Authentic Assessment is a six-week course that will introduce you to the principles and practice of this approach to assessment of student learning. Authentic assessment takes into account the contexts in which learning might actually be used once students leave the university. It is an attempt to assess what students actually know, value, and can do in a way that is well-integrated into the entire learning environment of a course. In this course you will learn how to align assessment with intended learning outcomes, how to design meaningful assessment measures that motivate students and even design assessments that help students learn as they are being assessed.
By experiencing a variety of authentic assessment methods in the student role, reading about them, and practicing adaptations of them, you will be in a better position to judge which of these methods you can use in your own courses, as suits your personal teaching style and disciplinary needs. Most importantly, you will have the opportunity to create an authentic, well-reasoned assessment measure that you could use in your own disciplinary context – with feedback and help from your instructors and colleagues.
Below, please sign up for the session associated with your Faculty or Department.
Please note: If you sign up for a session that was intended for a specific Faculty that isn't yours, we will contact you to see about rescheduling in other relevant workshops. Please visit our open workshops to find one just for you!
The Centre for Teaching and Learning's Brightspace Workshop series provides in-person and on-line synchronous learning opportunities. In-person workshops are offered in two varieties:
Step-by-Step: relaxed, slower-paced sessions and
Quick Steps: faster, technically driven sessions.
Select the delivery method and pace that works for you.
Start your Brightspace training with the Getting Started with Brightspace workshop to provide the basis for the more advanced workshops.
Once you are registered for a workshop, if you find you will not be able to attend, kindly unregister for the workshop so facilitators can plan activities accordingly.
For Faculty-specific workshops, visit https://ctl2.uwindsor.ca/workshops/147/
The "Developing Your Teaching Dossier Series" is a sequence of four 45-minute self-paced modules for graduate students and post-doctoral fellows exploring strategies to reflect on their teaching and develop their teaching dossier. While grad students and post-docs are the primary audience, these modules may be useful for anyone that is new to teaching or to the development of a teaching dossier.Users can choose to take any one of the modules or can choose to complete all four of the modules in the series. Upon successful completion of each module, users will receive a certificate of completion. Completing the entire sequence of modules can allow you to explore a range of different considerations in your teaching dossier development process, including:
- exploring and reflecting on your teaching experience;
- identifying teaching-related transferable skills;
- effectively defining and narrating your teaching values and practices and their impact on student learning;
- describing components of a teaching dossier and begin writing various sections of your teaching dossier; and
- articulating teaching skills and experiences for academic and non-academic careers.
- Module 1 - Reflecting on Your Teaching Experience: An Introduction to Teaching Dossiers TD-O-W22-01
- Module 2 - Articulating Your Teaching Values and Practices: Developing Your Statement of Teaching Philosophy TD-O-W22-02
- Module 3 - Connecting Narratives and Evidence: Developing Components of Your Teaching Dossier TD-O-W22-03
- Module 4 - Looking Ahead: Telling New Stories About Our Teaching Experiences TD-O-W22-04
Are you an early career faculty member? If so, you’re invited to join one of our small mentoring groups led by experienced UWindsor faculty. These once-a-month sessions are dedicated to supporting you in balancing your teaching, research, and service expectations and help develop a network of supportive colleagues within the university community with whom you can share experiences, resources and ideas.
Two mentors with different experience and background will meet with their group of 6-10 early career faculty once each month throughout the academic year (F23 & W24). The sessions are informal in structure, offering opportunities for ECF to meet with colleagues, make professional connections, share information that can assist with their professional development, and demystify the RTP process.
The mentors working together with the mentees shape the meetings on topics and themes relevant to thriving at the UWindsor and accommodating their teaching, research, service, and work-life demands! Our past participants have found the hour-long sessions a comfortable venue where they can discuss challenges and concerns, and learn how to navigate the academic/ institutional landscape. We look forward to you joining our ECF workshop community.
The GTL Fellows across campus are dedicated to improving the experience, abilities, and support for graduate and undergraduate students that are involved in assisting with the teaching and delivery of courses either as GA/TAs or otherwise.
Workshops offered by GTL Fellows will be based in their respective Faculty and will target the specific needs of that Faculty’s GA/TAs.
If you have any questions about the GTL Fellowship Program, contact Dr. Laura Chittle at Laura.Chittle@uwindsor.ca.
This action-based workshop series for innovative and compassionate educators addresses a multitude of challenging issues that have always been with us - matters of decolonization, diversity, inclusivity, equity, accessibility, and justice. The will among educators to address these issues is strong, but many of us are baffled by their complexity, anxious about “getting it wrong”, and uncertain how to begin. Nonetheless, the time for action has come.
Each workshop in this series will introduce you to a particular issue or point of focus, provide time for participants to think, discuss, share resources, and explore practical strategies to implement into their own pedagogical work.
There will be a mix of facilitators at each workshop: prople who engage thoughtfully with the issues – who have also put specific ideas into action, and educators with experience in innovative practices. Together, they will lead group discussions and exercises that delve into practical strategies and big ideas. Some workshops will focus on classroom practices, some on assessment, some on curriculum – and some touch on all three. What they all share is a commitment to practical application.
Although these workshops are stand-alone events, taken as a series they are designed to explore the implementation of 21st century pedagogy at multiple critical intersections in a way that is collaborative, welcoming, and focused.
Biindigen/Come in! Let’s learn about the importance of Indigenizing the curriculum and how to respectfully braid Indigenous knowledges into the curriculum.
The journey to Indigenize curriculum fosters self-development. Whether you are an Indigenous or non-Indigenous person, through this journey you will gain insight into your own culture and background, privileges, or oppressions that have affected your life, and you will identify biases or gaps in your knowledge. You will question the pervasive dominance of Western epistemologies, pedagogies, and resources within curriculum, and make space for including Indigenous ways of being that can benefit all learners. You will engage in the emotional work of confronting the trauma of colonization and building stronger relationships with Indigenous people and communities, and actively participate in the hands-on work of revising your curriculum and pedagogical approaches. And finally, you will reflect upon your own agency in regard to Indigenization and take action toward systemic change in your institution.
- Mar 05 – Pulling Together: A Guide for Curriculum Developers 2
- Mar 12 – Pulling Together: A Guide for Curriculum Developers 3
- Mar 19 – Pulling Together: A Guide for Curriculum Developers 4
- Mar 26 – Pulling Together: A Guide for Curriculum Developers 5
- Apr 02 – Pulling Together: A Guide for Curriculum Developers 6
The University of Windsor is pleased to invite college and university professors of all ranks and years of experience to its Teaching Dossier Academy. This intensive, week-long Academy is designed to provide background information, workshops, peer consultation, and extensive expert individual consultation to support the development of participants’ professional teaching portfolios over a period of five days.
Organizers of the Academy will guide higher education teachers through the process of gathering materials and selecting items to include in their dossiers, as well as articulating teaching methods and philosophies.
The Academy will accommodate doctoral students as they articulate their teaching identities, early-career faculty seeking to establish their teaching profiles, tenure-track teachers required to prepare or re-write their dossiers for formal evaluation procedures, instructors preparing materials for teaching awards, and teachers at all career stages who wish to enhance their pedagogical practice through reflection and peer dialogue.
We invite you to participate in a stimulating week of professional growth, one which promises to help you to describe, in one succinct and cogent narrative, your aims, activities, and accomplishments as a college or university instructor. If you have any questions or concerns, please email firstname.lastname@example.org.
Note: priority will be given to faculty members.
There is no charge for members of the University of Windsor academic community. The discounted fee for full-time graduate students from institutions other than the University of Windsor is $250 (includes HST) CDN or US funds. The fee for faculty from other institutions is $550 (includes HST) US or CDN. Enrolment for the Academy is limited to 25 participants.
Please hold the dates of the Academy and we will confirm your place as soon as possible.