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The Teaching and Learning Innovation Digest - May 2023

Welcome to a truly special edition of the Teaching and Learning Innovation Digest! Our seventh annual academic publication has assumed an incredibly meaningful shape and form for a number of reasons. Not only did we receive an enthusiastic response with over 30 submissions via our institutional broadcast, but we also have consciously and intentionally embraced the principles of Universal Design for Learning by attempting to represent and celebrate the varied forms of expressions therein. From reflective essays, poetry, visual and performing arts, podcasts, video conversations to scholarly work, academic and applied research, news and updates, and interviews, this is truly a power-packed publication!

Welcome to a truly special edition of the Teaching and Learning Innovation Digest! Our seventh annual academic publication has assumed an incredibly meaningful shape and form for a number of reasons. Not only did we receive an enthusiastic response with over 30 submissions via our institutional broadcast, but we also have consciously and intentionally embraced the principles of Universal Design for Learning by attempting to represent and celebrate the varied forms of expressions therein. From reflective essays, poetry, visual and performing arts, podcasts, video conversations to scholarly work, academic and applied research, news and updates, and interviews, this is truly a power-packed publication!

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What worked?<br />

Adam:<br />

“…Some trepidation among faculty to start…<br />

but we adjusted…”<br />

What didn’t work?<br />

Anthony:<br />

“…It was hard to find that balance, that<br />

separation from work/school <strong>and</strong> home…”<br />

Adam:<br />

“…Contacting people from other departments<br />

in the college was challenging…being<br />

disconnected from the students...I give my cell<br />

phone number to students freely…”<br />

Anthony:<br />

“…Communication suffers as soon as you get<br />

rid of face to face…”<br />

Do students prefer virtual or in-person?<br />

Anthony:<br />

“…Absolutely in person all the way!”<br />

Adam:<br />

“...Students wanted to be on campus, in the<br />

presence of each other. Faculty were happy to<br />

hear that!”<br />

Wish lists for the future:<br />

Adam:<br />

“…Part of my wish list for graduates of<br />

all programs is that they have a better<br />

entrepreneurial skill set for when they are<br />

ready to enter any industry…”<br />

Anthony:<br />

“I think the key is not to stray away from what<br />

college is meant to be. I don’t think any student<br />

at Centennial wants their only memory of<br />

their time at the college to be of studying for<br />

tests or working on assignments, while those<br />

things are important, the entire foundation<br />

on postsecondary education is making those<br />

lifelong connections, making lifelong friends…<br />

It is much harder to do this in a strictly virtual<br />

classroom environment. Still finding that<br />

balance that I think will work is important, but<br />

we cannot go overboard <strong>and</strong> try to streamline<br />

things that shouldn’t be. Keeping what made<br />

college so enjoyable for so long is important…”<br />

This has been…<br />

<strong>The</strong> return<br />

Employability of our graduates:<br />

Anthony:<br />

Speaking of being better positioned, how do<br />

you feel the p<strong>and</strong>emic has had an effect on the<br />

employability of future graduates?<br />

Adam:<br />

“…I think the p<strong>and</strong>emic has given students an<br />

opportunity to become more entrepreneurial…<br />

Being an entrepreneur requires a ton of<br />

maturity, hunger, organization, <strong>and</strong> I don’t<br />

know if all young learners are ready for<br />

it. As a system/institution we still have to<br />

figure out how we are giving students the<br />

skills. Some classes are helpful, the college<br />

has stackable credentials…but the stackable<br />

credentials existed before the p<strong>and</strong>emic, not a<br />

result of it…”<br />

118<br />

119

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