Instructor at the front of the class with two screens behind.

June

Best Practices in Providing High Stakes Feedback in Clinical Instruction

This workshop is offered to all educators in Health Sciences who teaches in classroom, lab, and clinical settings. The purpose of this workshop is to inform  about the best practices in giving high stakes feedback in their classroom, lab, and clinical instruction. 

Date and time: Thursday, June 20, 12:00 PM - 1:30 PM
Location: Basic Medical Sciences Rm 216-218 Combined
Facilitators: Anna Nekola and Nausheen Peerwani

Register for the high stakes feedback in clinical instruction workshop  


 

The Flipped Classroom

Interested in more knowledge application and problem-solving activities in your classroom? Looking to add more active learning to a traditional lecture course? Come to this workshop and learn the basics of a flipped classroom that will enable you to flip a lesson or two in an upcoming course.

Date and time: Tuesday, June 25, 12:00 PM - 1:00 PM
Location: Online
Facilitator: Anna Nekola and Nausheen Peerwani

Register for the flipped classroom workshop


 

SoTL Ethics

Research with human participants requires approval from the UM Research Ethics Board to ensure the safety and well-being of all participants. This is true of all research with human participants, but SoTL projects often have unique characteristics that warrant extra consideration when preparing an ethics application. For example, how do you ensure that students do not feel coerced to give consent when the instructor of their course is also the lead researcher? In this workshop, we will provide possible solutions for this and other research design elements that require careful consideration of ethical practices when designing your SoTL study. We will also review the Research Ethics application process at the University of Manitoba, and attendees will be given the opportunity to begin to draft their ethics application. This workshop will be interactive and collaborative. To get the most of this workshop, please bring a laptop or device to the workshop. 

Date and time: Tuesday, June 25, 1:00 PM - 4:00 PM
Location: Room 207 Boardroom @ 65 Dafoe Road
Facilitator: Lori Doan

Register for the SoTL ethics workshop

August

Decolonizing Classrooms: Barriers to Decolonizing, Part 1

Over the past several years, an important discussion of how we can Indigenize and decolonize the academy has been occurring. This workshop series aims to give participants the context and tools necessary to meaningfully engage with decolonizing processes as they relate to education. Part 1 of Barriers to Decolonizing considers student perspectives and the barriers they encounter which prevent them from experiencing a decolonized education which fosters engagement and learning. Strategies for overcoming these barriers are shared. Participants consider how to utilize these strategies to support decolonizing processes in their classrooms.

Date and time: Thursday, August 8, 10:00 AM - 12:00 PM
Location: Online
Facilitator: Micheline Hughes

Register for the decolonizing classrooms workshop


 

The Flipped Classroom

Interested in more knowledge application and problem-solving activities in your classroom? Looking to add more active learning to a traditional lecture course? This interactive workshop will provide you with ways to talk with your students about this approach to learning benefits them, as well as hands-on strategies for designing flipped lessons in an existing course.

Date and time: Thursday, August 15, 9:00 AM - 11:00 AM
Location: Room Education 325
Facilitators: Anna Nekola and Nausheen Peerwani

Register for the flipped classroom workshop


 

TLC Mini-Institute:

TLC Mini-Institute - Designing and Evaluating Assessment Strategies

This workshop (over two sessions) will provide instructors with opportunities to design assessment strategies to support student learning. You will design formative and summative assessments and learn strategies for providing constructive feedback on students’ work. You will also have opportunities to evaluate the effectiveness of different assessment tools, such as holistic and analytic rubrics.
Please have at hand a current course syllabus with learning objectives.

All TLC participants must take both workshops to receive credit for the TLC Mini-Institute.

Date and time: Monday, August 19, 9:00 AM - 4:00 PM
Location: Room Education 325
Facilitators: Johnathan Bevan and Joanna Koulouriotis

Register for the TLC Mini-Institute

TLC Mini-Institute - Strategies for Maintaining a Respectful Classroom Environment

As instructors, you may have experienced behaviour by your students that you felt was disrespectful, rude, or disruptive. These can be challenging situations to deal with. This interactive workshop will focus on teaching strategies that foster and maintain respectful classroom behaviour.

All TLC participants must take both workshops to receive credit for the TLC Mini-Institute.

Date and Time: Tuesday, August 20, 9:00 AM - 12:00 PM
Location: Room Education 325
Facilitators: Johnathan Bevan and Joanna Koulouriotis

Register for the TLC Mini-Institute


 

Best Practices in Providing High Stakes Feedback

This workshop is offered to all post-secondary educators who teach in a classroom, lab, or clinical settings. The purpose of this workshop is to inform the educators about the best practices in giving high stakes feedback in their instruction. 

Date and time: Wednesday, August 21, 10:00 AM - 12:00 PM
Location: Online
Facilitators: Nausheen Peerwani and Anna Nekola

Register for the best practices in providing high stakes feedback workshop


 

Decolonizing Classrooms: Indigenous Approaches to Building Good Relationships

Over the past several years, an important discussion of how we can Indigenize and decolonize the academy has been occurring. This workshop series aims to give participants the context and tools necessary to meaningfully engage with decolonizing processes as they relate to education. “Indigenous Approaches to Building Good Relationships” will discuss how participants can employ the 4/5Rs (relevance, reciprocity, respect, responsibility, and relationships) to ameliorate and decolonize student-instructor relationships. Indigenous ways of understanding relationships and specific tools and strategies that instructors can use will be considered, and participants will be supported as they consider how they can implement the 4/5 Rs in their own teaching practices.

Date and Time: Thursday, August 29, 1:00 PM - 4:00 PM
Location: Education Room 325
Facilitators: Micheline Hughes

Register for the decolonizing classrooms workshop

October

TLC 10th Anniversary Celebration and Graduation

We will be holding a special 10th anniversary celebration for the Teaching and Learning Certificate program as well as a graduation ceremony for the 2024 graduates of the TLC program

Date and time: Wednesday, October 2, 11:30 AM - 1:30 PM
Location: Marshall McLuhan Hall, UMSU University Centre
Facilitators: Rebecca Brooks and Joanna Koulouriotis

 


 

November

Empowering Instructors: Integrating Learning-to-Learn Strategies in Higher Education

This workshop will delve into a variety of learning-to-learn strategies, demonstrating how these approaches can be seamlessly integrated into university-level teaching. It will include discussions on cognitive science principles, methodologies for enabling active learning, and techniques for fostering a growth mindset among students. Participants will engage in interactive sessions designed to illustrate the application of these strategies in real classroom settings, preparing them to apply similar methods in their own teaching practices.

Date and time: Tuesday, November 26, 1:00 PM - 4:00 PM
Location: Room 223 at 65 Dafoe
Facilitators: Cintia Bentes Rodrigues Da Costa and Iwona Gniadek

Register for the empowering instructors workshop

Past workshops

Decolonizing Classrooms: Finding and using Indigenous content in classroom settings

Do you want to incorporate Indigenous material into your classroom but you’re not sure where to start?  The newest Decolonizing Classrooms workshop aims to help educators effectively engage with Indigenous materials to promote decolonization and enrich student experiences. This workshop shares strategies for finding content by Indigenous academics and community members and teaches you how to develop responsible relationships with that content.
 


 

Best practices in providing high stakes feedback in clinical instruction

This workshop is requested by the Bachelor's Program of Midwifery, Helen Glass College of Nursing. The purpose of this workshop is to inform clinical educators in dentistry about the best practices in giving high stakes feedback in clinical instruction.

 


Teaching Through Entrepreneurship

Entrepreneurship is recognized as one of the 12 types of experiential learning at UM. Entrepreneurship is not only the early stage start up of businesses, but the solving of real world problems. In this workshop, participants will learn to create experiences that allow students to learn through entrepreneurship.
 


 

Open Educational Resources – What, How, Why (Part 1)

The term open educational resources (OER) describes a wide range of materials in teaching and learning that are available for public use with an open license or in the public domain. Examples of OER include full courses, course modules, syllabi, textbooks, lectures, assessments, and datasets. In this workshop, participants will learn why OER are valuable, how to locate them, how to evaluate them using a rubric, and how to adapt and create them. The workshop does not assume prior experience with these topics.

 


 

Open Educational Resources, Part 2

In this workshop, participants will learn about the benefits of teaching with OER, and qualities that make OER valuable pedagogically. Considerations for adopting, adapting, and creating OER, such as copyright and selecting publishing tools, will be discussed. The workshop builds on content presented in The Centre workshop “Open Educational Resources, Part 1”, though no prior experience with these topics is required.
 


 

Decolonizing Classrooms: Unpacking and Overcoming Barriers to Decolonizing Processes, Part 2

The Decolonizing Classroom series aims to give participants the context and tools necessary to meaningfully engage with decolonizing processes as they relate to education. “Unpacking and Overcoming Barriers to Engagement and Decolonizing Processes” explores the barriers that exist for teachers and students, which prevent them from enacting decolonizing processes in educational contexts. Part two of this workshop series discusses the barriers that prevent teachers from engaging fully in decolonizing classrooms and creates a space for the discussion of strategies for overcoming these barriers.

 


Experiential Learning Community of Practice

Facilitated by The Office of Experiential Learning, the Experiential Learning Community of Practice (CoP) meets online once a month. Each online meeting will consist of a 30-minute presentation on a topic related to best practices, trends, and challenges in experiential learning, followed by a 30-minute facilitated discussion.

 


 

Teaching Café: Accessible Pedagogy at the University of Manitoba

The need to implement accessible course design principles increases with each passing year in the academy. Knowing where to start and in what direction to go can seem overwhelming. We invite you to join our panel at this year’s Teaching Café as we dive into accessible practices already being implemented at U of M.

 


TLC Mini-Institute - Designing and Evaluating Assessment Strategies

This workshop (over two sessions) will provide instructors with opportunities to design assessment strategies to support student learning. You will design formative and summative assessments and learn strategies for providing constructive feedback on students’ work. You will also have opportunities to evaluate the effectiveness of different assessment tools, such as holistic and analytic rubrics.
Please have at hand a current course syllabus with learning objectives.

 


TLC Mini-Institute - Strategies for Maintaining a Respectful Classroom Environment

As instructors, you may have experienced behaviour by your students that you felt was disrespectful, rude, or disruptive. These can be challenging situations to deal with. This interactive workshop will focus on teaching strategies that foster and maintain respectful classroom behaviour.

 


Indigenous Knowledges in Teaching and Learning in Higher Education (TLCN08)

This workshop introduces participants to Indigenous pedagogies by contextualizing Indigenous knowledges, discussing the importance of making space for Indigenous content and knowledge transmission in the academy, and providing participants with resources about the pedagogical significance of Indigenous knowledges.

 


Developing Intercultural Teaching Competence (TLCN05) 

Every student and instructor brings their own culture into the teaching and learning contexts in which they inhabit. Similarly, every teaching and learning context is informed by and situated in institutional, regional, and national cultures. In this workshop, you’ll explore your own cultural attitudes, knowledge, and skills, and those of your learners and the environments you all find yourselves in. Then, you’ll apply this to your own teaching practices through elements of course design.

 


Navigating Challenging Student Situations (TLCN03) 

As instructors, you may have experienced behaviour by your students that you felt was disrespectful, rude, or disruptive. These can be challenging situations to deal with. Staff from Student Advocacy and Case Management and the Office of Human Rights and Conflict Management will provide an overview of pertinent University policies and procedures to help you understand your rights and responsibilities as an instructor. This interactive workshop will provide you with strategies and tips for preventing and responding to these behaviours.

 


Mini-Institute: Introduction to genAI for Postsecondary Educators – May 6, 7 and 9

Tremendous advances have been made in generative artificial intelligence (genAI) in recent years such that genAI-based tools are now easily, freely, and broadly accessible. Are you curious about using genAI but don’t know where to start? In this series, you will discover some of the many ways that genAI can transform how educators carry out the tasks of teaching in higher education. Participants will have several opportunities to interact with various genAI tools. The series will conclude with an opportunity to dive into topics of interest for postsecondary educators at the University of Manitoba. Please note: Registration is mandatory. You may attend any session that interests you or the entire mini-institute.

 


Mental Health in the Classroom: Responding to Students Demonstrating Mental Health Distress (TLCN07) 

Young adults are highly susceptible to mental health problems. We know that most instructors encounter many students who are struggling with mental health issues that affect their academic performance, behaviour in the classroom, and interactions with teaching staff.  Research also indicates that the incident rate and intensity of mental health problems experienced by students is increasing. These situations can be stressful, time-consuming, and potentially can involve risks to personal safety for the students and others. David Ness, the Director of the Student Counselling Centre at the University of Manitoba, will provide you with information about how to identify and respond effectively to student mental health issues, how to understand the factors that contribute to student distress, and how to access resources.  This interactive workshop will involve case study material to apply your knowledge of risk assessment, response alternatives, and on- and off-campus resources.

 


Academic Integrity Teaching and Learning Strategies (TLCN04) 

Do you want to promote academic integrity in your course, but you don’t know how to do this?  In this workshop, we will discuss the meaning of academic integrity at the University of Manitoba, and how it relates to your teaching and learning environment (whether that be face-to-face, remote/online). We will discuss ways to implement teaching and assessment strategies that promote integrity that will allow you to focus on students’ learning and community building. Resources for academic integrity education (e.g., syllabus statements, learning activities) that you can modify and incorporate into your courses will be shared.

 


Self-Evaluation of Teaching Practice (TLCN10) 

Feedback and evaluation of teaching are part of every teacher’s life. How do you make sense of the evaluative feedback you receive from SRI scores, daily classroom experiences, and student grades? This foundational workshop examines the theory and practice of evaluation and suggests practical strategies for integrating effective evaluative practices into your teaching. Please note that this workshop does not cover the design and creation of student assessments.

 


Teaching and Technology (TLCN02) 

In this workshop, we will explore a framework for using technology in teaching and learning. Rather than a technology ‘how-to’ session, the focus will be on providing a method for evaluating technology that supports the goals of teaching and learning. We will also discuss the benefits and challenges of using technology in the classroom.

 


Teaching Dossier (TLCN06)

Increasingly, university promotion and tenure committees are requiring a teaching dossier to document your development and achievements as an educator. This workshop looks at the requirements at the University of Manitoba for teaching dossiers and covers the basics of writing a Teaching Philosophy statement and creating a teaching dossier.

 


Universal Design for Learning (TLCN01)

Universal Design for Learning (UDL) is an orientation to teaching and learning that promotes greater student choice and agency in learning experiences, with the aim of reducing barriers to learning by providing multiple means of representation, engagement, and expression. In this workshop, participants will explore how UDL values intersect with their own teaching philosophies, identify barriers to learning for students with a range of needs, and (re)design course elements to adopt UDL guidelines in a way that is practical for instructors yet beneficial to learners.

 


Reflective Practice (TLCN09)

John Dewey observed that, “We do not learn from experience. We learn from reflecting on experience.” In order to become a better teacher, it is necessary to reflect on what we do and why we do it – to ask ourselves, is what we do effective? In this workshop we will explore several models of self-reflection, including the Gibbs’ Model, as methods for engaging in a reflective practice. Participants will also have the opportunity to share their own successes and struggles as they strive to become a better teacher.

 


 

Panorama - Improving Digital Accessibility

Create pages in UM Learn from HTML templates, discover best practices in managing files, and understand your legal responsibility in creating accessible content. Explore various media objects that can be created for your courses in collaboration with the Centre’s Media team.

 


 

Contact us

The Centre for the Advancement of Teaching and Learning
65 Dafoe Road, Winnipeg, MB
University of Manitoba
Winnipeg, MB R3T 2N2 Canada

204-474-8708
204-474-7514