Join the Teaching & Learning Community of Practice (CoP) members in two online showcase panels highlighting lessons learned.
Monday, May 9, 2022, 10–11:30 am: Inclusive EAL Teaching, Ungrading, and VR
Tuesday, May 10, 2022, 10–11:30 am: Learning and Doing Science from Years 1 to 4
Panel I (May 9): Inclusive EAL Teaching, Ungrading, and VR
Inclusive Teaching Strategies for Supporting EAL Students
Jasjit Sangha, Learning Strategist, Academic Success
Yaseen Ali, Learning Strategist, Academic Success
Intercultural communication skills related to teaching and collaboration are often encouraged to directly address the needs of international students, a significant and growing population at the university. Yet many EAL (English as an additional language user) students have highlighted added challenges and concerns around their participation using virtual platforms during the pandemic, resulting in feelings of self-doubt and imposterism. Racialized EAL and/or international students in particular have shared experiences of receiving verbal microaggressions, working with impatient audiences, and feeling ignored by fellow classmates. As such, how can we as instructors anticipate these challenges and support the plurilingual strengths of our students? This session led by learning strategists from Academic Success will engage participants on practical strategies and tools to support multicultural, multilingual, multi-accented learners, as well as other many other students who do not fit under the category of international status. The facilitators will also provide faculty members with a handout on inclusive teaching strategies for EAL students.
Grading =/ Assessment: How “Ungrading” Might Work for You
Jennifer Harris, Associate Professor, Study of Religion
Frances Garrett, Associate Professor, Study of Religion
The practice of “ungrading,” that is, purposefully creating assessments with no instructor-assigned grade, suggests that grading is not equal to assessment, and can even undermine the value of assessment itself. By creating assessments that stir the intrinsic motivation to learn, the practice of “ungrading” can improve student engagement and outcomes. Our presentation will introduce theories behind “ungrading,” sketch out some of the popular ways to practice “ungrading,” reflect on our experiences with “ungrading,” and argue for its use as part of a pedagogy of care.
I don’t explain. I explore: The Gutenberg Galaxy goes VR
Paolo Granata, Assistant Professor, Book and Media Studies
While the metaverse is still a ways off, consumer-friendly VR headsets become widely available, and virtual reality seems to be the solution at hand, if not a paradigmatic shift, to reimagine experiential learning in a post-pandemic world. This presentation will reflect on the potential that immersive technologies of virtual, augmented and mixed reality hold for rethinking online teaching and remote learning in the field of book history and print culture, and for experimenting with engaged teaching practices, but also rethinking the way to foster integrated and collaborative research. The presentation will also showcase some practical examples of 3D modelling, including the making of virtual environments, such as a Medieval scriptorium and a reconstruction of the Gutenberg Workshop, as well as the usage of platforms and tools for making digital manuscripts and early printed books accessible in a virtual environment. Finally, the presentation will share the learned experiences of how integrating VR headsets (Oculus Quest 2) with online teaching practices, including perspectives and feedback from the students who have attended Professor Granata’s classes held in VR.
Self-enroll in the FAS Teaching & Learning CoP Quercus shell to access materials (slides, articles, video recordings, etc.) from past CoP sessions.