- This event has passed.
A&S T&L Community of Practice: Teaching at Scale: Strategies for Large Courses
February 27 @ 10:00 am - 11:30 am EST
Presented by: Teaching & Learning, Arts & Science
In-person meeting location: Room HS696, Health Sciences Building, 155 College Street
The session includes the following two presentations:
A 3-Role Framework for Coordinating Courses with Increasingly Large Enrolments
Presenter: Lindsey Shorser, Assistant Professor, Teaching Stream, Department of Mathematics
Description: Consider these three roles contained within the job of “Course Coordinator”: the Content Creator, the Communicator, and the Manager. Some of these roles increase in complexity more than others with increasing student enrolment. Each role has often its own tasks, motivations, and often conflicting priorities.
In this talk, I will make a case for thinking in terms of these three roles for the purposes of course design, time management, and to positively impact EDI (equity, diversity, and inclusion). Examples will be drawn from my own experiences teaching large STEM courses (up to 2000 students) as well as giving examples based on peer experiences in the social sciences.
—
Note-Taking in a Large Lecture Course: The Lecture as Active Learning Experience
Presenter: James John, Associate Professor, Teaching Stream, and Associate Chair, Undergraduate, Department of Philosophy
Description: I propose to present and explain a note-taking initiative I will put into effect in my large lecture course PHL101Y Introduction to Philosophy in 2024-25. In this initiative, I use “skeleton handouts” and in-lecture guided note-taking activities to help students learn how to take notes on complex material presented in lecture form. In this way, I wean students off laptop-based typed notes, which studies show to be inferior to handwritten ones. I also teach alert listening and effective note-taking skills that enable a transformation of the lecture class format into an active learning experience.
