What does cheating look like in your courses? Are there particular assignments students cheat on more than others? How have you tried to solve this problem? How do you know your solutions worked?
Participants will tell their stories, discuss the research on why students cheat, share strategies for preventing cheating, and plan implementation of principles of effective assignment design that prevents cheating and plagiarism .
Audience | Cowichan Campus Community
Date | Friday, March 29, 11:30 am - 12:30 pm
What are the factors that might contribute to this phenomenon? Can assignments actually inhibit learning?
Bring your assignments to this session for discussion about what works and what doesn’t in assignment design. Tweaking your assignments might just bring the joy back into your—and your students’—lives!
Audience | VIU Campus Community
Date | Wednesday, March 20, 3:00 - 4:00 pm
Location | Nanaimo Campus Library Building 305, Room 514 and Zoom Online Meeting Room
There is growing evidence to suggest that proximity to green space and exposure to natural environments can be associated with mental health benefits including reduced mental fatigue and lowered stress levels. So let’s perk up our students and help to lower their stress levels by teaching in the outdoor classroom or taking students outside to do some short and fun activities.
You’ve tried participation marks, rules in the course outline, directly asking students to put phones away, but the itch is there: they seem to have to be connected to social media 24/7. How can we minimize such distractions?
Alternatively, we know that many students have supercomputers in their pockets. Shouldn’t we take advantage of that? How? What are the opportunities offered by these technologies?
Join us for a lively discussion around engaging students in ways that take their minds off social media and keep them on what matters in your course.
Equity and equality—is there a difference in the classroom?
Join Disability Access Services and CIEL for a collaborative, educational session about ensuring that students with disabilities have the same chances to succeed as those without disabilities. We will discuss protocol and ways to address issues of attendance and surprising behavior.
Through discussion of case studies, you will come away with a deeper understanding of what your role is—and what it isn’t—as an instructor teaching students with diverse learning needs.
Have you experienced a perplexing puzzle in a course you teach regularly? Students struggle with one particular concept, no matter what you try. Or there’s a bi-modal performance; some students excel, others remain confused until the end of the term. Whatever your conundrum, investigating what is actually causing it can help you to find novel solutions for the next time you teach the course.
We often hear ‘How can I engage my students in class if they don’t come prepared?’ ‘Why don’t students read?’ and ‘What’s it going to take to get them to do the work ahead of time?’
This discussion will answer each of these questions by focusing on what ‘being prepared’ looks like in your class and examining the options you have for changing students’ behavior and sense of responsibility for learning.
How much marking is optimal? How many assignments are best for student learning? Could we mark and grade less yet still be respectable? Or more surprising yet: Could less marking and fewer grades be causally related to more student learning? These are just a few of the inquiries you are invited to explore with your VIU colleagues in a “studio” format.