Teach

Presenting the Taylor Institute Guide Series

August 30, 2017

Looking for evidence-based resources on teaching approaches and practices? The Taylor Institute for Teaching and Learning is pleased to present the Taylor Institute Guide Series, designed to further enhance our teaching and learning resources for […]

Assessment

Student Assessment: In Theory and In Action

August 30, 2017

By Ashley Weleschuk, TI Undergraduate Student Research Assistant Gabrielle Lindstrom and Lynn Taylor, former vice-provost (teaching and learning) completed an extensive literature review on the topic of student assessment. They focused on research discussing assessment […]

SoTL

Fika at the Taylor Institute

August 30, 2017

By Rachel Braun, Scholarship of Teaching and Learning (SoTL) Program Specialist of the Taylor Institute for Teaching and Learning In the June 2017 Director’s Corner, Dr. Nancy Chick captures takeaway insights about the Swedish phenomenon […]

Teaching

SCIE 311 Peer Review Process

July 19, 2017

By Nicole Sandblom, Senior Instructor, Department of Chemistry, Natural Sciences Program  When the Taylor Institute sent out Upcoming Events and Workshops, I looked into the resources available to learn about Course Trailers. These short videos seem like […]

Collaborate

The results are in! Community Café Graphic Recordings

June 20, 2017

The Taylor Institute hosted two Community Cafés in April and May — students and  instructors — to gather insights, experiences and opinions about teaching and learning at the University of Calgary. The results of the […]

Curriculum

Supporting the Curriculum Review Process

June 20, 2017

At the University of Calgary, curriculum review is defined as “an academic staff-led critical examination of their own academic program for the purpose of optimizing the learning outcomes of that program” (University of Calgary, 2015, […]

Assessment

Enriching Student Experience with Veedbacks

April 6, 2017

By Soroush Sabbaghan Senior Instructor in the International Foundations Program  As an undergraduate student and for the better part of my graduate studies, I never really felt engaged with the feedback I received in my […]

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