Teaching in Focus is a pan-university conference that strives to provide a fertile terrain for informed conversations about teaching and learning while highlighting the practical benefits and conundrums in implementing these ideas wherever we teach – in the classroom, a virtual learning environment, a bilingual space, a clinical setting, or out in the field (among others). Recognizing that teaching practice can take various forms, ranging in aims and methodology, we learn as much, if not more, as we teach.
TiF 2024 is taking place in person on May 8 and 9 with a theme of Engaged Teaching in Times of Crisis.
We have now experienced several consecutive years during which teaching and learning across the post-secondary sector has been destabilized for many as world events impact everyone, resulting, at times, in fractured relationships in the classroom, regardless of modality. Students and instructors alike, are preoccupied with a seemingly endless stream of contingencies and exigencies as events continue to unfold, oftentimes triggered by course content or discussions. We invite you to think about how crisis and fracture can be positive or productive forces in our classrooms and teaching practices. Often crisis is about big shifts in society, sometimes away from inequitable status quos and can and should invite us to revisit the received wisdom and status quo in our classrooms too. TiF 2024 provides us with an opportunity to reflect and consider how we meaningfully respond and continue to engage, both collectively and as individual educators.
Proposals no longer than 300 words are due by February 29, 2024 at 11:45pm.
York University’s 2024 Teaching in Focus Conference, hosted by the Teaching Commons, invites you to join us in Engaged Teaching in Times of Crisis at this moment in postsecondary education, through scholarship, accounts of teaching practice, reflections on teaching/learning identities, discussion with colleagues, and engagement with student perspectives.
To submit a proposal, please fill out this form. The deadline for submission is February 29, 2024.
These additional guiding questions may provide further inspiration:
- What approaches and practices can help us respond to some of the teaching tensions and crises that continue to move to the fore? For example, the tension between a focus on content delivery versus responding to student emotions and reactions to current world events?
- How can we create and sustain equitable, inclusive, and accessible communities and environments that meet and support the needs and voices of all learners and educators? Can we?
- How can we use our lessons learned to build sustainable and resilient learning spaces, technologies, and communities?
- What might existing frameworks (such as experiential education, critical pedagogy, conceptual and theoretical frameworks, the community of inquiry model, the UN Sustainable Development Goals, among others) offer to support our work in teaching and learning?
- How can we learn from Indigenous and other non-Western ways of understanding and knowing the concept of balance to continue the work of decolonization and Indigenization in postsecondary education? How can we balance this work with the institutional contexts in which it takes place?
All York University faculty, instructors, administrators, staff, librarians, graduate and undergraduate students, and post-doctoral scholars are welcome to submit a proposal to one or more of the session formats described below.
Session Formats:
Note that all session formats are in-person.
1. Individual or Team Presentation (20 minutes)
This is a 15-minute presentation with 5 minutes reserved for Q&A. Presentations can be made by individuals or by teams, and should address the conference theme, Engaged Teaching in Times of Crisis, as outlined above. Please indicate which of the following session foci of A Model for Engaged Teaching at York University: Moving Towards Research-Informed Practice your presentation most connects with:
- Scholarship of Teaching and Learning: Share your research into teaching, learning activities, and/or conceptual praxis that are implemented and assessed systematically in the classroom or the curriculum (e.g., qualitative, quantitative, theoretical, or mixed methods approaches to describing and analyzing pedagogical initiatives).
- Scholarly Teaching: Share the results of implementing teaching and learning activities in the classroom or the curriculum based upon best practices or scholarly literature (e.g., sharing student feedback from classroom assessment techniques or a survey following a teaching activity informed by the literature)
- Practice of Teaching: Share your classroom or curricular strategies, activities, conceptualizations, theoretical frameworks, or reflections based on your teaching experience and/or disciplinary lens (e.g., sharing your favourite teaching tip alongside informal evidence of student learning).
2. AIF Featured Talks (20 minutes)
Academic Innovation Fund (AIF) grant recipients are encouraged to submit a proposal for presenting the outcomes of their project. This can be done in a traditional 20-minute presentation unless otherwise specified by the prospective presenters.
3. Experiential Education/Work Integrated Learning Showcase
Through this event we hope to highlight diverse examples of classroom-focused, community-focused, and work-focused experiential education (EE) and how faculty members have engaged these partners in facilitating innovative EE and Work Integrated Learning (WIL) opportunities. Presentations can be made by individuals or by teams (20 minutes) or may be shared as a panel (30 minutes) and should link to the conference theme, Engaged Teaching in Times of Crisis, as outlined above.
4. TiF Reads
We invite you to champion the teaching/learning related read that most inspired and engaged you over the past year(s). This might be a book, a chapter, a journal article, or another resource – if it challenged you to think differently and got you excited about teaching in new ways, we want to hear about it! We will select four champions to introduce their chosen reads via the Teaching Commons blog in the weeks leading up to TiF. During TiF, you will also participate in an in-person panel from which only one champion, and one read, will emerge victorious!
No pre-registration or submissions required – you will be able to join roundtable discussions during the conference.
If you experience any difficulties with the submission process, please reach out to Teaching Commons or our instructional designer, Robert Winkler, and we will be happy to assist you.
SAVE THE DATE! Decolonization, Equity, Diversity, and Inclusion Community of Practice Hybrid Conference:
May 27 & 28, 2024
For information, contact Ameera Ali, Educational Developer, EDI, aliamira@yorku.ca
Join us on May 9 and 10, 2023 for our 2023 Teaching in Focus Conference at the
Life Sciences Building!
AGENDA
Click here to download a printable copy!
MAY 9: Tuesday
TIME | PROGRAM Room 103 | . | . | . | . |
---|---|---|---|---|---|
09:00 | LIGHT BREAKFAST & REGISTRATION (Atrium) | ||||
09:45 | Welcoming Remarks | ||||
10:00 | Keynote Presentation: by Fiona Rawle (Biography) (Abstract) Watch it on YouTube Access PPT as PDF | ||||
10:50 | BREAK |
TIME | LESSONS FROM COVID (Room 103) | STUDENTS AS PARTNERS (Room 101) | ACADEMIC INNOVATION FUND (Room 107) | STUDENT ENGAGEMENT (Room 105) | STEM (Room 106) |
---|---|---|---|---|---|
11:00 | Fostering a qualitative research learning community by K. Bischoping (Abstract) | Bridging the Gap: A look at the Students-as-Partners framework at York by L. Wilson et al. (Abstract) | E-Mentoring: Partnering with Nursing Students by R. Robbio et al. (Abstract) | Virtual Journal Club - an Exchange Experience by K. Bernhardt-Walther et al. (Abstract) | Open Education Resource - GAMES: A Gentle Approach by R. McKeown et al. (Abstract) |
11:35 | A Balanced Return to the First-Year Classroom by A. MacLennan (Abstract) | A quest for homeostasis by N. Cheng et al. (Abstract) | Introducing Envision YU: Tools for Student Success by C. Steele et al. (Abstract) | Benefits of Group Work: How it can improve learning by P. Vashisth (Abstract) | The Effect of 3D Animations on Student Learning by J. Atallah et al. (Abstract) |
12:05 | LUNCH (Atrium) | ||||
13:00 | Redesigning genetics: balancing structure and... by T. Da Sylva & T. Kelly (Abstract) | Balancing the ‘Seesaw of Student Challenges’ by A.K. Mohammed et al. (Abstract) | Improving First-Year Math with Adaptive Learning Software by R. McKeown et al. (Abstract) | SELF-CARE SESSION (Abstract) | ROUNDTABLE: Balance & Technology (Abstract) |
13:35 | The Elusive Search for Balance and Engagement by J. Petropoulos (Abstract) | Belonging in the Classroom by A. Stypka et al. (Abstract) | Between slates, chalk, and eClass quizzes by K. Bernhardt-Walther (Abstract) | ROUNDTABLE: Balance & Student Engagement (Abstract) | Making Virtual Reality a Reality by D. Jackson & K. Belozerov (Abstract) |
14:10 | Bringing Statistics to Life: Understanding Power and Potential by M. Herbert et al. (Abstract) | Balancing Student Engagement Online vs In-person by A.K. Mohammed et al. (Abstract) | Challenges & Recommendations from Students & Faculty by B. Orazietti et al. (Abstract) | Student Numeracy Assistance Centre at Keele (SNACK) by R. McKeown et al. (Abstract) | Strategies for teaching and evaluating theory-heavy courses by A. Amirfazli et al. (Abstract) |
14:40 | BREAK | ||||
14:55 | TiF Reads (Abstract) More about TiF Reads... | ||||
15:40 | RECEPTION (Atrium) |
MAY 10: Wednesday
TIME | PROGRAM Room 103 | . | . | . | . |
---|---|---|---|---|---|
09:00 | LIGHT BREAKFAST & REGISTRATION (Atrium) | ||||
09:45 | Welcome Back | ||||
09:55 | Plenary: Well-Being in Higher Education - Promoting Balance on the Institutional, Interpersonal, and Individual Levels by J. Dowsett, A. Molas, & S. Farzana (Abstract) | ||||
10:45 | BREAK |
TIME | BELONGING, CARE & COMMUNITY (Room 103) | SoTL (Room 105) | ASSESSMENT (Room 106) | STUDENT ENGAGEMENT (Room 107) | NETWORKING SPACE (Room 101) |
---|---|---|---|---|---|
10:55 | Zooming Universally: Fostering Engagement by D. Woronko (Abstract) | EDUCATE COHORT (Abstract) | Ungrading: Reflections on Finding Balance in the Classroom by H. Bergen (Abstract) | Active Learning in Asynchronous Classes by T. Totten (Abstract) | Mingle and build relationships... |
11:30 | Infusing fun and community building in nursing education by A. Phillips et al. (Abstract) | EDUCATE COHORT (Abstract) | Mastery learning through computer-based assessments J. Schroeder (Abstract) | Balancing abstract with practical in teaching by R-L. Sevel et al. (Abstract) | Mingle and build relationships... |
12:05 | Balancing a hybrid class: A generative collaborative conversation by J. Vorstermans & A. Jafry (Abstract) | EDUCATE COHORT (Abstract) | Re-Engaging Max Labs in ADMS 2511: Juggling Time and Skills by I. Splettstoesser et al. (Abstract) | Striking balance between teaching content and teaching skills by K. Reid (Abstract) | Mingle and build relationships... |
12:35 | LUNCH (Atrium) | ||||
13:30 | Exploring Balance in Educational Development of Graduate Student TA’s by D. Vallesi & V.L. Grimaldi (Abstract) | Collaborative Inquiry-based Learning in Remote/Face-to-Face ESL/EAP Courses by O. Makinina (Abstract) | ROUNDTABLE: Balance & Assessment (Abstract) | Using simulated electronic health records for documentation practice by K. Pedernal & S. Evans (Abstract) | Mingle and build relationships... |
14:05 | ROUNDTABLE: Balancing Teaching, Research, & Life (Abstract) | Fostering international student success by R. Heynen & S. Zhao (Abstract) | Finding Balance in Flexible Deadlines by M. Barranti et al. (Abstract) | Finding balance with experiential education by D. Dobney et al. (Abstract) | Workshopping Teaching Competencies by L. Fisher (Abstract) This is an hour-long workshop running from 14:05 to 15:05. Participants should plan to attend the full hour. |
14:40 | SELF-CARE SESSION (Abstract) | Complexity genetics - determining levels of genetic deterministic thinking by S. Balaji et al. (Abstract) | Using peer grading (Kritik) in large gen ed online courses by M.H. Armour (Abstract) | Demystifying Academic Writing: Helping Our Students Become Better Writers by D. Baus & M. Bernholtz (Abstract) | Workshopping Teaching Competencies by L. Fisher (Abstract) This is the continuation of an hour-long workshop running from 14:05 to 15:05. Participants should plan to attend the full hour. |
15:10 | BREAK | ||||
15:25 | Closing Plenary: What is your burning teaching and learning question? (Abstract) | ||||
16:10 | CONCLUSION |
Inquiries
If you have questions about the Teaching in Focus conference, or want more information, please email us.
Email: teaching@yorku.ca