Learn how to request workshops for your classes and refer at-risk students.
Looking to request a Learning Commons space for a Vanier event? See this page.
TASC has developed pedagogical workshops on a variety of topics relating to the development of soft skills. The workshops can be as brief as 15 minutes, or take as long as an hour. It is possible to custom-tailor elements of any workshop to better suit your specific class or assignment(s). It is also possible to combine workshops or elements from several workshops. If there is something you see your class struggling with, and it’s not on this list, something specific can be designed for your class' needs. Workshops are also available for Continuing Education classes.
Avoiding plagiarism / MLA or APA referencing
This focuses on the definition and consequences of plagiarism. Students are taught the skills needed to avoid plagiarism, such as how to paraphrase, quote and properly reference their sources. There are exercises designed to have them practice all of these skills. It is available for APA and for MLA documentation.
Annotated works cited/references
This session walks students through the process of writing annotation and has them create their own annotation.
Time Management and Avoiding Procrastination
This workshop looks at what procrastination is and some methods of addressing the problem. It also looks at time management and some tools that can be used for managing one’s time and to help with procrastination.
Study skills
This workshop discusses some of the ways that the brain learns and stores information. The workshop demonstrates how short term and long term memory works and presents students with different studying techniques using interactive activities.
Essay writing
This shows students a step-by-step approach to writing a college-level essay. It can include discussion and exercises on creating topics, writing effective thesis statements, proper paragraph structure, essay-outlining and essay structure. It can focus on different essay types or different elements in the academic essay.
Summary writing
This shows students a step-by-step approach to writing a summary for a college-level academic article. It guides students through the reasons why summary writing is important and a breakdown of the process. It can also include an activity at the end that has them practice the steps with a short article.
Literary Analysis
These workshops help introduce students to the concept of literary analysis. Students learn about several literary techniques and how to analyze them to understand a piece of literature.
Oral presentations and PowerPoint
This workshop discusses how to prepare and give an oral presentation. It can also include information on creating a PowerPoint presentation.
Notetaking
This workshop discusses different methods for taking notes in class and while reading, including concept maps and the Cornell Method. It also has students practice with these different methods.
Active reading
This workshop introduces students to the concept of active reading, as well as having them practice techniques of active reading.
Brainstorming
This interactive workshop is designed to show students different methods of brainstorming for coming up with topics or ideas and have them experiment with them at the same time.
Setting S.M.A.R.T. goals
Students will learn the value in setting goals and will be walked through the process of setting their own S.M.A.R.T. goal.
Writing better sentences
This workshop offers students straightforward and easy-to-apply strategies for correcting common sentence problems such as fragments, run-ons, and comma splices. Students will learn key punctuation and grammar usage rules by revisiting the basics of sentence structure.
Early detection is a key factor to help at-risk students address and surmount challenges in order to succeed. Please submit an Early Alert form as soon as you detect that a student is experiencing notable difficulties that are likely to prevent her/him from passing your course. Referrals will be sent to the Student Success Advisor, who will then contact the student and ensure she/he receives the appropriate outreach
The Early Alert referral system is not for:
If you are referring multiple students for the same problem, you can have the Student Success Advisor come to speak to your class instead of filling out individual referral forms.
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