The workshops listed below are multi-part series and will be offered through the Centre for Teaching and Learning throughout the Fall 2019 semester.
Essential Employability Skills (EES) are those skills needed in order to achieve and maintain success in the workplace. Integrating essential skills with course content creates a richer, more meaningful learning experience for students and better prepares them to meet shifting career demands and contribute to the global community.
Programs are expected to include essential employability skills in their curriculum but what are they and how can you integrate EES with your subject specific content?
Through participation in the workshop series, faculty will be able to:
- Identify Essential Employability skills as outlined by the Ministry of Training, Colleges and Universities (MTCU)
- Identify Assessment to support understanding and achievement of essential employability skills
- Design teaching and learning activities that support the development of essential employability skills
- Consider connections between program outlines, course outlines, learning goals, assessments, and teaching and learning activities
Essential Employability Skills Series:
- Essential Employability Skills: An Introduction
- Essential Employability Skills: Teaching and Learning Activities
- Essential Employability Skills: Learning Strategies
- Essential Employability Skills: Assessment
- Essential Employability Skills: Next Steps
If you are interested, please register with Kelly Fox.
This series of workshops offers faculty opportunities to connect with other teachers and increase skills and knowledge related to postsecondary teaching and learning.
Goals for the sessions
Through participation in these sessions, part-time faculty will have the opportunity to:
- Examine and apply principles of teaching and learning;
- Share ideas and strategies across disciplines;
- Interact with peers to discuss teaching practice;
- Gain information on support resources for teaching; and,
- Connect with the Georgian College community.
NOTE: It is recommend that participants commit to the whole series. Parts one through four are foundational to the subsequent sessions.
Part 2: Planning Instruction (online module available)
Part 3: Active Learning Strategies
Part 4: Intro to Postsecondary Assessment (online module available)
Part 5: Designing Meaningful Assignments (online module available)
Part 7: Understanding and Applying Academic Policies and Procedures (online module only)
Please see calendar for registration details, dates and times. For more information, contact Tracy Mitchell-Ashley at ext. 3093.
The Instructional Skills Workshop (ISW) was developed by a group of passionate educators over 25 years ago. It is an intensive 30-hour event that uses a “laboratory approach” to focus on the development of instructional skills and has been described as a “transformational experience” whether you have been teaching for one year or 20 years.
The ISW is a collaboration between facilitators and participants, which is grounded in active, experiential learning and based on principles of learning-centred instruction. While facilitators have had training in the ISW facilitation process, they are faculty, just like the participants.
Please note: There is an application process associated with this workshop series.
The ISW requires a significant investment of time, energy and resources both for the college and for all participants. At this point, the ISW program can only be offered to 10 participants each year. For these reasons, we ask all interested faculty to submit an application. Based on the application form and a follow-up conversation, priority will be given using the following criteria:
- Full-time faculty applicants will have priority, and then part-time faculty who have completed other professional development sessions related to teaching and learning.
- Applicants whose professional development goals are most closely aligned with the goals the ISW will have priority
The resources you will receive are designed to help you develop the skills and abilities required to design and build an online course, as well as manage the course during delivery.
Over the next 14 weeks, you will learn about online course design and build your own course. There are other faculty members also designing courses this semester and you will have the opportunity to interact with them in person and in the online Blackboard course shell. This provides you with some vital Blackboard experience from the point of view of a student.
- Apply the principles of instructional design to the development of an online course so that students successfully achieve learning objectives,
- Use Blackboard tools effectively in both the development and running of an online course,
- Complete the development of an online course that is ready for beta-testing & delivery.
For additional information about the OCDP please contact Amy Goruk at ext. 1075.
Join us for discussion about how we can make small, meaningful, evidence-based changes that can have a big impact on student learning. These sessions are available either individually or as a series.
Small Teaching “…as a fully developed strategy draws from the deep well of research on learning and higher education to create a deliberate, structured, and incremental approach to changing our courses for the better.” -James Lang.
Click the image to download the promotional flyer.
Faculty Learning Communities
We would like to invite you to participate in a new Faculty Learning Community (FLC) this semester focusing on the book A KNAPSACK FULL OF DREAMS by Cathy Crowe. Faculty Learning Communities (FLCs) are considered high-impact practices to foster culture change among faculty. At the Centre for Teaching and Learning, FLC’s have focused their discussions and projects on learning about and experimenting with evidence-based teaching practices.
Cathy is a renowned street nurse, author, changemaker and advocate. Her career has focused on nursing for social justice. She is a frequent commentator, writer and educator on issues related to homelessness. Cathy recently released a compelling memoir: Knapsack Full of Dreams: Memoirs of a Street Nurse. A documentary film on her work, Street Nurse, has made a major impact on nursing education in Canada. She has fostered numerous coalitions and advocacy initiatives that have achieved significant public policy victories. She also co-founded the Toronto Disaster Relief Committee in 1998, which declared homelessness a national disaster. In recognition of her work, Cathy has received numerous awards and honours – including the 2018 Order of Canada.
This is a link to the TVO show The Agenda with Steve Paiken where he interviews Cathy Crowe.
The FLC will be offered remotely through Zoom.
Thursday March 26th , 7-8pm
Thursday April 2, 7-8pm
Thursday April 9, 7-8pm
Thursday April 16th 7-8pm
Register here. Space is limited and a commitment to ALL 4 DAYS is required.
Cheating Lessons by James Lang stresses that strategies which reduce cheating also improve student performance overall. When we build a culture of academic integrity, we can do more than reduce academic dishonesty, we can become better educators. In this FLC we will not only work with the book, but also focus on how these ideas can impact our teaching and classrooms. This FLC is offered online via zoom so faculty can participate from their desk or anywhere they have an internet connection. For more information about this FLC please contact Kelly Fox via email or at ext. 1092.
In this 3-hour workshop, we will be using a storytelling, graphic narrative approach to reading the History and Legacy chapters of the Executive Summary Report of the Truth and Reconciliation Commission of Canada. We will conclude the session by committing to personal calls to action. This session is open to all faculty and staff at Georgian College.
Because this is a shared reading/storytelling approach, attendance at all meetings and arriving on time is a requirement.