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# ITeach:

Certification in Higher Ed Inc.

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## Pages

- [Welcome:](https://iteachhe.com/) - TAKE CONTROL OF ENHANCING YOUR CAREER, TEACHING, AND STUDENT LEARNING Cynthia Korpan, PhDDirectorITeach: Certification in Higher Ed Inc ITeach: Certification in Higher Ed Inc. provides certificates to career academics (sessionals, adjuncts, graduate students, and teaching- and research-stream faculty), or anyone teaching adults, whether in higher education, the workplace, or other courses or programs, either in
- [Graduate Students/Post-docs Teaching in Higher Education Conference: Empowering the Next Generation of Educators](https://iteachhe.com/graduate-post-doc-students-teaching-in-higher-education-conference-empowering-the-next-generation-of-educators/) - Graduate Students/Post-docs Teaching in Higher Education Conference: Empowering the Next Generation of Educators Where: Zoom Cost: This is a free virtual event. Registration required. Register below by filling out the form. When: Friday, August 7, 2026, 8:00 am to 6 pm Pacific time zone We are excited to announce the second Graduate Students/Post-docs Teaching in
- [Teaching Assistants’ Competencies (TAC)](https://iteachhe.com/certificate-title-teaching-assistants-competencies-tac/) - Teaching Assistants’ Competencies (TAC) Description: The Teaching Assistants’ Competencies (TAC) Certificate provides the essential concepts required for teaching in higher education, whether in person or online (synchronous, asynchronous, or hybrid), in post-secondary or other types of programs. Taking a learning-centered approach to teaching, you will learn the essential elements you need to begin in your
- [Career Advancement Through Teaching Documentation (CATD)](https://iteachhe.com/career-advancement-teaching-documentation-catd/) - Career Advancement Through Teaching Documentation (CATD) Description: Career Advancement Through Teaching Documentation (CATD) brings together the necessary components to successfully document your teaching in various forms. In this certificate you will learn how to build your dossier/portfolio with substantial and relevant evidence that highlights your capabilities as an instructor. You will gain useful strategies on
- [Facilitator Development Workshop (FDW)](https://iteachhe.com/facilitator-development-workshop-fdw/) - Facilitator Development Workshop (FDW) Upcoming Dates: November 16-20, 2026, each day from 9:00 am - 4:00 pm Pacific time zoneLocation: Online on Zoom with asynchronous support and materials through a learning management system If you have completed an Instructional Skills Workshop (ISW), then you may be interested in becoming a facilitator and offer ISWs at your institution
- [Effective Online Teaching (EOT)](https://iteachhe.com/certificate-title-effective-online-teaching-eot/) - Effective Online Teaching (EOT) Description: Effective Online Teaching (EOT) focusses on the varying ways to teach online either asynchronous or synchronous. The course details all elements of excellent course design that can be applied to online courses but is also applicable to hybrid, blended, and hyflex course design.Throughout the asynchronous certificate, you will be assessed
- [Instructional Skills Workshop (ISW)](https://iteachhe.com/iteach-instructional-skills-workshop-isw/) - Are you interested in refining your teaching in a small setting with feedback from peers? What if you could try a new teaching method in a collegial environment and receive feedback from peer learners? If you are teaching in a post-secondary institution or are responsible for training in an organization, then you will want to
- [Instructional Skills Workshop (ISW) Facilitators/Trainers 2026 Conference: Reflection and Innovation](https://iteachhe.com/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/) - Instructional Skills Workshop (ISW) Facilitators/Trainers 2026 Conference: Reflection and Innovation ITeach: Certification in Higher Ed Inc. and Royal Roads University are happy to extend this invitation to the inaugural conference for ISW/FDW/TDW Facilitators and Trainers to share innovative research and practices in instructor development through peer feedback, experiential learning, and reflective pedagogy. When: Thursday, May
- [Confirm Subscription](https://iteachhe.com/confirm-subscription/) - Subscription Confirmation Thank you for subscribing to ITeach: Certification in Higher Education Inc. We greatly appreciate your interest in our events, courses, and products. Expect to receive an email shortly giving you further information.
- [Website main page (Working)](https://iteachhe.com/website-main-page/) - TAKE CONTROL OF ENHANCING YOUR CAREER, TEACHING, AND STUDENT LEARNING Cynthia Korpan, PhDDirectorITeach: Certification in Higher Ed Inc ITeach: Certification in Higher Ed Inc. provides certificates to career academics (sessionals, adjuncts, graduate students, and teaching- and research-stream faculty), or anyone teaching adults, whether in higher education, the workplace, or other courses or programs, either in
- [Unlock the Power of Your Syllabus/Course Outline: Get Feedback and Transform Your Teaching](https://iteachhe.com/unlock-the-power-of-your-syllabus-course-outline-get-feedback-and-transform-your-teaching/) - Are you an instructor looking to elevate your teaching methods and engage your students more effectively? The key to creating a dynamic, impactful classroom experience starts with your syllabus or course outline. As a seasoned expert (see bio below) and having provided feedback on countless syllabi/course outlines, I will ensure that your document is learner-centered
- [Responding to Student Concerns, Challenges, and Disruptions](https://iteachhe.com/responding-to-student-concerns-challenges-and-disruptions/) - Welcome to our latest essential resource for educators, administrators, and support staff! We're thrilled to introduce our comprehensive guide, Responding to Student Concerns, Challenges, and Disruptions. In today’s educational landscape, understanding and effectively responding to student issues is more crucial than ever. Whether you are dealing with academic challenges, personal issues, or classroom disruptions, our
- [Online Teaching Squares](https://iteachhe.com/online-teaching-squares/) - Discover, Reflect, and Grow Together Would you like to be part of a teaching observation program that is appreciative rather than evaluative? Are you teaching online and wish you could see and discuss others’ online teaching? Or, you are an educational developer and interested in other educational developers' sessions at their institution/organization? If so, consider
- [Learning-Centered Course Design (LCCD)](https://iteachhe.com/learning-centered-course-design-lccd/) - Certificate Title: Learning-Centered Course Design (LCCD) Description: Learning-Centered Course Design (LCCD) provides the essential concepts required for teaching in higher education, whether in person or online (synchronous, asynchronous, or hybrid), in post-secondary or other types of programs.In this certificate, you will develop robust learning outcomes that are aligned with assessments and instructional strategies. Through engagement
- [Guide to Developing Teaching Awards in Higher Education](https://iteachhe.com/guide-to-developing-teaching-awards-in-higher-education/) - Welcome academic leaders, deans, and department heads! Are you looking to elevate the standard of teaching excellence within your department, school, faculty, or institution? Look no further than our exclusive "Guide to Developing Teaching Awards in Higher Education." This comprehensive resource is tailor-made to empower you to create and implement your own prestigious teaching awards,
- [Graduate Student Professional Development](https://iteachhe.com/graduate-student-professional-development/) - Are you a graduate student striving to excel both academically and professionally? Your journey is filled with opportunities, challenges, and the need for a strategic approach to your career development. Have you just begun your graduate degree? Or maybe you are about to look for positions in your field? No matter where you are in
- [Formative Feedback for Instructors:](https://iteachhe.com/formative-feedback-for-instructors/) - Are you a passionate educator seeking to elevate your teaching methods to the next level? The key to honing your skills lies within the invaluable feedback of your students and colleagues. This guide will empower you with the knowledge and tools to gather actionable feedback from your students and colleagues - feedback that will help
- [Crafting a Winning Teaching Dossier/Portfolio:](https://iteachhe.com/crafting-a-winning-teaching-dossier-portfolio/) - Are you a graduate student with ambitions of becoming a respected academic in your field? Do you want to stand out from the competition and secure your dream job in academia? Alternatively, are you an early career academic needing to revise your existing dossier for advancement purposes? Look no further – the solution you've been
- [Book Clubs in Academia: Why, How, and What](https://iteachhe.com/book-clubs-in-academia-why-how-and-what/) - Why consider developing a Book Club at your institution/organization? Most importantly, because it fosters community by building connections with colleagues (and students if included) through shared reading experiences. In this comprehensive guide, "Book Clubs in Academia: Why, How, and What," you’ll learn: Why: Understand the profound impact book clubs can have on academic culture. How:
- [Black Boxes and Sensory Deprivation: How to Adapt Cues When Teaching Online](https://iteachhe.com/black-boxes-and-sensory-deprivation-how-to-adapt-cues-when-teaching-online/) - When teaching or meeting online, traditional cues often get lost in translation. It’s time to bridge the gap and ensure every student/participant stays engaged and motivated. This free guide, "Black Boxes and Sensory Deprivation: How to Adapt Cues When Teaching Online," helps you address the challenge of black boxes on your screen. What you will
- [Registration Success](https://iteachhe.com/registration-success/) - Welcome to ITeach.
- [Policies](https://iteachhe.com/policies/) - POLICIES Admission requirements ITeach: certificates are designed for post-baccalaureate individuals, who are over the age of 19. However, admission is not prohibited to those who hold a bachelor's degree; you may have significant work experience that equates to a degree. If you feel like you can capably complete a graduate level course, delivered in the
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- [Width Test Page](https://iteachhe.com/width-test-page/) - WIDTH TEST PAGE Whether you are career academics (sessionals, adjuncts, graduate students, and teaching- and research-stream faculty), or teaching an online course that shares your expertise, ITeach: courses will guide you in developing learning-centred lessons, courses, and programs. The professional certificates we provide can be pursued on a timeline that suits you, your needs, and
- [Home page](https://iteachhe.com/home-page/) - ITeach: Certification in Higher Ed Inc. provides courses and resources to help anyone teaching adults attain a certificate that indicates you are striving to be an effective teacher.
- [Privacy Policy](https://iteachhe.com/privacy-policy/) - Who we areSuggested text: Our website address is: http://iteachhe.com.CommentsSuggested text: When visitors leave comments on the site we collect the data shown in the comments form, and also the visitor’s IP address and browser user agent string to help spam detection.An anonymized string created from your email address (also called a hash) may be provided
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- [About:](https://iteachhe.com/about/) - Learn about the ITeach: instructors and their experience in the field of teaching and learning in higher education. Cynthia Korpan, PhD Doug Jarvis, MFA

## Courses

- [ISW+](https://iteachhe.com/courses/isw/) - Welcome to the ISW+, a community hub to share ideas, resources, ask questions, connect, and collaborate. ISW+ is a dynamic, evolving space where those who have successfully completed the ISW come together around a shared purpose about what was learned in the ISW. In this space, you can connect with peers, continuously access resources, and
- [Instructional Skills Workshop (ISW)](https://iteachhe.com/courses/instructional-skills-workshop-isw/) - Instructional Skills Workshop (ISW) Since 1979, the ISW has been supporting post secondary educators in enhancing their teaching in a respectful learning environment. Your facilitators have over 18 years experience as ISW facilitators and trainers (training other facilitators) and are skilled at creating a learning environment that is supportive and engaging. The program is designed
- [Instructional Skills Workshop (ISW) Facilitators/Trainers 2026 Conference: Reflection and Innovation](https://iteachhe.com/courses/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/) - Welcome to the inaugural ISW Conference. We look forward to deep conversations, generous sharing, and enriching collaborations. On the following pages you will find information about each session with zoom links. After the event, handouts, resources, or other materials will be uploaded under the materials tab of each session that you can access at any
- [Facilitator Development Workshop (FDW)](https://iteachhe.com/courses/facilitator-development-workshop-fdw/) - Welcome to the Facilitator Development Workshop (FDW). Through the FDW (a 40-hour program), you will gain facilitation skills suitable for the Instructional Skills Workshop (ISW), with those skills being transferable to other facilitative work. As with the ISW, the FDW takes an experiential learning approach to provide you with new facilitation approaches and to receive
- [Teaching Assistants’ Competencies (TAC)](https://iteachhe.com/courses/teaching-assistants-competencies-tac/) - The Teaching Assistants' Competencies (TAC) Certificate provides the essential concepts required for teaching in higher education, whether in person or online (synchronous, asynchronous, or hybrid), in post-secondary or other types of programs. Taking a learning-centered approach to teaching, you will learn the essential elements you need to begin in your teaching assistant (TA) role. Further,
- [Effective Online Teaching](https://iteachhe.com/courses/effective-teaching-online/) - Effective Online Teaching (EOT) focusses on the varying ways to teach courses that are fully online. Your online course may be designed to be solely asynchronous or synchronous, or a combination of both. This certificate details excellent design elements for fully online courses but some of the ideas are applicable to blended, hybrid, or hyflex
- [Graduate/Post-doc Students Teaching in Higher Education Conference](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/) - We are excited to welcome you to the inaugural Graduate/Post-doc Students Teaching in Higher Education Conference: Empowering the Next Generation of Educators, a unique virtual gathering dedicated to graduate students and postdoctoral scholars who are actively engaged in teaching within higher education, either as sessionals/adjuncts, teaching assistants (TAs), or other teaching-type of positions. This conference provides
- [Career Advancement Through Teaching Documentation (CATD)](https://iteachhe.com/courses/career-advancement-through-teaching-documentation-catd/) - Career Advancement Through Teaching Documentation (CATD) brings together all the necessary components to successfully document your teaching in various forms. In this certificate you will learn how to build your dossier/portfolio with substantial and relevant evidence that highlights your capabilities as an instructor. You will gain useful strategies on how to obtain feedback from students
- [Learning-Centered Course Design](https://iteachhe.com/courses/learning-centered-course-design/) - Welcome to the Learning-Centered Course Design Certificate This comprehensive course is based on research-based strategies to help you design learning-centered courses to provide the best learning experience for your students. The course is designed as a linear experience. To advance in the course, you will need to complete and upload all required assignments and quizzes.

## Lessons

- [Backward Design](https://iteachhe.com/lessons/backward-design/) - Backward design provides an approach to help you design learning-centered lessons, courses, and programs. Watch the PowerPoint below and pause when needed to engage with the content. Under the Materials tab, you will find a PDF of the PowerPoint.
- [Learning Misconceptions and Paradigm Shifts](https://iteachhe.com/lessons/learning-misconceptions-and-paradigm-shifts/) - In the PowerPoint below, you will recognize a very popular neuromyth - learning styles. Pause the PowerPoint when needed to absorb the material. A PDF of the PowerPoint exists under the Materials tab.
- [Epistemology and How We Teach](https://iteachhe.com/lessons/epistemology-and-how-we-teach/) - In the PowerPoint below, you will reflect on your approach to learning and teaching. Pause the PowerPoint on each slide to allow time for you to reflect and do the required writing activity. There is a PDF version of the PowerPoint under the Materials tab.
- [Learning Theories](https://iteachhe.com/lessons/learning-theories/) - In the PowerPoint below, you will go through the main learning theories that exist. Pause the PowerPoint when needed to review the material. A PDF version of the PowerPoint is under the Materials tab.
- [Reflecting on Your Teaching](https://iteachhe.com/lessons/reflecting-on-your-teaching/) - The following are revised excerpts from my dissertation. My PhD research (Korpan, 2019) looked at graduate student teaching assistants' first teaching experience and how they were learning how to teach. Reflection to build knowledge about teaching was an important piece of this learning process taking place in the academic workplace. Knowledge developmentTo be effective, lead
- [Experiential Learning](https://iteachhe.com/lessons/experiential-learning/) - The ISW is built on a foundation of experiential learning. David Kolb is the person most often credited with investigating and delineating how experiential learning occurs. Kolb (2015) states that because humans are constantly adapting, we are a learning species, which positions learning as continuous and based on experience. The image below, clearly lays out
- [Lesson Planning](https://iteachhe.com/courses/isw/lessons/lesson-planning-2/) - Lesson plans have been called blueprints, road maps, and game plans. As you learned in the ISW, planning your lessons prior to teaching is very important. Regardless of what or where you teach, lesson planning enhances student/participant learning. Within a teaching session/workshop, you may have one lesson plan or many, depending on the time allotted
- [Resources](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/resources/) - Under the materials tab are some extra resources that you may find useful.
- [Agenda](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/agenda/) - Below is the agenda for the synchronous portion of the workshop. Day 1 Days 2-4
- [BOPPPS](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/boppps/) - During Day 1, we will go through the BOPPPS model. Under the materials tab resources from Day 1 will be posted.
- [Lesson Plan Template](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/lesson-plan-template/) - Use the lesson plan template under the materials tab to help you develop each component of the BOPPPS lesson plan model. Included are a couple resources about participatory (active) learning strategies.
- [1:35 PM – 2:35 PM A-6 Listening for Growth: A Workshop for new ISW Facilitators](https://iteachhe.com/courses/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/lessons/135-pm-235-pm/) - Zoom Room A-6 Listening for Growth: A Workshop for new ISW FacilitatorsWeihua Huangfu, Facilitator, Associate professor, Army Logistics University, Chongqing, ChinaIntended audience: New Facilitators This 60-minute workshop integrates Theory U's four levels of listening: downloading, factual, empathic, and generative, with ISW's principles for effective feedback to deepen facilitator competency in the mini-lesson cycle. Rather than
- [9:00 AM – 10:00 AM A-1 Getting Back to Source – an ISW Retrospective](https://iteachhe.com/courses/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/lessons/900-am-1000-am-getting-back-to-source-an-isw-retrospective/) - Zoom Room A-1 Getting Back to Source – an ISW RetrospectivePanel: Diane Morrison, former BC Ministry coordinator; Doug Kerr, training consultant for BC Ministry; and David Tickner, former educational developer at Vancouver Community CollegeFacilitators: Leslie Robinson, Trainer and Dan Doherty, TrainerIntended audience: All Facilitators/Trainers What do you really want to know about the origins of
- [8:30 AM – 9:00 AM Conference Welcome](https://iteachhe.com/courses/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/lessons/830-am-900-am-conference-welcome/) - Zoom Room A Land AcknowledgementCynthia Korpan and Nadia KulikovaITeach: Certification in Higher Ed Inc. and Royal Roads University Full program is available under the materials tab. Welcome from the ISW Network Co-ChairsCheri MacLeod and Deb ChenISW Network Executive Co-Chairs Join Cheri MacLeod and Deb Chen, ISW Network Executive Co-Chairs in the opening welcome session to
- [ISW Conference Poll Results](https://iteachhe.com/courses/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/lessons/isw-conference-poll-results/) - Please see the zoom poll results under the materials tab.
- [10:45 AM – 11:15 AM A-3 Building Regional ISW Communities of Practice](https://iteachhe.com/courses/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/lessons/1045-am-1115-am/) - Zoom Room A-3 Building Regional ISW Communities of PracticeDr. Alice Cassidy, Trainer, In View Educational Development, Victoria, Canada; Dr. Cynthia Korpan, Trainer, University of Victoria/ITeach: Certification in Higher Ed Inc., Victoria, Canada; Dr. Nadia Kulikova, Trainer, Royal Roads University, Victoria, Canada; Dr. Derek Murray, Trainer (Presenting), Camosun College, Victoria, CanadaIntended audience: All Facilitators/Trainers In recent
- [10:10 AM – 10:40 AM A-2 Establishing the ISW at a Ghanaian University (UBIDS)](https://iteachhe.com/courses/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/lessons/1010-am-1040-am/) - Zoom Room A-2 Establishing the ISW at a Ghanaian University (UBIDS)Dr. Cynthia Korpan, Trainer, University of Victoria/ITeach: Certification in Higher Ed Inc., Canada; Dr. Jill Grose, Trainer, Brock University, Canada; and Dr. Kenneth Peprah, Facilitator, University of Business and Integrated Development Studies, GhanaIntended audience: Experienced Trainers When working with international institutions and colleagues to establish
- [11:25 AM – 12:25 PM A-4 New ISW Community for High School Teachers in Switzerland: How we Created and Foster our Vibrant Community](https://iteachhe.com/courses/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/lessons/1125-am-1225-pm/) - Zoom Room A-4 New ISW Community for High School Teachers in Switzerland: How we Created and Foster our Vibrant CommunityDr. Rosalie Chevalley, Trainer, Yorkville University and Mrs. Eliane Le Bars, Facilitator, MetonomyIntended audience: All Facilitators/Trainers If interested in connecting to discuss this initiative more, please contact us: Rosalie Chevalley chevalley.rosalie@gmail.com rchevalley@yorkvilleu.ca Eliane Le Bars eliane.lebars@eduvaud.ch
- [1:00 PM – 1:30 PM A-5 Ripples & Reflection: Investigating the Impact of the Facilitator Development Workshop](https://iteachhe.com/courses/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/lessons/100-pm-130-pm/) - Zoom Room A-5 Ripples & Reflection: Investigating the Impact of the Facilitator Development WorkshopMs. Monica Vesely, Trainer, University of Waterloo and Dr. Hannah Celinski, Trainer, Focus College/Simon Fraser UniversityIntended audience: Experienced Trainers Our session will share emerging themes from a qualitative study on the impact of the Facilitator Development Workshop (FDW) on instructor development. The
- [3:20 PM – 4:20 PM A-8 Discussing ISW Network’s Sustainability and Growth with Executive Team Members](https://iteachhe.com/courses/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/lessons/320-pm-420-pm/) - Zoom Room A-8 Discussing ISW Network's Sustainability and Growth with Executive Team MembersDr. Andrew Marchand, Trainer, Keyano College, Fort McMurray, Canada; Dr. Karyn Olsen, Trainer, Humber Polytechnic, Etobicoke, CanadaIntended audience: All Facilitators/Trainers In this interactive workshop, members of the Instructional Skills Workshop (ISW) Network Executive Team will briefly review the Network's recent activities, member workbee
- [4:20 PM – 4:30 PM Closing Remarks](https://iteachhe.com/courses/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/lessons/420-pm-430-pm/) - Zoom Room A Closing RemarksCynthia Korpan and Nadia KulikovaITeach: Certification in Higher Ed Inc. and Royal Roads University
- [2:45 PM – 3:15 PM B-7 Listening in ISW Facilitation](https://iteachhe.com/courses/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/lessons/245-pm-315-pm-b-7-listening-in-isw-facilitation/) - Zoom Room B-7 Listening in ISW FacilitationDr. Hong Wei, Trainer (Presenting), Beijing Normal University, Beijing, ChinaIntended audience: New Facilitators In the facilitation of ISW, we should adhere the principle of neutrality. We should only facilitate, shouldn't provide the guidance or evaluation to the instruction. At the same time, we should effectively listen to the reflections
- [1:35 PM – 2:35 PM B-6 Technology-Enhanced Delivery of Instructor Development: Using Interactive Digital Tools in ISW/FDW/TDW](https://iteachhe.com/courses/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/lessons/135-pm-235-pm-b-6-technology-enhanced-delivery-of-instructor-development-using-interactive-digital-tools-in-isw-fdw-tdw/) - Zoom Room B-6 Technology-Enhanced Delivery of Instructor Development: Using Interactive Digital Tools in ISW/FDW/TDWLoveleen Kaur, Facilitator, Instructional Design and Delivery Manager, Campus support, New Westminster, Canada; Amanda Cabrera, Facilitator, Associate Vice President, Academics, Campus support, New Westminster, CanadaIntended audience: All Facilitators/Trainers Instructor development workshops prioritize experiential learning, peer interaction, and reflective practice. Using Digital tools
- [1:00 PM – 1:30 PM B-5 The Mountain Climbing Team](https://iteachhe.com/courses/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/lessons/100-pm-130-pm-b-5-the-mountain-climbing-team/) - Zoom Room B-5 The Mountain Climbing TeamDr. Cynthia Korpan, Trainer, University of Victoria/ITeach: Certification in Higher Ed Inc., Victoria, Canada; Ms. Wenona Partridge, Trainer, Siemens EDA, Saskatoon, CanadaIntended audience: Experienced Trainers As ISW Facilitators/Trainers, we cherish the process of providing this well-developed program to eager participants. But what happens when many logistical factors challenge you?
- [11:25 AM – 12:25 PM B-4 Beyond Learning Outcomes: Designing Learning that Stretches, Connects, and Changes How Students Are in the World](https://iteachhe.com/courses/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/lessons/1125-am-1225-pm-b-4-beyond-learning-outcomes-designing-learning-that-stretches-connects-and-changes-how-students-are-in-the-world/) - Zoom Room B-4 Beyond Learning Outcomes: Designing Learning that Stretches, Connects, and Changes How Students Are in the WorldDr. Michal Fedeles, Trainer, Porto, PortugalIntended audience: All Facilitators/Trainers We are well versed in planning lessons. We structure activities, invite participation, debrief. Yet … what if our ISW thinking can also inspire learning that changes how we
- [10:45 AM – 11:15 AM B-3 Learning to See: How ISW Facilitation Shapes Classroom Observation and Feedback Practices](https://iteachhe.com/courses/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/lessons/1045-am-1115-am-b-3-learning-to-see-how-isw-facilitation-shapes-classroom-observation-and-feedback-practices/) - Zoom Room B-3 Learning to See: How ISW Facilitation Shapes Classroom Observation and Feedback PracticesDr. Julie McNutt, Facilitator, University of California San Diego, San Diego, United StatesIntended audience: All Facilitators/Trainers ISW facilitation cultivates a way of seeing and responding to teaching that extends beyond the workshop. As an ISW participant, I experienced an epistemological shift;
- [10:10 AM – 10:40 AM B-2 Using Digital Tools to Support Facilitation in Online and In-person Instructional Skills Workshops](https://iteachhe.com/courses/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/lessons/1010-am-1040-am-b-2-using-digital-tools-to-support-facilitation-in-online-and-in-person-instructional-skills-workshops/) - Zoom Room B-2 Using Digital Tools to Support Facilitation in Online and In-person Instructional Skills WorkshopsDr. Nadia Kulikova, Trainer, Royal Roads University, Victoria, CanadaIntended audience: Experienced Facilitators This presentation explores the use of Mentimeter as a digital engagement tool to support Instructional Skills Workshop (ISW) facilitators and trainers in delivering both in-person and online workshops.
- [2:45 PM – 3:15 PM A-7 Building Internal Capacity Partnership: BC Wildfire Services ISW Facilitator Development](https://iteachhe.com/courses/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/lessons/245-pm-315-pm/) - Zoom Room A-7 Building Internal Capacity Partnership: BC Wildfire Services ISW Facilitator DevelopmentLinda Bottomley, Trainer, Corporate Learning Specialist, BC Public Service Agency; Jeff Price, Trainer, Corporate Learning Specialist, BC Public Service Agency Intended audience: All Facilitators/Trainers Since March 2023, the BC Public Service Corporate Learning Branch has been collaborating with BC Wildfire Services to explore
- [Using Zoom as a Participant](https://iteachhe.com/courses/instructional-skills-workshop-isw-facilitators-trainers-2026-conference-reflection-and-innovation/lessons/using-zoom-as-a-participant/) - Below you will find videos about Zoom and several of its features that you can use. In-meeting navigation. Zoom audio and video basics. How to use reactions in Zoom.
- [FDW Agenda](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/fdw-agenda/) - Day 1 Monday Day 2 Tuesday Day 3 Wednesday Day 4 Thursday Day 5 Friday
- [Feedback Forms](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/feedback-forms/) - Recently, the ISW feedback forms were updated through an ISW Network workbee. Please see them under the materials tab. We will only be using two of the forms during the FDW and the links to those will be sent to you. As a Facilitator, you will also need to choose your feedback form. Look at
- [FDW Lesson Plan Template](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/fdw-lesson-plan-template/) - Please use the lesson plan template under the materials tab for your lesson as an instructor. Try to give as much detail as possible.
- [Constructive Feedback](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/feedback/) - Constructive and clear feedback provides you with ideas on how to enhance your lesson. Providing constructive feedback to your colleagues is an essential component of the ISW. In preparation to provide feedback that is useful, view the PowerPoint below or download the PDF saved under the Materials tab. The PowerPoint below is set to one
- [Next Steps for New Facilitators](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/next-steps-for-new-facilitators/) - Thank you for your participation in the FDW and congratulations on taking this step towards becoming an ISW Facilitator! Your Trainer(s) will work with you to recommend next steps and any additional skills required in your facilitation journey. Co-facilitating your initial ISW is deemed an essential part of the ISW facilitator development process. After your
- [Various Formats of an ISW](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/various-formats-of-an-isw/) - It is recognized that each institution or organization has schedules, professional development policies, facility constraints, local concerns, and other variables that require a degree of flexibility in offering the ISW program. For these reasons, some institutions/organizations have developed different delivery formats or schedules to suit their needs. In some institutions/organizations, there may be more than
- [FDW Day 5](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/fdw-day-5/) - On this day, we will discuss issues that can arise during an ISW, how to organize an ISW, and of course, celebrate your completion. In preparation for Day 5, see the following lessons about planning an ISW and bring your questions. At the end of the day, each of you will receive instructions on what
- [Creative/Collaborative Feedback](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/creative-feedback/) - In many ISWs, Facilitators introduce creative and collaborative feedback, especially for the final lesson-cycle. Offering creative and/or collaborative rather than written feedback on the lesson exemplifies and promotes universal design for learning (UDL) principles and allows for a different approach. This alternative form of feedback allows for surprise and invites different perspectives in the learning
- [FDW Day 4](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/fdw-day-4/) - Today is your last facilitation practice and we will focus on creative/collaborative facilitation. It is important to mix up the feedback process so that Learners are pushed to think deeply about the feedback they are providing. Review the lesson about creative facilitation so that you are ready to experiment with a creative and/or collaborative facilitation
- [FDW Day 3](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/fdw-day-3/) - On day 3, you will bring your reflections and feedback from your first facilitation into action during your second facilitation. Think about the nine characteristics of constructive feedback to ensure you are attaining this type of feedback for Instructors from Learners. At the end of the day, complete the FDW Day 3 reflections.
- [FDW Day 1](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/fdw-day-1/) - During this first day, we will lay the foundation for the FDW, going through the manual, schedule, setting our goals, and other information so that you are ready to take on the Facilitator role on Tuesday. Be sure to read the Five Dimensions of Emotional Competence for Facilitation under the materials tab as you begin
- [Becoming an ISW Facilitator](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/becoming-an-isw-facilitator/) - The role of an ISW Facilitator is to facilitate the process of the ISW. Although many FDW participants may be seasoned facilitators resulting from years of leading workshops and teaching, facilitating the peer-based ISW is unique – you learn to manage process while remaining neutral and non-evaluative. In fact, many participants who work in teaching
- [FDW Roles](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/fdw-language/) - In the FDW, you will be, at different times, a participant, an Instructor, a Learner, and a Facilitator. The potential for confusion, then, is great. To minimize this confusion, the following definitions are recognized for the purposes of the FDW. During the FDW, you will be involved in a variety of activities, including at least
- [Outcomes for the FDW](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/outcomes-for-the-fdw/) - As a participant in the FDW you will practice: Developing skills in leading an ISW ● Establishing a positive and open group experience● Creating an atmosphere where participants want to improve their teaching● Managing the overall workshop process so each participant gets the maximum benefit possible from their experience Facilitating feedback and promoting reflection ●
- [Prior to FDW](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/prior-to-fdw/) - In preparation for the week, you are required to do the following before the FDW begins: 1. Read the lessons up to Day 1. You can also access these lessons in the FDW Handbook (under the materials tab and FDW Resources). 2. Complete the assignments and upload to the appropriate assignment drop box. Remember to
- [Welcome to the Facilitator Development Workshop (FDW)](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/welcome-to-fdw/) - Welcome to the Facilitator Development Workshop (FDW). This will be an intense but rewarding program. This well designed program includes all the elements you need to become a successful ISW Facilitator. A common mantra of ISW Facilitators is, ‘Trust the model, model the trust.’ Throughout this program, you will engage in asynchronous and synchronous work.
- [Supports for New & Experienced Facilitators](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/supports-for-new-experienced-facilitators/) - Joining the ISW NetworkThe ISW Network is an informally linked international affiliation of ISW Facilitators who have completed the FDW and FDW Trainers who have completed the Trainer Development Workshop (TDW) and related activities. Facilitators and Trainers participate in their own ongoing development to support the ISW model and processes. Most of these Facilitators and
- [ISW Logistics](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/isw-logistics/) - Before the workshopAs an ISW Facilitator, generating excitement about the ISW is important. In many institutions/organizations, word of mouth about the value of ISW provides informal promotion of the program. For others, a formal advertising program may be launched. Facilitators may be involved in pre-workshop communication with registrants, which might mean reaching out to participants
- [Planning and Implementing the ISW](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/planning-and-implementing-the-isw/) - Once you become an ISW Facilitator (finished the FDW training and completed two co-facilitations with an experienced ISW Facilitator), you have much to consider in addition to the facilitation of the ISW. The following section details the essential components of an ISW – those that must be included to call it an ISW and issue
- [FDW Day 2](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/fdw-day-2-to-4/) - On Day 2 we will begin the Facilitator cycles. Each of you will be an Instructor, Learner, Facilitator, and Participant at different times. In order to support Instructors with feedback about their learning outcome on Day 3, review the Learning Outcomes video. At the end of the day 2, complete the reflection and upload to
- [Capturing group feedback](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/capturing-group-feedback/) - Given the importance of peer feedback in the ISW, it is essential to ask and remind Learners to direct their feedback to the Instructor during the verbal feedback portion of the lesson/feedback cycle. Facilitators are encouraged to use a flipchart or digital screen to summarize the group feedback for the group and the Instructor as
- [Experiential Learning – the ‘Invisible’ Foundation](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/experiential-learning-the-invisible-foundation/) - Both the ISW and FDW rely on the nearly invisible foundation of experiential learning theories. (The same could be said of adult learning theories). For many participants, awareness of the underlying theory of a successful workshop is less important than the learning experience itself. As an ISW Facilitator, knowing why the ISW activities and processes
- [History of the ISW](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/introduction-history-of-the-isw/) - The Instructional Skills Workshop (ISW) originated in British Columbia (BC), Canada in 1978/79. As a result of the 1961 report of the Macdonald Royal Commission on Education identifying the need for more post-secondary graduates, BC saw 15 new colleges established in the 1960s and 1970s. The largest growth in the community college system occurred in
- [One-to-one Debrief with the Instructor in the Break Out Room](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/one-to-one-debrief-with-the-instructor-in-the-break-out-room/) - While the learners are providing written feedback, the Facilitator engages the Instructor in a process of self-reflection by asking questions. Asking questions to prompt reflection while simultaneously keeping track of time can be daunting. Remember that your role is to remain neutral in the feedback process. There are only about five minutes for this phase;
- [Reflective Practice](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/reflective-practice/) - Donald Schön (1983, 1987), Stephen Brookfield (2017), and Parker J. Palmer (1993, 2017) all maintain that effective instructors reflect on their practice regularly in order to improve, renew, and grow – both personally and professionally. The ISW is a ‘laboratory’ approach for developing instructional skills because it provides an environment in which participants can experiment
- [The FDW Cycle](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/the-fdw-cycle/) - You are familiar with the ISW cycle components and note that they comprise the first four steps in the FDW cycle as seen in the four boxes on the right side of the diagram below. There is a degree of flexibility in the set-up (5-10 minutes), written (one-to-one debrief) feedback (5-7 minutes), and verbal feedback
- [A Peer-based Approach](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/a-peer-based-approach/) - The ISW is a peer-based workshop focused on improving teaching. The workshop leader (Facilitator) is not required to be an expert on learning and instruction. Rather, the ISW Facilitator supports their peers as they learn from the experience of teaching, learning, and reflecting on the underlying processes. In the FDW, you will be expected to
- [Course Information](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/course-information/) - Welcome to the ISW! In the following sections you will find pertinent information for the program. As you complete each lesson, hit the 'Mark Complete' button at the bottom of each page so that you can move on to the next lesson. What will you need to do during the ISW? You will teach one
- [Using Zoom](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/using-zoom/) - Below you will find videos about Zoom and several of its features that you can use when teaching. In-meeting navigation. Zoom audio and video basics. How to use reactions in Zoom. How to use the whiteboard. How to share your screen, audio, and video.
- [Active Learning](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/active-learning/) - In this theme session, many resources have been provided about different ways to incorporate active learning into your lessons. View the PowerPoint below and resources under the Materials tab.
- [Learning Outcomes](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/learning-outcomes/) - In this theme session, you will engage in how to write effective learning outcomes. Writing learning outcomes that are clear takes practice. This session will give you practice so that you are well positioned to write your learning outcomes for your mini-lessons. Remember to pause the video when it is time to practice. Under the
- [Constructive Alignment, Course Portfolios, and Classroom Assessment Techniques](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/constructive-alignment/) - Constructively aligning your learning outcomes, assessments, and instructional strategies is what makes your lesson program, and course work well together. However, it is not easy to do. Whenever you feel tension, or notice students feeling tension in a lesson, program, or course, you know those three components are not quite aligned and you need to
- [ISW Handbook Part 1](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/isw-handbook-part-1/) - Under the materials tab you will find the ISW Handbook Part 1. Most of the information in the handbook is included on this platform but you can also access the information in the handbook.
- [Glossary of Teaching & Learning Terminology](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/glossary-of-teaching-learning-terminology/) - This section lists and provides brief definitions for some key terms related to teaching and learning that may come up in the workshop and/or that appear in the handbook. Most words have multiple meanings. This glossary clarifies the meaning of words as they relate to the ISW. Affective domain — learning based on emotions, such
- [Lesson Planning (BOPPPS)](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/lesson-planning/) - Participants in the ISW work in a wide variety of settings. Perhaps you: introduce apprentices to important concepts and attitudes related to safety or… teach third year university students about historiography or… facilitate on-the-job skill development in an industrial setting or… introduce MBA students to important concepts in financial accounting or… facilitate further learning for
- [Checklist Day 1](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/checklist-day-1/) - Please review this checklist as it will be your guide for what is required to be completed prior to our session on Day 1 of the ISW and what will be completed during the session. Pre-session work – Prior to our first meeting, do the following:• Read through the Welcome to the ISW module• Draft
- [Why three lessons?](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/why-three-lessons/) - One rationale for three lessons is based on the theory that change includes discovery, experimentation, and consolidation. The first lesson often provides an opportunity for instructors to discover what they know about teaching and what they want to learn. The second may then provide an opportunity for experimentation, risk, and innovation. And the third provides
- [Tips for Selecting a Topic to Teach](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/tips-for-selecting-a-topic-to-teach/) - An ISW lesson is a complete unit of instruction. You have 10 minutes in total. The topic you select must fit within that time frame. Note: when teaching, we are always restricted by time, whether it is 10 minutes, 50 minutes, or longer. Therefore, time restraint is not a discussion point but rather you are
- [Participant Activities](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/participant-activities/) - There are no casual observers in an ISW. The success of the workshop depends on commitment and engagement from the facilitators and from each participant for the entire duration of the workshop. As a participant, you will: Teach – You will prepare and conduct three 10-minute lessons. While planning and offering these lessons, you are
- [ISW Value and Goals](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/isw-value-and-goals/) - ISW values The ISW has evolved to meet the needs of instructors in diverse contexts because its inherent values give it great flexibility. The ISW community believes: We should treat one another and our learners with respect. Learning is enhanced when we are inclusive, being sensitive to the many needs and differences in any learning
- [Why 10 minutes?](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/why-10-minutes/) - A lesson is designed to achieve one or more desired outcome(s). It contains a sequence of activities that engages both the instructor and the learners. A lesson might take five minutes or 50 minutes or more. In the ISW, lessons are no more than 10 minutes long. When interacting in real time (whether face-to-face or
- [ISW Minicycle](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/isw-minicycle/) - 10-minute mini-lesson cycles: what, why, and how? In the ISW, you will teach three 10-minute lessons to your peers using the BOPPPS model. Schedule Close-up Under the Materials tab you will find a visual of the mini-lesson cycle.
- [FDW+ Modules](https://iteachhe.com/lessons/fdw-modules/) - In this area, you can access lessons related to various aspects of running an ISW. This is a living space where new modules will be added. The ISW Network has many other resources to support you in your ISW Facilitator journey.
- [ISW Discussion Forum](https://iteachhe.com/lessons/isw-discussion-forum/)
- [Professionalism](https://iteachhe.com/courses/teaching-assistants-competencies-tac/lessons/professionalism/) - In this lesson, you will engage in the PowerPoint and assignment (information below) related to how to professionally enact your role as a TA with colleagues, faculty, staff, and students. Learning Outcomes By the end of this lesson, you will: Be professional, confident, sensitive, and resilient in your interactions with everyone you work with. Develop
- [TAC Completion](https://iteachhe.com/courses/teaching-assistants-competencies-tac/lessons/completion-2/) - Congratulations! You have now completed the Teaching Assistants' Competencies Certificate. Once all your assignments have been reviewed, you will receive your letter and certificate. If Dr. Korpan deems an assignment needs revisions, you will be required to provide those revisions before receiving your recognition. Wishing you all the best as you begin or continue your
- [Knowledge seeking](https://iteachhe.com/courses/teaching-assistants-competencies-tac/lessons/knowledge-seeking/) - In this lesson, you will dig deeper into the specific duties that you could encounter as a TA. Even if you will never be required to develop learning outcomes, you will need to know why they are important and how you will use them as a TA. Through a series of videos and assignments, you
- [Once appointed as a TA](https://iteachhe.com/courses/teaching-assistants-competencies-tac/lessons/once-appointed-as-a-ta/) - In this lesson, you will deeply reflect on your previous experience and how it influences your approach to teaching. No matter what type of duties you are assigned as a teaching assistant (TA), you bring your own unique approach to grading, recitation, tutorials, labs, or other aspects of your work. Through the video and assignment,
- [8:30 AM – 9:15 AM Pacific Time Zone – Keynote](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/830-am-915-am/) - Zoom Room A Keynote: The Human Pulse: Compassion and Connection in AI-Enhanced Classrooms (see PDF under the materials tab) In a world where AI can write essays, grade papers, and even mimic conversation, what is left for the teacher to do? This keynote explores how compassion and human connection remain our most powerful tools in
- [GPSTHE Conference Recognition](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/recognition/) - As an attendee, if you have attended six or more sessions, you are eligible to receive a certificate acknowledging your commitment to enhancing your teaching. To receive the certificate, submit a reflective one-two page essay by August 15, 2025, 5 pm Pacific Time. Include the following in your reflections: List the six or more sessions
- [10:00AM-11:00AM Pacific Time Zone](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1000am-1100am-pacific-time-zone/) - Zoom Room D-1 Crafting Your Teaching Narrative: Reflective Practice for Academic Career Readiness See PDF under the materials tab. Nahiane Pipaon Fernandez, Postdoctoral FellowUniversity of Victoria, Victoria, BC, CanadaDeveloping a clear and reflective teaching identity becomes essential as graduate students and postdoctoral scholars prepare for teaching-focused academic careers. In this interactive workshop, participants will go
- [9:20 AM – 9:50 AM Pacific Time Zone](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/915-am-950-am-pacific-time-zone/) - Poster Session In this time slot, each poster presenter will be in a Zoom breakout room to discuss their poster. If the presenter is not able to be here, their poster will be linked on the LMS. Most posters are linked. If there is not a poster linked, the presenter did not provide it.
- [5:00PM-5:30PM Pacific Time Zone](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/500pm-530pm-pacific-time-zone/) - Closing Remarks and Presentation AwardsDr. Cynthia KorpanDirector, ITeach: Certification in Higher Ed Inc. View PDF under the materials tab We would like to thank Postgraduate Pedagogies for their generous support of the conference and the oral presentation award. The award winners of the conference were: Poster Presentation Poster 11 Academia Meets Industry: Approaches to Enhance
- [4:25PM-4:55PM Pacific Time Zone](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/425pm-455pm-pacific-time-zone/)
- [3:50PM-4:20PM Pacific Time Zone](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/350pm-420pm-pacific-time-zone/)
- [3:15PM-3:45PM Pacific Time Zone](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/315pm-345pm-pacific-time-zone/)
- [2:40PM-3:10PM Pacific Time Zone](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/240pm-310pm-pacific-time-zone/)
- [1:30PM-2:30PM Pacific Time Zone](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/130pm-230pm-pacific-time-zone/)
- [12:55PM-1:25PM Pacific Time Zone](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1255pm-125pm-pacific-time-zone/)
- [12:20PM-1:20PM Pacific Time Zone](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1220pm-120pm-pacific-time-zone/) - Zoom Room D-3Beyond AI Shortcuts: Creating AI-Resistant Educational Experiences Through Immersive Scenarios View resources under the materials tab. Barbara Clerihue, PhD CandidateUniversity of Victoria, Victoria, British Columbia, CanadaIn an educational landscape increasingly challenged by generative AI tools, educators must develop pedagogical approaches that reward critical thinking and deep engagement rather than shortcut solutions. This interactive
- [12:20PM-12:50PM Pacific Time Zone](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1220pm-1250pm-pacific-time-zone/)
- [11:45AM-12:15PM Pacific Time Zone](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1145am-1215pm-pacific-time-zone/)
- [11:10AM-11:40AM Pacific Time Zone](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1110am-1140am-pacific-time-zone/)
- [10:35AM-11:05AM Pacific Time Zone](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1035am-1105am-pacific-time-zone/)
- [10:00AM-10:30AM Pacific Time Zone](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1000am-1030am-pacific-time-zone/)
- [Feedback](https://iteachhe.com/courses/effective-teaching-online/lessons/feedback-2/)
- [Effective Asynchronous and Synchronous Teaching: Learning Online](https://iteachhe.com/courses/effective-teaching-online/lessons/effective-asynchronous-and-synchronous-teaching-learning-online/) - In this module, you will go through a series of lessons with foundational information about teaching and learning online. You will find a systematic guide to designing and adapting your courses to the online format. Not all suggestions may be relevant to your course but all are evidence-based and learner-centred with the aim of providing
- [Online Course Syllabus](https://iteachhe.com/courses/effective-teaching-online/lessons/online-course-syllabus/) - Here is where you will upload your online course syllabus, See the template under the materials tab. Once you upload your syllabus, it will auto-approve but Dr. Cynthia Korpan will be giving you feedback in one to two weeks and notify you if the syllabus is sufficient. If not, you will be able to resubmit.
- [Reflective Writing](https://iteachhe.com/courses/effective-teaching-online/lessons/reflective-writing/) - This is where you will upload your reflective writing piece as one of the final assignments. Please respond to the following questions in two to three pages, single-spaced, in Times New Roman 12 pt font: Reflect on the design process you went through. What was the most difficult aspect of designing a course for online?
- [Welcome to Effective Online Teaching (EOT)](https://iteachhe.com/courses/effective-teaching-online/lessons/welcome-to-effective-teaching-online-eot/) - This certificate prepares participants to be certified to teach fully online (asynchronous and synchronous) for post-secondary institutions. training sessions, or any type of instruction intended for adults. The instruction provided in this course can also be applied to hybrid, blended courses, or hyflex courses (in-person combined with synchronous or asynchronous components). By the end of
- [Checklist Day 2](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/checklist-day-2/) - Please review this checklist as it will be your guide for what is required to be completed prior to our session on Day 2 of the ISW, and what will be completed during the session. Pre-session work – Prior to meeting, do the following:• Review the Agenda • Reflect on your ISW Goals• Complete asynchronous
- [Checklist Day 3](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/checklist-day-3/) - Please review this checklist as it will be your guide for what is required to be completed prior to our session on Day 3 of the ISW, and what will be completed during the session. Pre-session work – Prior to meeting, do the following:• Review the Agenda• Reflect on your ISW Goals• Complete asynchronous lesson
- [Checklist Day 4](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/checklist-day-4/) - Please review this checklist as it will be your guide for what is required to be completed prior to our session on Day 4 of the ISW, and what will be completed during the session. Pre-session work – Prior to meeting, do the following:• Review the Agenda• Reflect on your ISW Goals• Complete asynchronous lesson
- [Day 3 Agenda](https://iteachhe.com/lessons/day-3-agenda/) - Day 3
- [Day 4 Agenda](https://iteachhe.com/lessons/day-4-agenda/) - Day 4
- [Day 2 Agenda](https://iteachhe.com/lessons/day-2-agenda/) - Day 2
- [Day 1 Agenda](https://iteachhe.com/lessons/day-1-agenda/) - Day 1
- [Welcome to Career Advancement Through Teaching Documentation (CATD).](https://iteachhe.com/courses/career-advancement-through-teaching-documentation-catd/lessons/welcome-to-career-advancement-through-teaching-documentation-catd/) - This certificate prepares participants to succeed in their career as an academic and/or instructor. During this certificate, you will go through a step-by-step process that you will continue to use throughout your career. At the end, you will receive feedback from Dr. Cynthia Korpan on your complete teaching dossier/portfolio and teaching philosophy statement. By the
- [Module 2: Course Design: Beginning at the end](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-2-course-design-beginning-at-the-end/) - This module takes you through the whole course design process. As you go through the nine lessons, you will complete the following assessments: Four quizzes Upload five assignments Learning OutcomesBy the end of this module, you will: Thoroughly examine the components of the Course Design Model. Clearly recognize how context, the learning environment, and students’
- [End of Day 4 Summative Feedback](https://iteachhe.com/lessons/end-of-day-4-summative-feedback/) - Please fill out the feedback form to share your overall experience of the ISW.
- [Lesson Feedback Day 3](https://iteachhe.com/lessons/lesson-feedback-day-3/) - Please fill out this feedback form for each instructor.
- [Lesson Feedback Day 2](https://iteachhe.com/lessons/lesson-feedback-day-2/) - Please fill out the feedback form to provide your written feedback for each instructor. I will distribute the forms to the instructor at the end of the day.
- [End of Day 3 Formative Feedback](https://iteachhe.com/lessons/end-of-day-3-formative-feedback/) - Please fill out the formative feedback form for your facilitator(s).
- [End of Day 1 Formative Feedback](https://iteachhe.com/lessons/end-of-day-1-formative-feedback/) - Please fill out the feedback form to provide the facilitator(s) feedback about the day.
- [End of Day 2 Formative Feedback](https://iteachhe.com/lessons/end-of-day-2-formative-feedback/) - Please fill out the feedback form for you facilitator(s).
- [Module 1: How People Learn: The theories behind the practice](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-1-how-people-learn-the-theories-behind-the-practice/) - Welcome to the first module. Under the materials tab you will find the certificate syllabus. In this first module, you will deeply reflect on how you learn, your assumptions and beliefs about teaching, and investigate different theories about learning. As you go through the four lessons in this module, you will complete the following assessments:
- [Module 3: Pulling it all together](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-3-pulling-it-all-together/) - This is the last module and time to pull your course together into a syllabus. After that, you will engage in lesson planning so that you can design each lesson, using the same principles you employed for the course. Learning outcomes By the end of this module, you will: Expertly organize course components into a
- [Welcome to the ISW](https://iteachhe.com/lessons/welcome/) - The ISW is a 24-hour professional development program designed for instructors interested in developing and enhancing their instructional skills based on principles associated with learning-centred teaching. Participants will work in small groups with peers and facilitators from across disciplines to reflect upon and enhance their teaching. By teaching three mini-lessons, with a variety of instructional
- [Welcome to Learning-Centered Course Design](https://iteachhe.com/lessons/welcome-to-learning-centered-course-design/)
- [Resources](https://iteachhe.com/courses/learning-centered-course-design/lessons/resources-2/) - Under the materials tab, you will find a document with a compendium of resources. They are arranged by topic so that you can access resources that are of interest to you.
- [Completion](https://iteachhe.com/courses/learning-centered-course-design/lessons/completion/) - Please complete the final quiz. Once complete and all your uploaded assignments have been reviewed, you will receive your certificate and letter outlining the competencies you attained. Congratulations!
- [FDW Facilitator Resources](https://iteachhe.com/lessons/fdw-facilitator-resources/) - Under the materials tab, you will find the FDW Handbook and other facilitator resources.
- [ISW Handbook Part 3](https://iteachhe.com/lessons/isw-handbook-part-3/)
- [ISW Handbook Part 2](https://iteachhe.com/lessons/isw-handbook-part-2/)

## Topics

- [ISW Ways of Being Together](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/checklist-day-1/topics/isw-ways-of-being-together/) - Ways for us to be together for 4 days: What do you need in an environment to do your best work, and to feel safe and supported to give and receive feedback? On the first day, we will develop this together, which you can find under the materials tab.
- [Theme Sessions](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/becoming-an-isw-facilitator/topics/theme-sessions/) - Theme sessions are designed to meet the needs of ISW participants for additional learning outside of the lesson cycles. Topics may vary from workshop to workshop but Facilitators will strive to meet the needs of participants. Some typical topics for theme sessions have included: Group development Diversity and inclusion in the classroom Active learning Classroom
- [FDW Resources](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/prior-to-fdw/topics/fdw-resources/) - Under the materials tab you will find the FDW Handbook and several other useful resources.
- [FDW Ways of Being Together](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/fdw-day-1/topics/topic/) - On the first day, we will develop our group agreement for the duration of the FDW. Once developed, our ways of being together is under the materials tab.
- [Bloom’s Taxonomy](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/boppps/topics/boppps/) - Under the materials tab, are some resources for developing your learning outcomes. Use the Bloom's Wheel, or search for Bloom's Taxonomy to find strong verbs.
- [FDW Day 4 Reflections](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/creative-feedback/topics/fdw-day-4-reflections/) - Today you completed your last facilitation. As you think back on your facilitations the last three days, respond to the following questions. What Facilitator skills do you want to work on? How will you do that? Once complete, upload to the assignment drop box.
- [Constructive Feedback](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/capturing-group-feedback/topics/isw-feedback/) - The PowerPoint below gives you an overview of the forms of feedback in the ISW. It is set to one minute per slide. Please press pause when needed for more time to reflect on the content. The PDF is saved under the materials tab.
- [FDW Day 2 Reflections](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/fdw-day-2-to-4/topics/fdw-day-2-reflections/) - In the assignment drop box, upload your response to the following prompts: Based on what the participants said, what was the most important feedback about the strengths of my facilitation? About things I might do differently? One thing that I learned today about myself that is intriguing… Tomorrow, I will keep in my facilitation... Tomorrow,
- [Learning Outcomes](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/fdw-day-2-to-4/topics/learning-outcomes/) - Review the learning outcomes video below and pay particular attention to the three components of a learning outcome. This will be useful for you on Day 3 as you aim to attain feedback about the Instructor's learning outcome. The PDF is saved under the materials tab.
- [FDW Day 1 Reflections](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/capturing-group-feedback/topics/fdw-day-1-reflections/) - Upload your Day 1 reflections to the following questions to the assignment box below: Describe the four roles you will be taking on during the FDW, clearly explaining how they are different and what you will be doing in each role. What have you learned about reciprocity – the act of giving and receiving? Looking
- [EOT End of Certificate Feedback](https://iteachhe.com/courses/effective-teaching-online/lessons/feedback-2/topics/eot-end-of-certificate-feedback/) - Now that you have completed the certificate, please provide feedback about your learning experience. Please respond to these questions and upload to the assignment drop box. We appreciate your time to complete. In this certificate, what will have the greatest impact on your teaching in the future? What will you be using immediately the next
- [Evidence-Based Approach: Self-Study, Authenticity, and Alignment](https://iteachhe.com/courses/career-advancement-through-teaching-documentation-catd/lessons/welcome-to-career-advancement-through-teaching-documentation-catd/topics/evidence-based-approach-self-study-authenticity-and-alignment/) - In this lesson, you will view the video below, pausing when needed. The transcript and PDF are under the materials tab. Learning Outcomes: By the end of this lesson, you will: Clearly recognize the significance of authenticity and alignment in a teaching dossier/portfolio Identify the key features of a self-study approach to gathering teaching evidence
- [Writing the Teaching Philosophy/Narrative Statement](https://iteachhe.com/courses/career-advancement-through-teaching-documentation-catd/lessons/welcome-to-career-advancement-through-teaching-documentation-catd/topics/writing-the-teaching-philosophy-narrative-statement/) - In this lesson, you will bring your themes together into your teaching philosophy/narrative statement. View the video below and access the PDF and transcript attached, as well as the two sample teaching philosophy statements. Learning Outcomes By the end of this lesson, you will Correctly describe the difference between a teaching philosophy and a teaching
- [Zoom Room D-2 Creating Compassionate Spaces for Graduate Teaching Assistants](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1110am-1140am-pacific-time-zone/topics/zoom-room-d-2-creating-compassionate-spaces-for-graduate-teaching-assistants/) - View PDF under the materials tab. Kristyna Campbell, PhD StudentIOE, UCL's Faculty of Education and Society, London, United Kingdom. King's College London, London, United KingdomUK higher education teaching is supported by doctoral candidates fulfilling ambiguous Graduate Teaching Assistant (GTA) roles while juggling their own research (Raaper, 2017; Quirke & Standen, 2024). As GTA Development Programme
- [Poster 5 Beyond the Gradebook: Transformative Strategies for Holistic Student Assessment and Research-Integrated Learning by Manpreet Kaur](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/915-am-950-am-pacific-time-zone/topics/poster-5-beyond-the-gradebook-transformative-strategies-for-holistic-student-assessment-and-research-integrated-learning-by-manpreet-kaur/) - Poster 5 Beyond the Gradebook: Transformative Strategies for Holistic Student Assessment and Research-Integrated Learning View the poster under the materials tab. Manpreet Kaur, Postdoctoral FellowUniversity of Manitoba, Winnipeg, Manitoba, Canada In today’s fast-evolving educational landscape, traditional evaluation models that rely solely on numerical grades fall short in capturing the full scope of student learning1. Learning
- [Zoom Room A-2 The Dynamic Interaction among Attitudinal, Cognitive, and Epistemological Facets in Accounting for Academic Achievement](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1035am-1105am-pacific-time-zone/topics/zoom-room-a-2-the-dynamic-interaction-among-attitudinal-cognitive-and-epistemological-facets-in-accounting-for-academic-achievement/) - View the PDF under the materials tab. Afsaneh Ghanizadeh PhD student, ImamReza International University; Sepideh Mirzaee PhD student, University of Calgary; Saba Mirzaee PhD student, Western University The presentation will begin with a brainstorming session to gauge the audience’s familiarity with the subject. Next, we will elaborate on the purpose and methodology of the study.
- [Zoom Room C-7 Practicing Critical Allyship in the Classroom: Identifying and Addressing Contextual Inequities Affecting Undergraduate Students – GPSTHE Award Winner for the Best Interactive Presentation!](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/130pm-230pm-pacific-time-zone/topics/zoom-room-c-7-practicing-critical-allyship-in-the-classroom-identifying-and-addressing-contextual-inequities-affecting-undergraduate-students/) - View resources under the materials tab. Rodrigo Curty Pereira, PhD Student in GeographyUniversity of Waterloo, Waterloo, ON, CanadaGraduate students working as Teaching Assistants (TAs) or Sessional Instructors find themselves in a position of power in relation to undergraduate students. Additionally, universities reflect structural inequities that permeate Western capitalist societies, such as racism, sexism, colonialism, ableism,
- [Zoom Room A-7 Designing for Everyone: Applying Universal Design in Graduate-Level Education](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/130pm-230pm-pacific-time-zone/topics/zoom-room-a-7-designing-for-everyone-applying-universal-design-in-graduate-level-education/) - View resources under the materials tab. Christel Joel Tajouoh, PhD Student, Samantha Fuld DSW, Clinical instructorUniversity of Maryland Baltimore, Baltimore, Maryland, United StatesAs educators in higher education, we are increasingly tasked with meeting the diverse cognitive, emotional, and cultural needs of our students, many of whom bring experiences of trauma, neurodivergence, or marginalization into the
- [Zoom Room A-3 From Anonymity to Agency: Scaling Personalized, Active Learning and Feedback in Large Classrooms (Humanizing Large Stem Courses) – GPSTHE Award for Best Oral Presentation!](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1110am-1140am-pacific-time-zone/topics/zoom-room-a-3-from-anonymity-to-agency-scaling-personalized-active-learning-and-feedback-in-large-classrooms-humanizing-large-stem-courses/) - View PDF under the materials tab. Kal Holder, PhD Candidate, Purdue University, West Lafayette, IN, United States Undergraduate, introductory biology courses serve increasingly large numbers of students. Many students struggle with motivation in these large classes, partly due to feelings of anonymity, lack of autonomy, and connections (Wuff et al., 1987; Cooper & Robinson, 2000;
- [Poster 13 Kindness, Collaboration, and the First-Year Classroom by Monica Palkowski](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/915-am-950-am-pacific-time-zone/topics/poster-14-kindness-collaboration-and-the-first-year-classroom-by-monica-palkowski/) - Poster 13 Kindness, Collaboration, and the First-Year ClassroomMonica Palkowski, Master’s Student in EducationMcMaster University, Hamilton, Ontario, Canada Please review the poster under the materials tab. This poster explores the impact of bridging two traditionally separate realms of higher education: the first-year experience, typically supported by student affairs, and the academic journey, typically led by faculties.
- [Poster 11 Academia Meets Industry: Approaches to Enhance Undergraduate IT Students’ Professional Skill Development by Dimanthinie De Silva](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/915-am-950-am-pacific-time-zone/topics/poster-12-academia-meets-industry-approaches-to-enhance-undergraduate-it-students-professional-skill-development-by-dimanthinie-de-silva/) - Poster 11 Academia Meets Industry: Approaches to Enhance Undergraduate IT Students' Professional Skill Development - GPSTHE Poster Award Winner! View PDF under the materials tab. Dimanthinie De Silva, PhD Student in EducationQueensland University of Technology, Brisbane, QLD, Australia In contemporary higher education, it is essential for graduates to be equipped not only with technical skills
- [Zoom Room D-8 Welcoming Failure in the Classroom](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/425pm-455pm-pacific-time-zone/topics/zoom-room-d-8-welcoming-failure-in-the-classroom/) - View resources under the materials tab. Gina Villafane, PhD CandidateUniversity of Waterloo, Waterloo, ON, CanadaFailure is often associated with negative connotations by instructors and students, especially in undergraduate STEM courses. However, failure is a critical part of science and fundamental to the learning process. This workshop aims to challenge the concept of failure as an
- [Zoom Room C-11 Opening Doors and Building Bridges: Strategies for Engaging Reluctant Learners](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/425pm-455pm-pacific-time-zone/topics/zoom-room-c-11-opening-doors-and-building-bridges-strategies-for-engaging-reluctant-learners/) - View resources under the materials tab. Ariadne Jevnikar, PhD StudentLakehead University, Thunder Bay, Ontario, CanadaThe digital skill set of the students we work with can vary for various reasons. Gender, age, and socioeconomic status are some factors that impact digital literacy levels (Peng & Yu, 2022). Given that potential mix of competencies, it has been
- [Zoom Room B-11 An Uncomfortable Inheritance: Examining a Profession’s History as a Post-Secondary Educator](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/425pm-455pm-pacific-time-zone/topics/zoom-room-b-11-an-uncomfortable-inheritance-examining-a-professions-history-as-a-post-secondary-educator/) - Renee McKinstry, PhD Student in Educational StudiesMount Saint Vincent University, Halifax, CanadaHow much do we know about the history of our professions? As a former teacher and current educator of preservice teachers—a group that continues to be predominantly women—part of my curriculum focuses on the history of women within teaching. Unlike other professions, the “feminization”
- [Zoom Room A-11 Enhancing Project-Based Learning with Jupyter Notebooks: A Flexible Digital Platform for Teaching and Engagement](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/425pm-455pm-pacific-time-zone/topics/zoom-room-a-11-enhancing-project-based-learning-with-jupyter-notebooks-a-flexible-digital-platform-for-teaching-and-engagement/) - View PDF under the materials tab. Tamara Knittel, Postdoctoral Fellow, Institute for Integrated Energy Systems, University of Victoria, Victoria, BC, Canada Project-based learning (PBL) encourages students to tackle complex, real-world problems through iterative exploration and collaboration. This session explores how Jupyter Notebooks can support and enhance PBL across disciplines by serving as an integrated, interactive
- [Zoom Room D-7 “Just in Time”: Surviving and Thriving When You’re Hired to Teach on Short Notice](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/350pm-420pm-pacific-time-zone/topics/zoom-room-d-7-just-in-time-surviving-and-thriving-when-youre-hired-to-teach-on-short-notice/) - View resource under the material tab. Caitlan (Kady) Meaney, PhD StudentMemorial University of Newfoundland, St. John's, NL, CanadaLast-minute, or “just-in-time”, hires are common with casualized positions such as sessional, per-course, adjunct, and contractually limited instructors. Literature suggests that this type of academic casualization has increased in recent years and comes with it a plethora of
- [Zoom Room C-10 BELVAP: A Simplified Framework for Assessing Student Presentations with Clarity and Compassion](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/350pm-420pm-pacific-time-zone/topics/zoom-room-c-10-belvap-a-simplified-framework-for-assessing-student-presentations-with-clarity-and-compassion/) - View resource under the materials tab. Misha Kaur Lidder, MBA StudentSimon Fraser University, Vancouver, BC, Canada Student presentations are a valuable form of formative assessment, yet instructors often struggle to provide feedback that is both structured and supportive. Based on firsthand experience working with diverse undergraduate cohorts, BELVAP is a practical and adaptable framework designed
- [Zoom Room B-10 Learning by Teaching: Building Confidence and Collaboration Through Peer Instruction](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/350pm-420pm-pacific-time-zone/topics/zoom-room-b-10-learning-by-teaching-building-confidence-and-collaboration-through-peer-instruction/) - View PDF under the materials tab. Farshid Ghiyamihoor, PhD StudentUniversity of Manitoba, Winnipeg, Manitoba, CanadaThis session presents a peer-teaching model I have implemented as a teaching assistant in a small neuroanatomy course. Drawing on the protégé effect (Chase et al., 2009), students prepare and deliver brief (2–3 minute) peer-teaching segments at the start of each
- [Zoom Room A-10 The First Day and Beyond: Strategies for Scholarly, Inclusive, and Engaging Teaching as a TA](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/350pm-420pm-pacific-time-zone/topics/zoom-room-a-10-the-first-day-and-beyond-strategies-for-scholarly-inclusive-and-engaging-teaching-as-a-ta/) - View resources under the materials tab. Titus Olukitibi, Postdoctoral FellowUniversity of Manitoba, Winnipeg, Manitoba, CanadaMany Teaching Assistants (TAs) face nervousness on their first day in class, a challenge I have personally experienced. The uncertainty around student expectations and unclear guidance from instructors can be daunting. However, aligning with key SEDA (Staff and Educational Development Association)
- [Zoom Room D-6 The Opportunities of Co-Teaching as a Junior Scholar](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/315pm-345pm-pacific-time-zone/topics/zoom-room-d-6-the-opportunities-of-co-teaching-as-a-junior-scholar/) - Elsa Chanez, PhD StudentWashington University in St. Louis, St. Louis, Missouri, United StatesThe ability to co-teach a class with a senior instructor or a colleague allows you to take a much more active role in crafting the syllabus, activities, and grading approach than a standard teaching assistantship, through active collaboration with another scholar. However a
- [Zoom Room C-9 Teaching through Trial and Transformation: My First Year of Teaching in Higher Education](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/315pm-345pm-pacific-time-zone/topics/zoom-room-c-9-teaching-through-trial-and-transformation-my-first-year-of-teaching-in-higher-education/) - View PDF under the materials tab. Sarah Lanteigne, PhD StudentUniversity of Western Ontario, London, Ontario, CanadaTeachers have always been challenged with reaching their students on levels deeper than just the content they share. Navigating and negotiating this with a room full of individuals who differ in experiences, knowledge and learning styles, can be especially daunting
- [Zoom Room B-9 Biological Sciences Research Internship Concentration: Experiential Learning, Collaboration, and Graduate Student Mentorship for Undergraduate Students](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/315pm-345pm-pacific-time-zone/topics/zoom-room-b-9-biological-sciences-research-internship-concentration-experiential-learning-collaboration-and-graduate-student-mentorship-for-undergraduate-students/) - View PDF under the materials tab. Jaxon Reiter, Graduate Student, Amanda Luzardo, Graduate StudentUniversity of Lethbridge, Lethbridge, AB, CanadaThe Research Internship Concentration (RIC) is a unique undergraduate program at the University of Lethbridge for Biological Sciences majors. This small cohort fosters strong connections among students, graduate mentors, and faculty, and is grounded in experiential, flexible,
- [Zoom Room A-9 Currents of Change: How TAs Can Transform Turbulence into Learning in Engineering Education](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/315pm-345pm-pacific-time-zone/topics/zoom-room-a-9-currents-of-change-how-tas-can-transform-turbulence-into-learning-in-engineering-education/) - View resources under the materials tab. Guowei Li, PhD StudentUniversity of Northern British Columbia, Prince George, BC, CanadaIn engineering education, student journeys often mirror river systems: sometimes calm, sometimes chaotic. As a TA, I’ve learned that helping students navigate this flow requires more than content delivery; it demands educational leadership. This session explores how TA-led
- [Zoom Room D-5 Supporting Early-Career Educators in Climate Education: Insights from Examining Teaching Assistants in the University Classroom](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/240pm-310pm-pacific-time-zone/topics/zoom-room-d-5-supporting-early-career-educators-in-climate-education-insights-from-examining-teaching-assistants-in-the-university-classroom/) - Sophia Richardson, Master’s Student in Education & SocietyMcGill University, Montreal, Quebec, CanadaThe climate crisis (CC) is a wicked problem (Lazarus, 2008); its drivers and impacts are complex, intersecting, and poorly understood; and there is limited consensus on the best way to deal with it (Hulme, 2009). Considering the intersecting complexity of the subject, CC can
- [Zoom Room B-8 The Answer is Not the Point: Heuristics, Judgement, and the Art of Looking Back in an Age of Overload](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/240pm-310pm-pacific-time-zone/topics/zoom-room-b-8-the-answer-is-not-the-point-heuristics-judgement-and-the-art-of-looking-back-in-an-age-of-overload/) - View resources under the materials tab. Jordan Carrette, PhD Student in Structural EngineeringUniversity of Manitoba, Winnipeg, Manitoba, Canada"Formularitis," as Hardy Cross once warned, is epidemic in engineering education—but not incurable. As an aspiring educator, I've begun to notice this tendency in myself and in others: the rush toward answers, the reliance on familiar patterns, the
- [Zoom Room A-8 Enhancing Mathematical Learning through Active and Visual Learning Strategies](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/240pm-310pm-pacific-time-zone/topics/zoom-room-a-8-enhancing-mathematical-learning-through-active-and-visual-learning-strategies/) - View PDF under the materials tab. Ghazale Farjam, PhD StudentUniversity of Manitoba, Winnipeg, Manitoba, CanadaTeaching mathematics presents unique challenges, particularly in engaging students with diverse academic backgrounds and varying levels of preparedness (Freeman et al., 2014, Active-learning-increases-student-performance-in-science-engineering-and-mathematics). This presentation explores the implementation of active and visual learning strategies to enhance comprehension and retention of mathematical
- [Zoom Room D-4 The Generative Artificial Intelligence (GenAI) Comfort Spectrum: Navigating the Role of GenAI Through Self-Assessment to Support Educator Growth](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/130pm-230pm-pacific-time-zone/topics/zoom-room-d-4-the-generative-artificial-intelligence-genai-comfort-spectrum-navigating-the-role-of-genai-through-self-assessment-to-support-educator-growth/) - View PDF under the materials tab. Lydia Scholle-Cotton, PhD Student, Cheryl Lee-Yow, PhD Student, Emily Luo, Med StudentQueen's University, Kingston, ON, CanadaDespite the growing presence of generative AI (genAI), many educators still lack confidence in how to use these tools effectively or are simply unconcerned with their lack of genAI usage and knowledge (Hur, 2024).
- [Zoom Room B-7 Beyond the Degree: Strategic Professional Development for Graduate and Post-doc Student Success](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/130pm-230pm-pacific-time-zone/topics/zoom-room-b-7-beyond-the-degree-strategic-professional-development-for-graduate-and-post-doc-student-success/) - View resource under the materials tab. Oluwabusayo Ladipo, PhD Student in Electrical and Computer EngineeringConcordia University, Montreal, CanadaGraduate and postdoctoral training often emphasize disciplinary expertise and academic research, without offering structured opportunities for professional development. As a result, many graduate students and postdoctoral fellows face significant career uncertainty and feel underprepared for diverse professional roles
- [Zoom Room C-6 Student Evaluation of Teaching in Higher Education: Validity, Reliability, & Effects](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1255pm-125pm-pacific-time-zone/topics/zoom-room-c-6-student-evaluation-of-teaching-in-higher-education-validity-reliability-effects/) - View PDF under the materials tab. Xuyang Li, PhD StudentUniversity of Manitoba, Winnipeg, Manitoba, CanadaStudent evaluations of teaching (SETs) are widely used in higher education to assess instructional quality and inform personnel decisions. However, their validity, reliability, and impact remain contested. This presentation critically examines the effectiveness and fairness of SETs by reviewing empirical research
- [Zoom Room B-6 Making Chemistry Memorable: Lab-Based Problem Solving to Teach Food Chemistry Concepts](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1255pm-125pm-pacific-time-zone/topics/zoom-room-b-6-making-chemistry-memorable-lab-based-problem-solving-to-teach-food-chemistry-concepts/) - View handout under the Materials tab. Kemashalini Kirusnaruban, PhD Student in Food ScienceUniversity of Manitoba, Winnipeg, MB, CanadaTeaching food chemistry can be challenging when students struggle to connect theoretical principles with real-world applications. During my time as a lecturer in Food Science at the University of Jaffna, Sri Lanka, I used lab-based problem-solving to make
- [Zoom Room A-6 Embracing Innovation in Student-Centred Teaching](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1255pm-125pm-pacific-time-zone/topics/zoom-room-a-6-embracing-innovation-in-student-centred-teaching/) - View PDF under materials tab. Sapna Sharma, MEd StudentWilfred Laurier University, Waterloo, Ontario, CanadaThe education sector is progressing drastically in this advanced and modern age. Numerous cutting-edge teaching strategies, such as Flipped Classroom, Differentiated Instruction, Gamification, Peer Teaching, Experiential Learning, and Technology-Enhanced Learning, are trending in the classroom to make teaching and learning more dynamic,
- [Zoom Room C-5 Bridging Equations and Empathy: Leading with Creativity, Culture, and Community in Hydraulics and Hydrology Classes](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1220pm-1250pm-pacific-time-zone/topics/zoom-room-c-5-bridging-equations-and-empathy-leading-with-creativity-culture-and-community-in-hydraulics-and-hydrology-classes/) - View resources under the materials tab. Guowei Li, PhD StudentUniversity of Northen British Columbia, Prince George, BC, CanadaTraditional hydraulics and hydrology instruction often prioritizes technical rigor over student connection, but what if we could do both? Drawing on principles from the Indigenous Healing Wheel (Liang, 2024) and rooted in my work as a Graduate Teaching
- [Zoom Room B-5 Let the Games Begin: Boosting Public Health Students’ Communication Skills Through Experiential Learning](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1220pm-1250pm-pacific-time-zone/topics/zoom-room-b-5-let-the-games-begin-boosting-public-health-students-communication-skills-through-experiential-learning/) - View PDF and resources under the materials tab. Victoria Babysheva, PhD StudentUniversity of Waterloo, Waterloo, Ontario, CanadaThis presentation explores the design and implementation of a game-based experiential learning workshop aimed at strengthening communication skills among public health students at the University of Waterloo. Grounded in Kolb’s experiential learning theory [1] and supported by the literature
- [Zoom Room A-5 A Review of Implementation and Effectiveness of Flipped Classroom through Literature and Personal Experience](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1220pm-1250pm-pacific-time-zone/topics/zoom-room-a-5-a-review-of-implementation-and-effectiveness-of-flipped-classroom-through-literature-and-personal-experience/) - View PDF under the materials tab. Minzee Kim, PhD Student in StatisticsUniversity of Waterloo, Waterloo, Ontario, CanadaA flipped classroom is an inverted and blended teaching model in which students engage with course content outside the classroom and spend class time actively applying knowledge through problem-solving and collaboration. This fosters student engagement as it allows active
- [Zoom Room C-4 Building student collaboration and communication skills in a compressed summer course](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1145am-1215pm-pacific-time-zone/topics/zoom-room-c-4-building-student-collaboration-and-communication-skills-in-a-compressed-summer-course/) - View PDF under the materials tab. Rachel Wu, PhD CandidateWashington University in St. Louis, St. Louis, MO, United StatesTeaching a compressed summer course offers both unique opportunities for building student-student and student-instructor relationships and challenges of pacing and re-designing courses. This talk will summarize best practices for summer teaching outlined by Bill Kops in “Best
- [Zoom Room A-4 KNIT (Kinesiology and Nursing Interprofessional Teaching)](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1145am-1215pm-pacific-time-zone/topics/zoom-room-a-4-knit-kinesiology-and-nursing-interprofessional-teaching/) - View PDF under the materials tab. Kristen McConnell, PhD Student in Health Sciences, Lakehead University, Thunder Bay, Ontario, Canada KNIT (Kinesiology and Nursing Interprofessional Teaching) is an authentic, experiential learning activity for first-year students in Kinesiology and Nursing that integrates community engagement into academic learning. In a typical year, KNIT involves approximately 270 students, comprising
- [Zoom Room C-3 From Learners to Researchers: Engaging Undergraduates in Scientific Practices through In-Class Activities and Metacognitive Reflection](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1110am-1140am-pacific-time-zone/topics/zoom-room-c-3-from-learners-to-researchers-engaging-undergraduates-in-scientific-practices-through-in-class-activities-and-metacognitive-reflection/) - View PDF under the materials tab. Nahiane Pipaon Fernandez, Postdoctoral Fellow, University of Victoria, Victoria, BC, CanadaThis presentation outlines the implementation of research-enriched teaching in CHEM 231, a large, second-year organic chemistry course. As a doctoral researcher and instructor, I designed in-person activities to immerse students in authentic scientific practices, encouraging them to think and
- [Zoom Room B-3 It Takes a Village: Graduate Students’ Impact on Building a High-Performance Team](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1110am-1140am-pacific-time-zone/topics/zoom-room-b-3-it-takes-a-village-graduate-students-impact-on-building-a-high-performance-team/) - View PDF under the materials tab. Curtis Shorts, MASc Student, Elizabeth Reid, MASc Student, Queen's University, Kingston, ON, CanadaThe extent of a graduate student’s ability to aid undergraduate students is often not recognized beyond the classroom doors. In this environment, the experiences and content delivered are typically limited to what can be covered within the
- [Zoom Room C-2 Utilizing the Unessay: Creative Assignments in the Humanities](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1035am-1105am-pacific-time-zone/topics/zoom-room-c-2-utilizing-the-unessay-creative-assignments-in-the-humanities/) - Kacie Harris, PhD Candidate, Boston UniversityThis presentation explores the utility of “unessays” in humanities courses. The unessay – an assignment that breaks out of the traditional mold of academic essays – has become a popular pedagogical tool in the discipline of history thanks to scholars like Emily Suzanne Clark and Christopher Jones.[1] The unessay allows
- [Zoom Room B-2 Leveraging GenAI Models in Course Design](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1035am-1105am-pacific-time-zone/topics/zoom-room-b-2-leveraging-genai-models-in-course-design/) - View PDF under the materials tab. Gina Villafane PhD candidate, University of Waterloo The use of Genenerative AI (GenAI) tools is becoming pervasive in learning environments, businesses, and society at large. Some disadvantages of using these models for academic purposes without proper guidance are becoming evident, academic dishonesty, loss of learning opportunities, and potential lack
- [Zoom Room A-1 Rooted in Compassion: Integrating Trauma-Informed Teaching and Learning Practices](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1000am-1030am-pacific-time-zone/topics/zoom-room-a-1-rooted-in-compassion-integrating-trauma-informed-teaching-and-learning-practices/) - View PDF under the materials tab. Tasnim Al-Naimi, PhD Student in Translation StudiesKent State University, Kent, Ohio, United StatesInspired by bell hooks’ concept of education as “the practice of freedom” and Paulo Freire’s vision of anti-oppressive education as “an act of love,” my teaching philosophy is grounded in empowerment and compassion. To achieve my core
- [Zoom Room B-1 Going Beyond the Role: How Passionate Teaching as a TA Transformed Student Learning in a Core STEM Course](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1000am-1030am-pacific-time-zone/topics/zoom-room-b-1-going-beyond-the-role-how-passionate-teaching-as-a-ta-transformed-student-learning-in-a-core-stem-course/) - View PDF under the materials tab. Indrajeet Kumar, PhD StudentStony Brook University, Stony Brook, NY, United StatesAs a teaching assistant (TA) in my department for five semesters (2022-2024), I have observed learning challenges faced by undergraduates, particularly in core courses with over 100 students. These courses become especially challenging when professors lack passion or merely
- [Zoom Room C-1 Scaling Dialogic Feedback Inclusively: Rethinking Scalable Assessment through Inclusive Design, Dialogic Practice, and Structural Critique](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/1000am-1030am-pacific-time-zone/topics/zoom-room-c-1-scaling-dialogic-feedback-inclusively-rethinking-scalable-assessment-through-inclusive-design-dialogic-practice-and-structural-critique/) - View PDF under the materials tab. Viktoriia Hamaiunova, PhD Student in LawNewcastle University, Newcastle-Upon-Tyne, United Kingdom, United KingdomThis study probes the tensions of implementing inclusive, dialogic feedback in mass postgraduate assessment. It asks how inclusive assessment, dialogic pedagogy, coaching-style feed-forward, and learning analytics can be woven into a single, ethically sound approach for large, diverse
- [CATD End of Certificate Feedback](https://iteachhe.com/courses/career-advancement-through-teaching-documentation-catd/lessons/welcome-to-career-advancement-through-teaching-documentation-catd/topics/catd-end-of-certificate-feedback/) - Now that you have completed the certificate, please provide feedback about your learning experience. Please respond to these questions and upload to the assignment drop box. We appreciate your time to complete. In this certificate, what will have the greatest impact on your teaching in the future? What will you be using immediately the next
- [Designing Online Assessment](https://iteachhe.com/courses/effective-teaching-online/lessons/effective-asynchronous-and-synchronous-teaching-learning-online/topics/designing-online-assessment/) - In this lesson, you will review the video and the information under the materials tab. The pdf of the video below and transcript are also under the materials tab. Learning Outcomes By the end of this lesson, you will: Thoroughly review the various forms of summative and formative assessment suitable for online courses Clearly identify
- [Instructional Strategies for Online](https://iteachhe.com/courses/effective-teaching-online/lessons/effective-asynchronous-and-synchronous-teaching-learning-online/topics/instructional-strategies-for-online/) - In this lesson, you will review two videos and readings. Under the materials tab are the pdfs of the videos and transcripts. Learning Outcomes By the end of this lesson, you will: Clearly recognize suitable online instructional strategies for asynchronous and synchronous teaching Review digital tools that can be used for online instruction
- [Frameworks for Online Course Design](https://iteachhe.com/courses/effective-teaching-online/lessons/effective-asynchronous-and-synchronous-teaching-learning-online/topics/frameworks-for-online-course-design/) - In this lesson, you will go through the video below and read the two articles linked under the materials tab. The pdf version of the video and transcript are also under the materials tab. Learning outcomes By the end of this lesson, you will:• Correctly identify how constructive alignment and backward design support student learning
- [Developing online courses](https://iteachhe.com/courses/effective-teaching-online/lessons/effective-asynchronous-and-synchronous-teaching-learning-online/topics/developing-online-courses/) - In this lesson, you will view the video and review the readings under the materials tab. The pdf of the PowerPoint and transcript are also under the materials tab. Learning outcomesBy the end of this lesson, you will:• Fully recognize the four essential elements of an online course• Succinctly detail strategies to use for online
- [Poster 8 Adapting Teaching Strategies Across Levels: Enhancing Student Confidence and Skills in Journal Club Sessions by Petra Nemeth](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/915-am-950-am-pacific-time-zone/topics/poster-8-adapting-teaching-strategies-across-levels-enhancing-student-confidence-and-skills-in-journal-club-sessions-by-petra-nemeth/) - Poster 8 Adapting Teaching Strategies Across Levels: Enhancing Student Confidence and Skills in Journal Club SessionsPetra Nemeth, PhD Student Clinical SciencesImperial College London, London, United Kingdom Please see the poster under the materials tab. While not compulsory in the UK, I chose to teach during my PhD. As the years progressed, I was given more
- [Poster 1 Enhancing Student Learning and Belonging through Social Annotation with Hypothesis by Michelle Hock](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/915-am-950-am-pacific-time-zone/topics/poster-1-enhancing-student-learning-and-belonging-through-social-annotation-with-hypothesis-by-michelle-hock/) - Poster 1 Enhancing Student Learning and Belonging through Social Annotation with HypothesisMichelle Hock, Postdoctoral FellowUniversity of Virginia, Charlottesville, VA, United States Please view the poster under the materials tab. Fostering community and belonging is essential for meaningful student learning (Gopalan & Brady, 2020). With this in mind, I have spent several semesters piloting and refining
- [Poster 7 Student Hours, Student Power: Reclaiming Office Hours for Real Learning by Elaheh Sabziyan Varnousfaderani](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/915-am-950-am-pacific-time-zone/topics/poster-7-student-hours-student-power-reclaiming-office-hours-for-real-learning-by-elaheh-sabziyan-varnousfaderani/) - Poster 7 Student Hours, Student Power: Reclaiming Office Hours for Real LearningElaheh Sabziyan Varnousfaderani, PhD CandidateKent State University, Kent, Ohio, United States Please view the poster/video below. As a teaching assistant, I recognized that traditional office hours often go underutilized. To address this challenge, I implemented five key strategies to transform office hours into an
- [Poster 3 and Poster 4](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/915-am-950-am-pacific-time-zone/topics/poster-3-defining-the-competencies-of-an-exit-profile-of-phd-students-as-emerging-faculty-members-preliminary-mixed-method-results-of-a-training-needs-assessment-in-italy-by-martina-ghio/) - Poster 3 Defining the Competencies of an Exit Profile of PhD students as Emerging Faculty Members: Preliminary Mixed-Method Results of a Training Needs Assessment in ItalyMartina Ghio, PhD StudentUniversity of Verona, Verona, Italy, Italy Please view both posters under the materials tab. Increasingly, academic institutions are embracing a holistic Faculty Development approach to train the
- [Poster 2 Learning Mathematics with a Smile: Strategies for Engagement and Enjoyment by Xiong Wang](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/915-am-950-am-pacific-time-zone/topics/poster-2-learning-mathematics-with-a-smile-strategies-for-engagement-and-enjoyment-by-xiong-wang/) - Poster 2 Learning Mathematics with a Smile: Strategies for Engagement and EnjoymentXiong Wang, PhD StudentUniversity of Alberta, Edmonton, Alberta, Canada Please view the poster/video below. This study shares my pedagogies for mathematics education courses at both graduate and undergraduate levels. In my teaching, I use various pedagogies to engage students in mathematical thinking, teaching, and
- [Poster 9 From Language to Sustainability: Culturally Responsive Teaching – Socially Situated Practices for Inclusive and Intercultural Higher Education by Celeste Morínigo Báez](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/915-am-950-am-pacific-time-zone/topics/poster-responsive-language-teaching-across-generations-socially-situated-practices-for-inclusive-and-intercultural-learning-by-celeste-morinigo-baez/) - Poster 9 From Language to Sustainability: Culturally Responsive Teaching – Socially Situated Practices for Inclusive and Intercultural Higher EducationCeleste Morínigo Báez, PhD CandidateUniversity of Waterloo, Waterloo, Ontario, Canada Please view the poster under the materials tab. This poster examines culturally responsive pedagogy in a multilingual, multigenerational community-based Spanish language classroom. Drawing from my experience teaching
- [Poster 12 Empowerment Begins from Within: Understanding the Unique Struggles of Graduate Student Instructor Self-Confidence and Self-Efficacy by Ayako Pederson-Takeda](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/915-am-950-am-pacific-time-zone/topics/poster-13-empowerment-begins-from-within-understanding-the-unique-struggles-of-graduate-student-instructor-self-confidence-and-self-efficacy-by-ayako-pederson-takeda/) - Poster 12 Empowerment Begins from Within: Understanding the Unique Struggles of Graduate Student Instructor Self-Confidence and Self-EfficacyAyako Pederson-Takeda, Master’s Student in Music Composition and Music TheoryMichigan State University, East Lansing, MI, United States Poster and resources linked under the materials tab. Graduate student instructors (GSIs) play a critical role in the higher education workforce. While
- [Poster 6 Uncovering the Hidden Curriculum: Addressing Assumptions to Support Student Learning by Elaheh Sabziyan Varnousfaderani](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/915-am-950-am-pacific-time-zone/topics/poster-6-uncovering-the-hidden-curriculum-addressing-assumptions-to-support-student-learning-by-elaheh-sabziyan-varnousfaderani/) - Poster 6 Uncovering the Hidden Curriculum: Addressing Assumptions to Support Student LearningElaheh Sabziyan Varnousfaderani, PhD CandidateKent State University, Kent, Ohio, United States Video below and PDF under the materials tab. In higher education, instructors often unintentionally make assumptions about what students know, assumptions that can create barriers to learning. One example is when we skip
- [Poster 10 Inspiring Meaningful Learning by Parna Ghosh](https://iteachhe.com/courses/graduate-post-doc-students-teaching-in-higher-education-conference/lessons/915-am-950-am-pacific-time-zone/topics/poster-11-inspiring-meaningful-learning-by-parna-ghosh/) - Poster 10 Inspiring Meaningful LearningParna Ghosh, PhD StudentOklahoma State University, Stillwater, OK, United States Meaningful learning requires connecting new information with prior knowledge and emphasizes understanding a concept rather than memorizing it. I take a three-prong approach–fostering student engagement, providing timely and constructive process-centric feedback, and building critical thinking skills–to inspire meaningful learning while facilitating
- [The Necessity of the Teaching Dossier/Portfolio](https://iteachhe.com/courses/career-advancement-through-teaching-documentation-catd/lessons/welcome-to-career-advancement-through-teaching-documentation-catd/topics/the-necessity-of-the-teaching-dossier-portfolio/) - In this lesson, you will watch the video below and pause when necessary. Under the materials tab you will find the PDF of the video and transcript. Learning Outcomes: By the end of this lesson, you will… Correctly distinguish the features of a teaching dossier: its function, the narrative statement, and the supporting evidence. Concretely
- [Reflective Practice: For Teaching Enhancement](https://iteachhe.com/courses/career-advancement-through-teaching-documentation-catd/lessons/welcome-to-career-advancement-through-teaching-documentation-catd/topics/reflective-practice-for-teaching-enhancement/) - In this lesson, you are going to engage in how to integrate reflection into your teaching practice. View the video below, pausing when necessary. Under the materials tab you will find the pdf of the video, plus the transcript. Learning Outcomes: By the end of this lesson, you will: Attentively recognize how your prior knowledge,
- [Thematic Analysis: Of Your Teaching Evidence](https://iteachhe.com/courses/career-advancement-through-teaching-documentation-catd/lessons/welcome-to-career-advancement-through-teaching-documentation-catd/topics/thematic-analysis-of-your-teaching-evidence/) - In this lesson, you will go through several steps about how to analyze your data. View the video below and access the PDF, transcript, and Guide under the materials tab. Learning Outcomes By the end of this lesson, you will Capably apply thematic analysis to your teaching evidence Clearly identify at least three dominant themes/approaches
- [Pulling the Teaching Dossier/Portfolio Together](https://iteachhe.com/courses/career-advancement-through-teaching-documentation-catd/lessons/welcome-to-career-advancement-through-teaching-documentation-catd/topics/pulling-the-teaching-dossier-portfolio-together/) - Now it is time to pull your evidence and philosophy/narrative statement together into a complete package. This may be a PDF or a web page. View the instructions below and when ready, upload to the assignment drop box. The PDF and transcript is under the materials tab. Once your dossier/portfolio is uploaded, it will state
- [End of Certificate Feedback](https://iteachhe.com/courses/learning-centered-course-design/lessons/resources-2/topics/end-of-certificate-feedback/) - Now that you have completed the certificate, please provide feedback about your learning experience. Please respond to these questions and upload to the assignment drop box. We appreciate your time to complete. In this certificate, what will have the greatest impact on your teaching in the future? What will you be using immediately the next
- [Early Feedback](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-1-how-people-learn-the-theories-behind-the-practice/topics/early-feedback/) - It is important that we receive feedback from you early in the certificate to ensure that you are able to access and navigate the certificate with no problems. Please upload your responses to the following questions to the assignment drop box: Are you able to navigate through the learning management system easily? Are all materials
- [Midway Feedback](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-2-course-design-beginning-at-the-end/topics/midway-feedback/) - At this point, we would like to ask you some questions related to your learning experience. Please respond to the following questions and upload to the assignment drop box. What are the top three things that you have learned thus far in this certificate? How has the range of material provided supported your learning? What
- [Lesson 6: Active Learning](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-2-course-design-beginning-at-the-end/topics/lesson-6-active-learning/) - The next four lessons will explore different forms of instructional strategies for you to consider. Choose instructional strategies that align with your course learning outcomes and assessments. In this lesson, you will do the following: Download the Instructional Strategies Worksheet under the Materials tab. Go through the PowerPoint (alternatively go through the PDF under the
- [Lesson 2: Context](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-2-course-design-beginning-at-the-end/topics/lesson-2-context/) - In this lesson, you will do the following: View the PowerPoint video (or PDF under the Materials tab) Complete the three-part assignment Learning Outcomes By the end of the lesson, you will• Thoroughly recognize the components relevant to the context of a course. • Explicitly recognize the importance of the learning environment and its impacts
- [Lesson 1: Your Learning Journey](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-1-how-people-learn-the-theories-behind-the-practice/topics/your-learning-journey/) - Welcome to Lesson 1: Your Learning Journey This lesson includes a video (transcript under the Materials tab) and three reflective writing prompts. Before watching the video, please download the Assignment 1 word document under the Materials tab and write a response to each of the questions below before moving on. What is your earliest memory
- [Lesson 9: Inquiry-based Teaching](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-2-course-design-beginning-at-the-end/topics/lesson-9-inquiry-based-teaching/) - In this lesson, you will do the following: View the PowerPoint video (alternatively view the PDF under the Materials tab) and pause as needed to review the information. Upload your completed Instructional Strategies Worksheet to the assignment drop box. Learning Outcome By the end of this lesson, you will: Competently produce at least one inquiry-based
- [Lesson Planning](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-3-pulling-it-all-together/topics/lesson-planning/) - In this lesson, you will do the following: Download the Lesson Plan Template under the Materials tab. Fully develop three lesson plans from your course. Keep in mind all the design principles you have learned in the course, such as backward design and constructive alignment. These principles apply to lesson planning as well. Begin by
- [Lesson 4: Planning and Designing Assessment](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-2-course-design-beginning-at-the-end/topics/lesson-4-planning-and-designing-assessment/) - In this lesson, you will do the following: Download the Assessment Worksheet and Mapping document under the Materials tab. Go through the PowerPoint (or alternatively view the PDF under the Materials tab) and pause when needed. Complete the assessment worksheet and map, then upload to the assignment drop box. List each course learning outcome (add
- [Lesson 5: Grading and Rubrics](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-2-course-design-beginning-at-the-end/topics/lesson-5-grading-and-rubrics/) - In this lesson, you will do the following: Go through the PowerPoint video (or alternatively the PDF under the Materials tab) and pause when needed. Complete the quiz. Develop a rubric for one of your summative assessments and upload to the assignment drop box. Learning Outcomes By the end of this lesson, you will:• Fully
- [Lesson 3: Learning Outcomes: Constructing effective outcomes that support students](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-2-course-design-beginning-at-the-end/topics/lesson-3-learning-outcomes-constructing-effective-outcomes-that-support-students/) - In this lesson, you will do the following: Go through the PowerPoint (or PDF located under the Materials tab) and pause when required so that you have time to absorb the information. Review the resources under the Materials tab to guide you as you develop your learning outcomes. Complete the quiz. Write your course learning
- [Feedback in the ISW](https://iteachhe.com/topics/feedback/) - Review the pdf under the materials tab about giving and receiving feedback during the ISW.
- [FDW Day 3 Reflections](https://iteachhe.com/courses/facilitator-development-workshop-fdw/lessons/fdw-day-3/topics/fdw-day-3-reflections/) - Looking back on the day, what could you have done differently for each of these: Helping instructor with getting ready to teach Your notes on the lesson One-on-one debrief with instructor Conducting the feedback circle Wrapping up the cycle Once complete, upload your responses to the assignment drop box.
- [Day 1 Reflections](https://iteachhe.com/topics/day-1-reflections/)
- [Lesson 4: Misconceptions and Paradigm Shifts](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-1-how-people-learn-the-theories-behind-the-practice/topics/lesson-4-misconceptions-and-paradigm-shifts/) - In this lesson, you will do the following: View the PowerPoint (or view PDF under the Materials tab), pausing at each slide to absorb the information Read the article linked in the PowerPoint and under the materials tab, From Teaching to Learning: A New Paradigm for Undergraduate Education Complete the quiz Learning Outcomes By the
- [Learning-centered Syllabus](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-3-pulling-it-all-together/topics/learning-centered-syllabus/) - In this lesson, you will do the following: Download the Syllabus Framework under the materials tab and develop your syllabus for the course you have been working on, following the framework guidelines. When complete, you will upload your course syllabus to the assignment box. Learning Outcomes By the end of this lesson, you will: •
- [Lesson 8: Developing Online Courses](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-2-course-design-beginning-at-the-end/topics/lesson-8-developing-online-courses/) - In this lesson, you will do the following: Go through the PowerPoint slides (alternatively view the PDF under the Materials tab) pause when needed. Learning Outcomes By the end of this lesson, you will: Fully recognize the four essential elements of an online course Succinctly detail strategies to use for online courses
- [Lesson 7: Peer (Group) Learning](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-2-course-design-beginning-at-the-end/topics/lesson-7-peer-group-learning/) - In this lesson, you will do the following: Go through the PowerPoint slides (alternatively you can view the PDF under the Materials tab) and pause when needed Read an article and accompanying materials under the Materials tab Learning Outcome By the end of this lesson, you will:• Clearly, recognize the value and various forms of
- [Lesson 1: Backward Design and Constructive Alignment](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-2-course-design-beginning-at-the-end/topics/lesson-1-backward-design-and-constructive-alignment/) - In this lesson, you will do the following: Watch the PowerPoint video (or PDF under the Materials tab), pause as you go along so that you have time to absorb the information Read the two articles under the materials tab Complete the quiz Learning Outcomes By the end of this lesson, you will:• Correctly identify
- [Lesson 3: Connecting to learning theories](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-1-how-people-learn-the-theories-behind-the-practice/topics/lesson-3-connecting-to-learning-theories/) - In this lesson, you will do the following: Go through the PowerPoint presentation (or pdf under the Materials tab) Complete the quiz. A reminder that you will need to attain 100% on the quiz before moving on to the next lesson. You can retake the quiz as many times as you need to attain 100%.
- [Lesson 2: Epistemology and how we teach – how knowledge is constructed](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-1-how-people-learn-the-theories-behind-the-practice/topics/lesson-2-epistemology-and-how-we-teach-how-knowledge-is-constructed/) - In this lesson, you will do the following: Download the Assignment 2 word document under the Materials tab. View the PowerPoint presentation (alternatively view the PDF saved under the Materials tab) . Pause the PowerPoint and reflect on questions posed. Once complete, you will upload your reflective writing to the assignment drop box. You will
- [ISW Ideas for BOPPPS](https://iteachhe.com/topics/isw-ideas-for-boppps/) - Please see the link for group generated ideas about what you can do for each of the six elements of BOPPPS.
- [Course Portfolios](https://iteachhe.com/topics/course-portfolios/) - Course portfolios offer a place to deposit everything associated with a course. In the resources under the materials tab, you will find guidance on how to develop a course portfolio for every course/program you teach.
- [Active Learning Examples](https://iteachhe.com/topics/active-learning-examples/) - This resource expands on active learning ideas.
- [Active Learning Continuum](https://iteachhe.com/topics/active-learning-continuum/) - This resource provides examples of simple to more complex active learning activities you can incorporate into your lessons.
- [Active Learning](https://iteachhe.com/topics/active-learning/) - This theme session is packed with resources. Download all that will potentially be relevant to you.
- [Constructive Alignment](https://iteachhe.com/topics/constructive-alignment/) - Read the article under the materials tab.
- [Interactive Lectures](https://iteachhe.com/topics/interactive-lectures/) - Lectures can be interspersed with interactive activities. Aim to have an activity planned every 15 minutes to give learners time to apply, talk about, or practice concepts.
- [Classroom Assessment Techniques](https://iteachhe.com/topics/classroom-assessment-techniques/) - This resource provides a multitude of ideas to implement into your lesson plan to assess learning. Remember to align with your learning outcome though.
- [Questions to Ponder While Developing Lessons](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/boppps/topics/questions-to-ponder-while-developing-lessons/) - Use these questions as a guide as you develop your mini-lessons.
- [Six elements of a lesson](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/boppps/topics/six-elements-of-a-lesson/) - This document under the materials tab gives more details about the BOPPPS model.
- [Course Information](https://iteachhe.com/topics/course-information-as-part-of-the-ongoing-isw-experience-we-have-included-some-materials-to-provide-you-an-opportunity-to-review-the-basics-of-lesson-planning-continue-the-process-of-reflecting-on/)

## Quizzes

- [Final Cumulative Quiz](https://iteachhe.com/courses/learning-centered-course-design/lessons/completion/quizzes/final-cumulative-quiz/) - Complete the final cumulative quiz with 32 questions. You are required to attain 100%. You can retake the exam as many times as needed. Once you complete the quiz, you will see your score and a button that states "view questions." When you view the questions, you will see which you got correct and those
- [Effective Online Teaching Final Quiz](https://iteachhe.com/courses/effective-teaching-online/quizzes/effective-online-teaching-final-quiz/) - Complete the final short quiz for this certificate. Once you complete the quiz, you will see your score and a button that states "view questions." When you view the questions, you will see which you got correct and those incorrect. To complete the certificate, you are required to attain 100% on the quiz.
- [Knowledge Seeking](https://iteachhe.com/courses/teaching-assistants-competencies-tac/lessons/knowledge-seeking/quizzes/learning-outcomes-3/) - Choose the best answer for each question. To proceed to the next lesson, you will need to get 100%. At the end of the quiz, you will be able to see which questions are correct and which require a different answer. You can take the quiz as many times as you need.
- [ISW Learning outcomes](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/learning-outcomes/quizzes/learning-outcomes-2/) - Choose the best answer for each question. To proceed to the next lesson, you will need to get 100%. At the end of the quiz, you will be able to see which questions are correct and which require a different answer. You can take the quiz as many times as you need.
- [Constructive Feedback Quiz](https://iteachhe.com/courses/instructional-skills-workshop-isw/lessons/feedback/quizzes/constructive-feedback-quiz/) - For this quiz, identify whether it depicts feedback that is constructive (useful) or less useful. At the end of the quiz, you can check the questions to see which questions are correct. To move on, you must attain 100% but you can take the quiz as many times as you want.
- [Connecting to learning theories](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-1-how-people-learn-the-theories-behind-the-practice/topics/lesson-3-connecting-to-learning-theories/quizzes/lesson-3-connecting-to-learning-theories/) - Choose the best answer for each question. This quiz has 10 questions. To proceed, you will need to get 100%. At the end of the quiz, you will be able to see which questions are correct and which require a different answer. You can take the quiz as many times as you need.
- [Misconceptions and Paradigm Shifts](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-1-how-people-learn-the-theories-behind-the-practice/topics/lesson-4-misconceptions-and-paradigm-shifts/quizzes/lesson-4-misconceptions-and-paradigm-shifts/) - Choose the best answer for each question. This quiz has five questions. To proceed to the next module, you will need to get 100%. At the end of the quiz, you will be able to see which questions are correct and which require a different answer. You can take the quiz as many times as
- [Backward Design and Constructive Alignment](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-2-course-design-beginning-at-the-end/topics/lesson-1-backward-design-and-constructive-alignment/quizzes/lesson-1-backward-design-and-constructive-alignment/) - Choose the best answer for each question. This quiz has five questions. To proceed, you will need to get 100%. At the end of the quiz, you will be able to see which questions are correct and which require a different answer. You can take the quiz as many times as you need.
- [Assessment](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-2-course-design-beginning-at-the-end/topics/lesson-4-planning-and-designing-assessment/quizzes/assessment/) - Choose the best answer for each question. This quiz has seven questions. To proceed to the next lesson, you will need to get 100%. At the end of the quiz, you will be able to see which questions are correct and which require a different answer. You can take the quiz as many times as
- [Grading and Rubrics](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-2-course-design-beginning-at-the-end/topics/lesson-5-grading-and-rubrics/quizzes/grading-and-rubrics/) - Choose the best answer for each question. This quiz has six questions. To proceed to the next lesson, you will need to get 100%. At the end of the quiz, you will be able to see which questions are correct and which require a different answer. You can take the quiz as many times as
- [Learning outcomes](https://iteachhe.com/courses/learning-centered-course-design/lessons/module-2-course-design-beginning-at-the-end/topics/lesson-3-learning-outcomes-constructing-effective-outcomes-that-support-students/quizzes/learning-outcomes/) - Choose the best answer for each question. This quiz has eight questions. To proceed to the next lesson, you will need to get 100%. At the end of the quiz, you will be able to see which questions are correct and which require a different answer. You can take the quiz as many times as
- [Context: Self-reflective activity](https://iteachhe.com/quizzes/self-reflective-activity/) - Respond to the following questions.
- [Qualities of a good ISW facilitator](https://iteachhe.com/quizzes/qualities-of-a-good-isw-facilitator/)
- [Choosing FDW Feedback Forms](https://iteachhe.com/quizzes/choosing-fdw-feedback-forms/) - The FDW forms are in the FDW_Handbook_Practical_Resources.
- [Assessment Worksheet](https://iteachhe.com/quizzes/assessment-worksheet/) - This is where you will upload your assessment worksheet with all assessments listed.
- [Instructional Strategies Worksheet](https://iteachhe.com/quizzes/instructional-strategies-worksheet/) - This is where you will upload your worksheet. Complete at least three examples. The examples may align with the same course learning outcome or you can use different course learning outcomes.
- [Assessment Mapping Worksheet](https://iteachhe.com/quizzes/assessment-mapping-worksheet/) - This is where you will upload your assessment map.
- [Context: Context Sheet](https://iteachhe.com/quizzes/context-sheet/) - This is where you will upload your course design context sheet.
- [Learning and Epistemologies](https://iteachhe.com/quizzes/learning-and-epistemologies/) - This is where you will upload your reflective writing from Module 1, Lesson 1 and 2.
- [Lesson plans](https://iteachhe.com/quizzes/lesson-plans/) - Upload your three lesson plans here.
- [Context: Concept Map](https://iteachhe.com/quizzes/concept-map/) - This is where you will upload your concept map for the course you are designing or redesigning.
- [DAY 4 FDW Reflections](https://iteachhe.com/quizzes/day-4-fdw-reflections/)
- [Day 3 FDW Reflections](https://iteachhe.com/quizzes/day-3-fdw-reflections/)
- [Theme sessions](https://iteachhe.com/quizzes/theme-sessions/)
- [Day 2 FDW Reflections](https://iteachhe.com/quizzes/day-2-fdw-reflections/)
- [Day 1 FDW Reflections](https://iteachhe.com/quizzes/day-1-reflections/)
- [Choosing ISW Feedback Forms](https://iteachhe.com/quizzes/fdw-day-1/)
- [FDW roles](https://iteachhe.com/quizzes/fdw-roles/)
- [Learning-centered Syllabus](https://iteachhe.com/quizzes/learning-centered-syllabus-2/) - Upload your completed syllabus here.
- [What is the ISW?](https://iteachhe.com/quizzes/what-is-the-isw/)

## Assignments

- [Quiz1.docx](https://iteachhe.com/assignment/quiz1-docx/)
- [Assignment-Majid.docx](https://iteachhe.com/assignment/assignment-majid-docx/)
- [Constructive Feedback Assignment.pdf](https://iteachhe.com/assignment/constructive-feedback-assignment-pdf/)
- [d_pawlowski_assignment1.docx](https://iteachhe.com/assignment/d_pawlowski_assignment1-docx/)
- [Quiz.pdf](https://iteachhe.com/assignment/quiz-pdf/)
- [Constructive Feedback Assignment_Steinberg.pdf](https://iteachhe.com/assignment/constructive-feedback-assignment_steinberg-pdf/)
- [ISW Assignment.docx](https://iteachhe.com/assignment/isw-assignment-docx/)
- [FDW Day 1 Reflections.docx](https://iteachhe.com/assignment/fdw-day-1-reflections-docx/)
- [FDW Day 4 Reflection - Yee Wong.docx](https://iteachhe.com/assignment/fdw-day-4-reflection-yee-wong-docx/)
- [Day 4 Reflections.pdf](https://iteachhe.com/assignment/day-4-reflections-pdf/)
- [Day 4 Trevor.docx](https://iteachhe.com/assignment/day-4-trevor-docx/)
- [Relections FDW Day 3.docx](https://iteachhe.com/assignment/relections-fdw-day-3-docx/)
- [Day 4 Reflection_Caroline Purdy.docx](https://iteachhe.com/assignment/day-4-reflection_caroline-purdy-docx/)
- [reflection day 4 MAS.docx](https://iteachhe.com/assignment/reflection-day-4-mas-docx/)
- [FDW Day 3 Reflection - Yee Wong.docx](https://iteachhe.com/assignment/fdw-day-3-reflection-yee-wong-docx/)
- [Day 3 Reflections.pdf](https://iteachhe.com/assignment/day-3-reflections-pdf/)
- [FDW Day 3 Reflections_Caroline Purdy.docx](https://iteachhe.com/assignment/fdw-day-3-reflections_caroline-purdy-docx/)
- [reflection day 3 MAS.docx](https://iteachhe.com/assignment/reflection-day-3-mas-docx/)
- [Day 3 Reflection Trevor.docx](https://iteachhe.com/assignment/day-3-reflection-trevor-docx/)
- [Day 2 Assignment.docx](https://iteachhe.com/assignment/day-2-assignment-docx-2/)
- [Day 2 Reflections_Caroline Purdy.docx](https://iteachhe.com/assignment/day-2-reflections_caroline-purdy-docx/)
- [FDW Day 2 Reflections.pdf](https://iteachhe.com/assignment/fdw-day-2-reflections-pdf/)
- [Reflection day 2 MAS.docx](https://iteachhe.com/assignment/reflection-day-2-mas-docx/)
- [FDW Day 2 Reflection - Yee Wong.docx](https://iteachhe.com/assignment/fdw-day-2-reflection-yee-wong-docx/)
- [FDW Day 1 Reflection - Yee Wong.docx](https://iteachhe.com/assignment/fdw-day-1-reflection-yee-wong-docx/)
- [Reflection day 1 MAS.docx](https://iteachhe.com/assignment/reflection-day-1-mas-docx/)
- [FDW Day 1 Reflections.pdf](https://iteachhe.com/assignment/fdw-day-1-reflections-pdf/)
- [Day 1 Reflections_Caroline Purdy.docx](https://iteachhe.com/assignment/day-1-reflections_caroline-purdy-docx/)
- [Theme sessions assignment - Yee Wong.docx](https://iteachhe.com/assignment/theme-sessions-assignment-yee-wong-docx-2/)
- [Theme sessions assignment - Yee Wong.docx](https://iteachhe.com/assignment/theme-sessions-assignment-yee-wong-docx/)
- [Reflective Practice Assignment.docx](https://iteachhe.com/assignment/reflective-practice-assignment-docx/)
- [Theme Session Assignment.docx](https://iteachhe.com/assignment/theme-session-assignment-docx/)
- [FSW Assignment 1.pdf](https://iteachhe.com/assignment/fsw-assignment-1-pdf-2/)
- [FSW Assignment 1.pdf](https://iteachhe.com/assignment/fsw-assignment-1-pdf/)
- [Reflective Practice Homework_Caroline Purdy.docx](https://iteachhe.com/assignment/reflective-practice-homework_caroline-purdy-docx/)
- [Themed Session Homework_Caroline Purdy.docx](https://iteachhe.com/assignment/themed-session-homework_caroline-purdy-docx/)
- [FDW Reflection Process.docx](https://iteachhe.com/assignment/fdw-reflection-process-docx/)
- [FDW Theme Sessions.docx](https://iteachhe.com/assignment/fdw-theme-sessions-docx/)
- [reflection MAS.docx](https://iteachhe.com/assignment/reflection-mas-docx/)
- [What are key features of theme sessions MAS.docx](https://iteachhe.com/assignment/what-are-key-features-of-theme-sessions-mas-docx/)
- [MMUN_ISW Constructive feedback written assignment.docx](https://iteachhe.com/assignment/mmun_isw-constructive-feedback-written-assignment-docx/)
- [ISW Apr 2026_D0_Feedback_SGetsios.pdf](https://iteachhe.com/assignment/isw-apr-2026_d0_feedback_sgetsios-pdf/)
- [Constructive Feedback.docx](https://iteachhe.com/assignment/constructive-feedback-docx-3/)
- [ISW Feedback Assignment_Caroline Purdy.docx](https://iteachhe.com/assignment/isw-feedback-assignment_caroline-purdy-docx/)
- [Assignment 1.docx](https://iteachhe.com/assignment/assignment-1-docx/)
- [ISW Assignment 1.pdf](https://iteachhe.com/assignment/isw-assignment-1-pdf/)
- [Constructive feedback.pdf](https://iteachhe.com/assignment/constructive-feedback-pdf/)
- [characteristics of constructive feedback.docx](https://iteachhe.com/assignment/characteristics-of-constructive-feedback-docx-2/)
- [Characteristics of Constructive Feedback.docx](https://iteachhe.com/assignment/characteristics-of-constructive-feedback-docx/)
- [Assignment-2-Epistemology.pdf](https://iteachhe.com/assignment/assignment-2-epistemology-pdf/)
- [Early-Feedback.docx](https://iteachhe.com/assignment/early-feedback-docx/)
- [Assignment-1-What-is-Learning.docx](https://iteachhe.com/assignment/assignment-1-what-is-learning-docx/)
- [ISW - Kimberly Bull - Constructive Feedback Quiz.pdf](https://iteachhe.com/assignment/isw-kimberly-bull-constructive-feedback-quiz-pdf/)
- [Constructive Feedback Assignment - Loveleen.pdf](https://iteachhe.com/assignment/constructive-feedback-assignment-loveleen-pdf/)
- [constructive feedback intro.docx](https://iteachhe.com/assignment/constructive-feedback-intro-docx/)
- [Characteristics of Feedback ISW_RYohemas.docx](https://iteachhe.com/assignment/characteristics-of-feedback-isw_ryohemas-docx/)
- [What are the characteristics of constructive feedback.docx](https://iteachhe.com/assignment/what-are-the-characteristics-of-constructive-feedback-docx/)
- [Cody Fenske.docx](https://iteachhe.com/assignment/cody-fenske-docx/)
- [Ned Moore - ISW HW 1 - Characteristics of Feedback.docx](https://iteachhe.com/assignment/ned-moore-isw-hw-1-characteristics-of-feedback-docx/)
- [Brown-Dussault ISW Assig 1.docx](https://iteachhe.com/assignment/brown-dussault-isw-assig-1-docx/)
- [ISW thoughts on feedback MAS.docx](https://iteachhe.com/assignment/isw-thoughts-on-feedback-mas-docx/)
- [Constructive alignment feedback.docx](https://iteachhe.com/assignment/constructive-alignment-feedback-docx/)
- [Constructive Feedback.docx](https://iteachhe.com/assignment/constructive-feedback-docx-2/)
- [ISW_constructiveFeedback-assignment.pdf](https://iteachhe.com/assignment/isw_constructivefeedback-assignment-pdf/)
- [Assignment 1_Justine.pdf](https://iteachhe.com/assignment/assignment-1_justine-pdf/)
- [ISW feedback mini lesson.pdf](https://iteachhe.com/assignment/isw-feedback-mini-lesson-pdf/)
- [LMS Assignment 1.docx](https://iteachhe.com/assignment/lms-assignment-1-docx/)
- [CONSTRUCTIONAL FEEDBACK ASSIGNMENT, ZAKARIA.docx](https://iteachhe.com/assignment/constructional-feedback-assignment-zakaria-docx/)
- [ISW.pdf](https://iteachhe.com/assignment/isw-pdf/)
- [ISW.docx](https://iteachhe.com/assignment/isw-docx/)
- [Theme sessions.pdf](https://iteachhe.com/assignment/theme-sessions-pdf-3/)
- [Reflections on day 2 to 4.pdf](https://iteachhe.com/assignment/reflections-on-day-2-to-4-pdf/)
- [Reflections on day 1 to 4.pdf](https://iteachhe.com/assignment/reflections-on-day-1-to-4-pdf/)
- [Looking back on the day.pdf](https://iteachhe.com/assignment/looking-back-on-the-day-pdf/)
- [Reflections on day 4.pdf](https://iteachhe.com/assignment/reflections-on-day-4-pdf/)
- [ROBERT'S FDW LESSON PLAN FOR THEME SESSION.doc](https://iteachhe.com/assignment/roberts-fdw-lesson-plan-for-theme-session-doc/)
- [DAY 4 REFLECTIONS.docx](https://iteachhe.com/assignment/day-4-reflections-docx/)
- [Reflections on day 3.pdf](https://iteachhe.com/assignment/reflections-on-day-3-pdf/)
- [DAY 3 REFLECTIONS.docx](https://iteachhe.com/assignment/day-3-reflections-docx/)
- [Reflections on day 2.pdf](https://iteachhe.com/assignment/reflections-on-day-2-pdf/)
- [Theme sessions around the BOPPPS.docx](https://iteachhe.com/assignment/theme-sessions-around-the-boppps-docx/)
- [Reflections on day 1 PDF.pdf](https://iteachhe.com/assignment/reflections-on-day-1-pdf-pdf/)
- [DAY 2 REFRLECTIONS.docx](https://iteachhe.com/assignment/day-2-refrlections-docx/)
- [FDW Assignment Robert.docx](https://iteachhe.com/assignment/fdw-assignment-robert-docx-2/)
- [DAY 1 reflections.docx](https://iteachhe.com/assignment/day-1-reflections-docx/)
- [themes session assignment day two.docx](https://iteachhe.com/assignment/themes-session-assignment-day-two-docx/)
- [day 4 reflection.pdf](https://iteachhe.com/assignment/day-4-reflection-pdf/)
- [day 3 reflection from day one.pdf](https://iteachhe.com/assignment/day-3-reflection-from-day-one-pdf/)
- [themes session assignment day two.pdf](https://iteachhe.com/assignment/themes-session-assignment-day-two-pdf/)
- [reflection day two.pdf](https://iteachhe.com/assignment/reflection-day-two-pdf/)
- [Day-1-Assignment one.pdf](https://iteachhe.com/assignment/day-1-assignment-one-pdf/)
- [Reflection Day 4.docx](https://iteachhe.com/assignment/reflection-day-4-docx/)
- [Day 4 Reflection.docx](https://iteachhe.com/assignment/day-4-reflection-docx-2/)
- [Day 4 Reflection.docx](https://iteachhe.com/assignment/day-4-reflection-docx/)
- [Day 3 Reflection.pdf](https://iteachhe.com/assignment/day-3-reflection-pdf-2/)
- [Day 3 Reflection.pdf](https://iteachhe.com/assignment/day-3-reflection-pdf/)
- [Theme Sessions.pdf](https://iteachhe.com/assignment/theme-sessions-pdf-2/)
- [Theme sessions.pdf](https://iteachhe.com/assignment/theme-sessions-pdf/)
- [Day 2 Assignment.docx](https://iteachhe.com/assignment/day-2-assignment-docx/)
- [Day-1-Assignment.docx](https://iteachhe.com/assignment/day-1-assignment-docx/)
- [FDW Day 2 Reflection.pdf](https://iteachhe.com/assignment/fdw-day-2-reflection-pdf/)
- [Day 2 Reflection.docx](https://iteachhe.com/assignment/day-2-reflection-docx/)
- [Day-1-Assignment.pdf](https://iteachhe.com/assignment/day-1-assignment-pdf-2/)
- [rashid reflective feedback day one.pdf](https://iteachhe.com/assignment/rashid-reflective-feedback-day-one-pdf/)
- [FDW Assignment Robert.docx](https://iteachhe.com/assignment/fdw-assignment-robert-docx/)
- [Day-1-Assignment.pdf](https://iteachhe.com/assignment/day-1-assignment-pdf/)
- [themes session.pdf](https://iteachhe.com/assignment/themes-session-pdf/)
- [Constructive feedback.docx](https://iteachhe.com/assignment/constructive-feedback-docx/)
- [Prior-to-FDW-Assignment.docx](https://iteachhe.com/assignment/prior-to-fdw-assignment-docx-2/)
- [Prior-to-FDW-Assignment.docx](https://iteachhe.com/assignment/prior-to-fdw-assignment-docx/)
- [FDW assignments.docx](https://iteachhe.com/assignment/fdw-assignments-docx/)
- [Final feedback.docx](https://iteachhe.com/assignment/final-feedback-docx/)
- [Assignment 9 - Lesson-planning-template_v2.docx](https://iteachhe.com/assignment/assignment-9-lesson-planning-template_v2-docx/)
- [Assignment 1_FSaakuu.pdf](https://iteachhe.com/assignment/assignment-1_fsaakuu-pdf/)
- [ISW_ABIGAIL ZAATO.docx](https://iteachhe.com/assignment/isw_abigail-zaato-docx/)
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