- About CEE
- Three students talk about academic integrity
- A different perspective on academic integrity
- Painting the bigger picture of academic integrity
- National Day of Remembrance and Action on Violence Against Women
- Reflections on Inclusion in the Classroom Week
- Fostering connection and practicing kindness
- Can you teach dance remotely?
- A student’s perspective: How two instructors created connection online
- Welcome to your new Zoom classroom
- Kevin Lam: “Students appreciate every little thing we do that shows that we care”
- Sheri Fabian: “I embraced a flexible approach”
- Sarah Johnson: “The biggest change I made was to switch to asynchronous delivery”
- Nicky Didicher: “I’m finding my job less exhilarating”
- Mark Lechner: “You have to be OK with things going sideways”
- Nienke van Houten: “They really valued my clear and upfront approach”
- How can we support remote instruction at SFU?
- Crowdmark: A more efficient way to grade student assessments
- The unexpected benefits of a shorter syllabus
- Photo gallery: Talking shop at Teaching Matters
- Watch the video: Faculty members discuss SFU's new instructor-led online course model
- Bridges and booster rockets: CEE's new senior director talks about teaching support
- Meet the Centre for Educational Excellence leadership team
- A biology instructor rethought her students’ role—and her own
- Photo gallery: SFU’s 24th Annual Spring TA/TM Day
- Photo gallery: SFU's 9th Annual Winter Warm-up
- If you build it, will they come?
- “My students didn’t look like they were having fun”: Three additions to the TA/TM Stories podcast series
- View the furniture, share your thoughts—online
- An upgraded Canvas Gradebook is coming in January
- Share your thoughts on the furniture in SFU classrooms
- DEMOfest presenter slides
- Photo gallery: 5th Annual DEMOfest
- Teamwork needs to be taught
- TA/TM Stories: Three new podcasts explore the teaching experiences of grad students
- Can it be done? A math instructor attempts to indigenize her course
- Answers to your questions about SFU's new approach to online education
- Photo gallery: The CEE Open House
- Do you know your faculty teaching fellow?
- Instructor-led online courses: How one faculty member prepared for the new model
- Photo gallery: SFU's 34th Annual Fall TA/TM Day draws a crowd
- Connecting people and crossing artificial divides: An interview with Elizabeth Elle
- Sessional instructors can now be included in online course evaluations
- Don't say this to your class—a student shares his experience
- How one lecturer is using podcasts to make course concepts more real in her online course
- Photo gallery: Rain, burgers and smiles at the 2019 President's Employee BBQ
- Five questions and answers about the creation of CEE
- A redesign made this course more engaging for students—and the instructor
- CPUTL: A graduate student describes her experience
- CEE Staff Login
Welcome to your new Zoom classroom: A marketing professor shares his remote instruction tips
Leyland Pitt is a marketing professor, the Dennis F. Culver EMBA Alumni Chair of Business in SFU’s Beedie School of Business, and an award-winning teacher. Like every other SFU instructor, he was forced to scramble when COVID-19 compelled the university to move to remote teaching in March 2020.
Pitt recognized that besides the challenges, technological and otherwise, of moving his graduate-level marketing course online, he would need to address the anxiety, stress and uncertainty that his students were facing.
He chose to focus on three key areas—digital classroom strategies, social connection and sense of community, and accessibility—to provide his students with a rich and positive online learning experience.
The essential elements of his approach are outlined in an article by Janet Homeniuk of SFU’s Institute for the Study of Teaching and Learning in the Disciplines (ISTLD). The full article is available on the ISTLD website. Pitt has also summarized his approach in a PDF document titled Top 10 Tips for Making the Switch to Remote Learning. Among his suggestions:
- Aim to do about 80% of what you would have done in a “real” class—so what if you don’t get everything done?
- Have good breaks, and finish at least 20 minutes early.
- Students LOVE having a guest in a class, and it’s much, much easier online. No travel, no time barriers, guests can be anywhere.
- Answer student emails as soon as you can—it shows you’re there and that you care.
What students said about the course
- “I think everyone was doing the best they could, and I think SFU and Leyland were awesome in being able to continue the program and courses during COVID.”
- “Wonderful class! Leyland adapted the curriculum and teaching to an online environment incredibly well and kept our class engaged throughout each class, which was no small feat.”
- “Leyland was excellent at removing stress during a stressful time for many of the class (loss of jobs, etc.). I thank him for providing a caring and compassionate space and doing the best he could.”