentations, games,
worksheets, and so on.
Registration: Teaching assistants register for these sessions in Carleton Central.
1. Creating an Inclusive Learning Environment (1.5 hrs)
Rosella Ingriselli, Educational Development Centre
Creating an accessible and inclusive learning environment for students is a very important part of a
TAship. This session will focus mainly on the Accessibility for Ontarians with Disabilities Act (AODA)-Web
Content Accessibility Guidelines (WCAG 2.0) and how these guidelines benefit the diverse student
population. Improving your communication, slides, documents and physical environment to make them
more inclusive are just some of the things you will learn.
Skills/Knowledge Developed: Examining and preventing barriers to learning, creating inclusive learning
environments
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 25
Scheduling:
● Monday, January 9th, 10-11:30am
● Location: 422 DT
2. Incorporating Activities in Discussion Groups (1.5 hrs)
Dr. Morgan Rooney, Educational Development Centre
After a while, even the most lively discussion group can become stagnant. At this point, it’s time to get
creative! This workshop will demonstrate a number of different teaching techniques that can be
customized to your discussion group, including small group activities, games, and worksheets.
Skills/Knowledge Developed: Managing a classroom, facilitating a discussion, incorporating and
managing activities
EDC Credit?: Yes.
Restrictions/Limitations: All FASS & FPA TAs, max. enrolment of 20
Scheduling:
● Monday, January 9th, 1:30-3pm
● Location: 422 DT
3. Dealing with Emergencies in the Classroom (1.5 hrs)
Richard Sabourin, Department of University Safety
In this session, you will be provided with basic information on what to do in response to a variety of
emergency situations that could occur in your classroom. You will receive some tips on how to be better
prepared for a classroom emergency and what to do in the event of one, and you will have an opportunity
to ask questions about any safety-related concerns you may have. In addition, information will also be
provided on the various services and programs offered by the Department of University Safety.
Skills/Knowledge Developed: Managing a classroom
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 25
Scheduling:
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Tuesday, January 10th, 10-11:30am
Location: 422 DT
4. Developing a Framework for Teaching (1.5 hrs)
Dr. Anthony Marini, Educational Development Centre
This session presents participants with a framework to help design their presentations. The model assists
the instructor in identifying key learning objectives, enhance student participation, and explore strategies
for embedding assessment techniques in their presentations designed to inform both the instructor and
the student as to the impact of the instruction. The benefits of the model to focus instruction and help
instructors become more efficient in their teaching preparation will also be highlighted.
Skills/Knowledge Developed: Engaging students, planning lessons
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 20
Scheduling:
● Tuesday, January 10th, 1-2:30pm
● Location: 422 DT
5. Facilitating Online Discussions (1.5 hrs)
Dr. Morgan Rooney, Educational Development Centre
Creating a safe, engaging, productive classroom environment is already a big challenge for live teaching,
so how do you do it if you’re asked to teach in an online environment where online discussion forums are
often your main point of contact with students? In this session, we’ll discuss strategies for facilitating
online discussions and consider just how much overlap there is between best practices for live and online
teaching.
Skills/Knowledge Developed: Engaging students, teaching online
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 25
Scheduling:
● Wednesday, January 11th, 10-11:30am
● Location: 422 DT
6. Asking Effective Questions (1.5 hrs)
Dr. Eileen Harris, Educational Development Centre
Questions serve a variety of functions: checking levels of understanding (or misunderstanding); keeping
students alert; engaging students in active participation in a lesson; and allowing students to express their
thoughts and ideas. The way we ask questions impacts student learning. This workshop will explore how
effective questioning techniques can lead to improvement in student learning. Specifically, the workshop
will focus on lower and higher order questions (Bloom’s taxonomy), divergent and convergent questions
and open-ended questions. Please bring materials from your course to use as the basis for planning
questions that foster student understanding.
Skills/Knowledge Developed: Engaging students, facilitating a discussion, asking effective questions
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 25
Scheduling:
● Thursday, January 12th, 10-11:30am
● Location: 422 DT
7. Preparing a Teaching Philosophy Statement (1.5 hrs)
Dr. Samah Sabra, Office of Quality Initiatives
Teaching philosophy statements are central elements of your teaching dossier and the first
introduction perspective employers may have to your teaching style. They play important roles in an
academic’s career advancement, and most faculty will revisit and edit these statements throughout their
careers. Writing a teaching philosophy offers an excellent opportunity to reflect on your pedagogical
commitments and practices. This workshop will introduce you to this unique piece of academic writing
and give you the opportunity to begin developing your teaching philosophy statement.
Skills/Knowledge Developed: Compiling a dossier, developing your professional portfolio
EDC Credit?: Yes.
Restrictions/Limitations: Continuing PhDs, max. enrolment of 20
Scheduling:
● Thursday, January 12th, 1-2:30pm
● Location: 422 DT
8. “Why”: A Question We Don’t Ask Enough (1 hr)
Claudia Buttera, Department of Biology
Although we are often fairly clear on what we are supposed to do, and how we are going to do it, ‘why’ is
a question that carries a heavier load and a question we don’t ask nearly enough, both of ourselves and
our students. This session is designed to draw out the importance of the ‘why’ we do what we do in order
to more effectively target the ‘what’ and the ‘how’.
Skills/Knowledge Developed: Motivating students, reflecting on our teaching practice
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 20
Scheduling:
● Thursday, January 12th, 3-4:30pm
● Location: 422 DT
9. In the Know and on the Go: Identifying Academic Support Services for Students (1.5 hrs)
Lakin Dagg, Centre for Student Academic Support
Feeling overwhelmed by the academic demands of your students? Know that you are not alone! This
workshop will provide detailed information regarding the academic resources that are available to TAs at
Carleton helping you to address the concerns and obstacles that many of your students face. Participants
of this workshop will engage in an interactive overview of the academic support services that are offered
through Student Academic and Career Development Services.
Skills/Knowledge Developed: Managing a classroom, institutional standards/procedures
EDC Credit: No.
Restrictions/Limitations: All TAs, max. enrolment of 25
Scheduling:
● Monday, January 16th, 10-11:30am
● Location: 422 DT
10. Motivating Students in Online and Blended Learning Environments (1 hr)
Maristela Petrovic-Dzerdz, Educational Development Centre
What do students report as main obstacles for success in online and blended learning environments?
What can we do to improve student motivation in these new modes of learning? What is the role TA can
play in this effort and how can it, in return, help TAs in their teaching assignments? In this interactive
workshop, we will explore the basic motivational states and strategies for improving students’ level of
confidence and satisfaction, which are the essential factors of success in learning.
Skills/Knowledge Developed: Engaging students, online teaching
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 20
Scheduling:
● Monday, January 16th, 1-2pm
● Location: 422 DT
11. Developing a Framework for Teaching (1.5 hrs)
Dr. Anthony Marini, Educational Development Centre
This session presents participants with a framework to help design their presentations. The model assists
the instructor in identifying key learning objectives, enhance student participation, and explore strategies
for embedding assessment techniques in their presentations designed to inform both the instructor and
the student as to the impact of the instruction. The benefits of the model to focus instruction and help
instructors become more efficient in their teaching preparation will also be highlighted.
Skills/Knowledge Developed: Engaging students, planning lessons
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 20
Scheduling:
● Tuesday, January 17th, 10-11:30am
● Location: 422 DT
12. Giving Effective Presentations: The Experience of Two Nerds (1.5 hrs)
Matt Sorley & Chris Motz, Department of Psychology
We all end up giving presentations, but these do not have to be bad nor do they have to cause us undue
anxiety. This interactive workshop will examine good and bad presentation techniques in a variety of
contexts, and will offer guidance for making this a rewarding experience for both the class or audience as
well as the presenter.
Skills/Knowledge Developed: Giving presentations
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 20
Scheduling:
● Tuesday, January 17th, 1-2:30pm
● Location: 422 DT
13. Improving Your Teaching through Feedback (1.5 hrs)
Dr. Morgan Rooney, Educational Development Centre
Teacher-scholars recognize the fundamental importance of timely, constructive feedback in helping their
students progress and in developing their own scholarship, and yet they often overlook taking advantage
of feedback for improving their teaching. In this workshop, we will explore some common misperceptions
toward student and peer feedback, its many tangible benefits for both students and teachers, and the
various means you can use to solicit it.
Skills/Knowledge Developed: Managing a classroom, soliciting and incorporating feedback
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 20
Scheduling:
● Wednesday, January 18th, 10-11:30am
● Location: 422 DT
14. Helping Students Ask Effective Questions (1.5 hrs)
Dr. Eileen Harris, Educational Development Centre
The ability to think is based on the capacity to ask and consider important questions. Therefore, in order
to improve thinking skills, we need to develop the questioning abilities of students. This workshop will
explore ways to help students develop the ability to ask deep, challenging, and meaningful questions. The
focus of this workshop will be on strategies to help students ask important questions. The importance of
questions for self-reflection will also be discussed. Please bring materials from your course to use as the
basis for workshop activities.
Skills/Knowledge Developed: Fostering critical thinking
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 25
Scheduling:
● Wednesday, January 18th, 1-2:30pm
● Location: 422 DT
15. Dealing with Emergencies in the Classroom (1.5 hrs)
Richard Sabourin, Department of University Safety
In this session, you will be provided with basic information on what to do in response to a variety of
emergency situations that could occur in your classroom. You will receive some tips on how to be better
prepared for a classroom emergency and what to do in the event of one, and you will have an opportunity
to ask questions about any safety-related concerns you may have. In addition, information will also be
provided on the various services and programs offered by the Department of University Safety.
Skills/Knowledge Developed: Managing a classroom
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 25
Scheduling:
● Thursday, January 19th, 10-11:30am
● Location: 422 DT
16. Art of Conversation: Facilitating a Discussion Group (1.5 hrs)
Dr. Chris Brown, Public Affairs
This interactive workshop will focus on facilitating live, in-person discussion groups. Why hold discussion
groups in the first place? How should you prepare for them? What are some common problems
encountered? What are some strategies for addressing these problems? The workshop is intended for TAs
who are currently leading in-person discussion groups, especially those who are relatively new to the role.
Skills/Knowledge Developed: Facilitating a discussion, managing a classroom
EDC Credit?: Yes.
Restrictions/Limitations: All FASS & FPA TAs, max. enrolment of 20
Scheduling:
● Thursday, January 19th, 1-2:30pm
● Location: 422 DT
17. Encouraging Active Learning and Engagement in Your Course
Dr. Alaba Agbatogun, Educational Development Centre
Active learning instructional approaches are attracting the attention of educators and researchers.
Recently, research is demonstrating not only the utility, but also the efficacy of the adoption of active
learning strategies in instruction. This training session explores active learning generally, why active
learning strategies are instructionally important in higher education courses, and how these strategies can
be incorporated effectively into a variety of teaching and learning settings.
Skills/Knowledge Developed: Engaging students, using interactive teaching strategies
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 25
Scheduling:
● Friday, January 20th, 1-2:30pm
● Location: 422 DT
18. Teaching New Dogs Old Tricks: Engaging Students in Library Research (1.5 hrs)
Martha Attridge Bufton, Carleton University Library
Generation Y students like search engines such as Google, Bing and Yahoo—so much so that googling is
now a verb. So how do we get these students into the library, either in person or “on the cloud”? Martha
Attridge Bufton, a subject specialist at the Carleton University Library, will share some of the teaching
strategies she uses to raise awareness of the need to use library resources in order to find “good”
information when delivering in-class workshops to large groups; it’s all about filter bubbles, Youtube, and
peer instruction.
Skills/Knowledge Developed: Engaging students, managing a classroom
EDC Credit: Yes.
Restrictions/Limitations: FASS and FPA TAs only, max. enrolment of 25
Scheduling:
● Monday, January 30th, 10-11:30am
● Location: 422 DT
19. Managing Challenging Teaching Situations (1.5 hrs)
Smita Bharadia, Equity Services; Boris Vukovic, Paul Menton Centre for Students with Disabilities; and
Maria Walt, International Student Services Office
In this hands-on, case-based training session, participants will work in groups to strategize effective ways
for managing challenging teaching situations inside and outside the classroom. A panel of experts with
representatives from the Paul Menton Centre, Equity Services, and the International Student Services
Office will be on hand to guide teams on the principles of creating safe, inclusive, fair teaching practices
when faced with a range of challenging situations.
Skills/Knowledge Developed: Managing a classroom, fostering an inclusive learning environment
EDC Credit? Yes.
Restrictions/Limitations: All TAs, max. enrolment of 20
Scheduling:
● Tuesday, January 31st, 10-11:30am
● Location: 422 DT
20. Engineering TAs and Writing: Strategies for Helping Your Students with Their Writing-Related Issues
(1.5 hrs)
Samantha Shortt, Writing Tutorial Service; Joshua Woods, Department of Civil and Environmental
Engineering
Jointly offered by an Engineering TA(s) and Writing Tutorial Services (WTS), this workshop provides TAs
with an overview of the writing process and common errors students make, as well as the technical
aspects of writing within the discipline of engineering. TAs will learn what to look for when grading
engineering papers and other writing assignments as well as better assist their students with writingrelated questions.
Skills/Knowledge Developed: Teaching and marking writing
EDC Credit?: Yes.
Restrictions/Limitations: Engineering TAs only, max. enrolment of 25
Scheduling:
● Friday, February 3rd, 10-11:30am
● Location: 422 DT
21. Supporting and Accommodating Students with Disabilities (1.5 hrs)
Boris Vukovic, Paul Menton Centre for Students with Disabilities
This workshop will provide an overview of the services available through the Paul Menton Centre (PMC)
for Students with Disabilities at Carleton. PMC coordinators will cover the basics of the accommodation
process, including a background on relevant legislations, disability statistics, documentation standards
and requirements, accommodation procedures, and available resources. The second part of the workshop
will be open for discussion of issues specific to the work of TAs, and you will be invited to present cases,
questions, or scenarios to the PMC coordinators for feedback and advice.
Skills/Knowledge Developed: Managing a classroom, adopting institutional standards and procedures
EDC Credit?: Yes.
Restrictions/Limitations: All TAs, max. enrolment of 25
Scheduling:
● Monday, February 6th, 10-11:30am
● Location: 422 DT