Abstract

One factor with the potential to affect student and instructor mental health and wellness is course design, including assignment policies, assessment   practices, and expectations for student learning. In this session we discuss some of the issues and brainstorm strategies to promote wellness for instructors and students in university classrooms.

 

Bios

Patti Dyjur

Patti Dyjur, PhD, is currently a curriculum development specialist with the Taylor Institute for Teaching and Learning, University of Calgary. She works with faculties and departments as they map, review, and assess their programs to identify strengths and areas for improvement, which she finds to be interesting, challenging, and impactful.

 

Gabrielle Lindstrom

Gabrielle Lindstrom is a PhD candidate in Education at the University of Calgary. Her research interests include Aboriginal educational and community supports, digital badge technology and educational assessment reform.

 

Haboun Bair

Haboun Bair is a Learning and Instructional Design Specialist with the Taylor Institute for Teaching and Learning. Her love for teaching and learning led to a seven year career in K-12 education, where she taught a wide range of students from multiple grades including primary, elementary, and junior high. Her interest in instructional design led to a Masters of Education (MEd) specializing in Learning Sciences which she completed at the University of Calgary.

 

Nahum Arguera

Nahum Arguera works as a research analyst in the Taylor Institute for Teaching and Learning. Nahum conducts quantitative and qualitative data analysis, and collaborates with educational leaders to interpret and discuss data from the National Survey of Student Engagement. Nahum also provides assistance with program evaluation and curriculum review processes.