Concurrent Session Five
Friday, June 17, 9:30 – 10:20 am
C5-1a
9:30 - 9:55 am
Room: Arts 102
Graduate Student Attributes (GSAs): What are they and why should we care about
them?
Heather Kanuka, University of Alberta; Dustin Chelen, University of Alberta;
Emerson Csorba, University of Alberta
________________________________________________________________________
C5-1b
9:55 - 10:20 am
Room: Arts102
Convergence of language and content integrated instruction: a case study of English
language support for international students in introductory economics
Julia Williams, Renison University College, University of Waterloo; Trien Nguyen,
Department of Economics, University of Waterloo; Angela Trimarchi, Department of
Economics, University of Waterloo
________________________________________________________________________
C5-2a
9:30 - 9:55 am
Room: Arts 208
Utilizing Grounded Theory to Explore the Information Seeking Behavior of Senior
Nursing Students
Vicky Duncan, Health Sciences Library, University of Saskatchewan; Lorraine
Holtslander, College of Nursing, University of Saskatchewan
________________________________________________________________________
C5-2b
9:55 - 10:20 am
Room: Arts 208
Interprofessional Collaborative Teams: Building Bridges with Health Care Students
Darlene J. Scott, Nursing Division, Saskatchewan Institute of Applied Science and
Technology; Natasha Hubbard Murdoch, Nursing Division, Saskatchewan Institute of
Applied Science and Technology
________________________________________________________________________
C5-3
9:30 - 10:20 am
Room: Arts 101
It's Showtime: Using Movies to Teach Leadership in Online or e-courses
Rosemary Venne, Edwards School of Business, University of Saskatchewan; Maureen
Hannay, Sorrell College of Business, Troy University
________________________________________________________________________
C5-4
9:30 - 10:20 am
Room: Arts 104
Integrating Dimensions of Diversity in Leadership Development
Penina Mungania Lam, Centre for Teaching and Learning/Faculty of Education;
Susan Anderson, Queen's University International Centre; Jacoba de Vos, Human
Resources; Arig Girgrah, Student Affairs; Shannon Hill, Human Resources; Ben
Kutsyuruba, Faculty of Education; Sheila Pinchin, School of Medicine; Douglas Reid,
School of Business; Nassar Saleh, Engineering and Science Library; Denise Stockley,
Centre for Teaching and Learning/Faculty of Education, Organization: Queen's
University (all authors)
________________________________________________________________________
C5-5
9:30 - 10:20 am
Room: Arts 106
Improving Student Performance in a First-Year Geography Course: Examining the
Importance of Computer-Assisted Formative Assessment
Kathi Wilson, Department of Geography, University of Toronto-Mississauga; Cleo
Boyd, Robert Gillespie Academic Skills Centre, University of Toronto-Mississauga;
Liwen Chen, Ontario Institute for Studies in Education; Sarosh Jamal, Department of
Geography, University of Toronto-Mississauga
________________________________________________________________________
C5-6
9:30 - 10:20 am
Room: Arts 108
Interdisciplinary Inquiry-Based Learning (IBL) in the First Year University
Classroom: Experiences, Outcomes and Potentialities
Peter Farrugia, Contemporary Studies, Wilfrid Laurier University – Brantford; Tim
Gawley, Contemporary Studies, Wilfrid Laurier University - Brantford
________________________________________________________________________
C5-7
9:30 - 10:20 am
Room: Arts 214
Transformation versus assimilation: Real inclusive practice in Higher Education
Judith Waterfield, Head of Disability ASSIST Services, University of Plymouth;
Vanessa Fitzgerald, Head of Widening Participation, University of Plymouth;
Melanie Joyner, Teaching and Leaning, Faculty of Health, University of Plymouth
________________________________________________________________________
C5-8
9:30 - 10:20 am
Room: Arts 210
Teaching Multi-Level Language Courses: Tips and Tricks
Marla Arbach, Comparative Literature and Literary Theory, University of Santiago de
Compostela
________________________________________________________________________
C5-9
9:30 - 10:20 am
Room: Arts 109
Expanding my teaching and learning horizon: Reflections of an early career
academic on professional development
Mellissa Kruger, University of South Australia
________________________________________________________________________
C5-10
9:30 - 10:20 am
Room: Arts 105
Practical Ideas for Assessment and Evaluation of Learning
Bernie Krynowsky, Vancouver Island University
________________________________________________________________________
C5-11
9:30 - 10:20 am
Room: Arts 217
How student writing changes in response to feedback
Iris Vardi, Curtin Business School, Learning and Teaching Centre, Curtin University
________________________________________________________________________
C5-12
9:30 - 10:20 am
Room: Arts 212
Facilitating Transition from Senior Nursing Student to Registered Nurse In Practice:
The Reverse-Interview Technique for Relationship Building
Brendalynn Ens, College of Nursing, University of Saskatchewan; Susan Bazylewski,
College of Nursing, University of Saskatchewan
________________________________________________________________________
C5-13
9:30 - 10:20 am
Room: Arts 206
Ways of knowing', ways of teaching: Ontology and Practice - Which came first the
chicken or the egg?
Dorothy Missingham, The School of Mechanical Engineering, The University of
Adelaide
________________________________________________________________________
C5-14
9:30 - 10:20 am
Room: Arts 200
Inquiry into Practice: Lessons Learned from a Multi-year Initiative
Carol Rolheiser, Department of Curriculum, Teaching and Learning, OISE, University
of Toronto; Kathy Broad, Department of Curriculum, Teaching and Learning, OISE,
University of Toronto; Mira Gambhir, Department of Curriculum, Teaching and
Learning, OISE, University of Toronto; Mark Evans, Department of Curriculum,
Teaching and Learning, OISE, University of Toronto
________________________________________________________________________
C5-15
9:30 - 10:20 am
Room: Arts 213
Digital Storytelling and Diasporic Identities in Higher Education
Gail Benick, Faculty of Liberal Arts and Access, Sheridan Institute of Technology and
Advanced Learning
________________________________________________________________________
Concurrent Session Five
C5-1a
Room: Arts 102
Friday, 9:30 - 9:55 am
Graduate Student Attributes (GSAs): What are they and why should
we care about them?
Heather Kanuka, University of Alberta; Dustin Chelen, University of Alberta;
Emerson Csorba, University of Alberta
Research Track
Abstract:
In seeking to accommodate evolving demands and reinterpret a university’s
purpose and role in the face of society’s changing aspirations, many UK, US, and
AU universities have attempted to clarify the nature of the education they offer to
their students and their graduates’ potential contribution to society. One way in
which universities articulate their role and purpose is through a description of the
attributes of their graduates–or, quite simply, those ‘things’ (e.g., qualities,
characteristics, dispositions) that make a graduating student at a particular
university distinctive. These might be attributes that prepare students as mediators
of social good in an unknown future and have included, for example, cultural
awareness, ethical behaviour, respect for equality of opportunity, individual and
civic responsibility, and/or an appreciation of cultural diversity.
Beginning in the early 90s, Australia placed ‘Personal Transferable Skills’ on their
higher education agenda, both in recognition of the need for a flexible, adaptable
workforce as society moved into the twenty-first century, and in response to the
requirements of both employers and students that graduates of Bachelor
programmes be able to make an immediate contribution to any job situation.
Almost two decades later, it is widely acknowledged that, in the current context of
rapid sociocultural, political, economic and technological change, higher
education institutions have a responsibility to endeavour to prepare students who
are able to manage and respond effectively to change and its inherent demands,
challenges and tensions.
The crux of the argument for implementing GSAs rests in the notion that today’s
students are learning for an unknown future. As such, the education we provide has
to be a learning understood not only in terms of knowledge, skills, abilities or
competencies, but also of human qualities, character and dispositions - or
‘attributes’, such as, for example, global citizenship and lifelong learning
highlighted across social, community and economic spheres.
The objectives of this session will be to describe:
• GSAs and how they have the potential to elevate the work of the entire
academy
• The evidence of successful curriculum integration in universities that have
implemented GSAs
• Perspectives of Students, Faculty and University Administrators’ on the potential
merits of, and problems with, GSAs
• How the University of Alberta has responded to GSAs
Session Description: Following the presentation of information on GSAs, this
session will have an interactive large group discussion with the two co-presenters
leading the discussion. The co-presenters will facilitate the discussion with probing
questions from an undergraduate student’s point of view.
Theme: Institutional Leadership of Teaching and Learning
Audience: General
Keywords: student attributes undergraduate education
C5-1b
Room: Arts102
Friday, 9:55 - 10:20 am
Convergence of language and content integrated instruction: a case
study of English language support for international students in
introductory economics
Julia Williams, Renison University College, University of Waterloo; Trien Nguyen,
Department of Economics, University of Waterloo; Angela Trimarchi, Department
of Economics, University of Waterloo
Research Track
Abstract:
In many universities around the world, increased international recruitment has
created a greater demand for English as a second language (ESL) training. Despite
having passed the English entrance requirements, ESL students often find language
is still a barrier to academic success. It is essential to determine how language
support can be delivered most efficiently so international students can overcome
language barriers and become academically productive as soon as possible. Our
research explored a new approach to the delivery of ESL support to help
international students master subject matter while overcoming language barriers.
The main research question was: does discipline-specific language instruction lead
to the dual outcomes of increased content knowledge and language mastery? Our
premise was that discipline focused language instruction would lead to increased
content knowledge and English language proficiency.
The discipline of economics provided an appropriate context for a pilot project
because it is a popular field of study for international undergraduates.
Approximately 30% of the 750 students in first year economics courses each fall
are international students whose first language is not English. These students often
struggle with technical concepts because of language. For example, terms such as
the “beggar thy neighbour” policy, “keeping up with the Joneses” phenomenon, the
“bandwagon” effect, and “exchange rate appreciation” were coined by
Anglophone economists in a cultural context not always clear to non-Anglophones.
With discipline-specific language support to close the language and culture gap,
we expected better learning outcomes for and engagement of ESL students.
In our case study, volunteer ESL students attended weekly tutorials that enhanced
lecture content with instruction in English vocabulary and skills development.
Throughout the term, the project investigators tracked student progress in managing
both the English language and content. Preliminary results showed that the
participating students have experienced improvement to some extent in their
course performance and English language skills. Through end of term interviews,
participants also indicated that Canadian cultural insights supported their
comprehension of economics concepts discussed in class, as well as broadened
their understanding of Canadian society.
Session Description: In this session we will discuss the complex interaction of
language, culture and discipline-specific content, as well as issues of student
engagement and active learning in classes of introductory economics. Conceptual
problems and practical implementation issues will be reviewed. No previous
knowledge of Economics or ESL is required. The session uses an interactive
approach which will blend both formal presentation and floor discussion to
facilitate exchange of ideas and communication among session participants.
Learning Outcomes: By the end of the session, participants will have greater insight
into the challenges and opportunities that result from combining English language
and content-based instruction. The strengths and weaknesses of one content and
language integrated learning model will be discussed, along with the implications
for the learning outcomes and engagement of English Second Language (ESL)
students in introductory economics.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: General
Keywords: content and language integrated learning; content based instruction;
improved language and content outcomes; english second language (esl)
instruction; introductory economics
C5-2a
Room: Arts 208
Friday, 9:30 - 9:55 am
Utilizing Grounded Theory to Explore the Information Seeking
Behavior of Senior Nursing Students
Vicky Duncan, Health Sciences Library, University of Saskatchewan; Lorraine
Holtslander, College of Nursing, University of Saskatchewan
Research Track
Abstract:
Background: Nursing student education requires a strong emphasis on “evidence
based” knowledge, which means that nurses must acquire advanced information
seeking skills. Yet a number of studies reveal that nursing students, as well as
practicing nurses, are not confident in their library research skills.(C. Dee &
Stanley, 2005; Franks & McAlonan, 2007; Pravikoff, Tanner, & Pierce, 2005; Secco
et al., 2006).
Objectives: This interdisciplinary, grounded theory study examined strategies used
by students to locate resources and information for a class assignment, and
identified barriers to their success.
Methods: Purposive sampling was used to recruit eleven participants. Students
were asked to journal their researching process while completing a class
assignment; and semi-structured, open-ended, audiotaped interviews took place to
discuss the students’ journals and solicit additional data. Patterns of information
seeking, strategies used to find information, and barriers to researching were
identified.
Results: Students’ main concern was frustration caused by the challenge of
choosing of words or phrases to query databases or resources. The basic social
process was “discovering vocabulary”, which was comprised of four subprocesses:
confirming principles, testing the waters, selecting search terms, and adjusting
search strategy. Results were compared to previous studies done with nursing
students and clinical nurses (Appleton, 2005; C. R. Dee & Stanley, 2005; Franks &
McAlonan, 2007).
Conclusions: Identifying students’ main concern, basic social process and
subprocesses using grounded theory methodology has implications for improving
the teaching of information seeking skills for students by nursing faculty and health
sciences librarians.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: Educational Developers; General
Keywords: information seeking behaviour, grounded theory, nursing students,
semi-structured interviews
C5-2b
Room: Arts 208
Friday, 9:55 - 10:20 am
Interprofessional Collaborative Teams: Building Bridges with Health
Care Students
Darlene J. Scott, Nursing Division, Saskatchewan Institute of Applied Science and
Technology; Natasha Hubbard Murdoch, Nursing Division, Saskatchewan Institute of
Applied Science and Technology
Research Track
Abstract:
The intent of the presentation: The authors will share a model for building
interprofessional collaborative skills for students that do not traditionally study
together and where students share experiences across professions. This presentation
will provide an overview of development, intents, and evaluation of this
interprofessional (IP) project for pre-licensure and pre-employment college
students. The primary aim of the project was to foster development of
interprofessional skills through the use a problem-based learning framework. A
secondary aim was to develop and evaluate curriculum content designed to allow
students from various health disciplines to work together on problems and issues
that affect the quality of patient care. Pre and post evaluations collected student
feedback on the process of delivery and interprofessional skill acquisition. This
project has been offered twice and the evaluation will include a comparison of
both offerings. This project provided interprofessional experiences for 87 students
who do not traditionally study together.
The collaborative team approach to health care is essential when patients’ needs
are multiple and complex. This collaboration is not innate but rather a learned
behaviour. A strong case has been made for interprofessional learning experiences
with students sharing learning opportunities across the professions. WHO’s (2010)
recent document, A Framework for Action on Interprofessional Education and
Collaborative Practice, states that interprofessional education (IPE) is a necessary
step in preparing a ‘collaborative practice ready’ health work force. Educators must
move beyond traditional models and prepare students to work in teams (Moore,
Novotny et al, 1997). The use of interprofessional problem-based (PBL) learning
has shown a positive outcome on the attitudes of health care students and the
development of collaborative team skills. Strategies were chosen for this project
that focus on the building of interprofessional teams. This project focused not only
on concepts related to patient safety, but also on delivery within an
interprofessional context. From the student perspective, collaborative learning
brings together a diversity of ideas and knowledge.
This project uses problem-based learning scenarios as the framework for delivery of
content and opportunity to practice collaborative skills. Problem-based learning
(PBL) is a student-centred instructional strategy in which students collaboratively
solve problems and reflect on their experiences. The characteristics of PBL include
learning is driven by challenging, open-ended problems; students work in small
collaborative groups; and teachers (called tutors) take on the role as ‘facilitators’ of
learning. Small group process models the manner in which effective
interprofessional teams function. This experience was an opportunity for students to
learn and practice these skills related to communication and membership of a
working group.
Data related to the evaluation of the project, including student and faculty
experiences, will be shared.
Theme: Experiential Learning
Audience: Educational Developers; College Educators Special Interest Group
Keywords: interprofessional, collaboration, non-traditional learning, problem
based learning
C5-3
Room: Arts 101
Friday, 9:30 - 10:20 am
It's Showtime: Using Movies to Teach Leadership in Online or ecourses
Rosemary Venne, Edwards School of Business, University of Saskatchewan;
Maureen Hannay, Sorrell College of Business, Troy University
Innovative Practice Track
Abstract:
The use of e-courses or online courses, however defined, is on the rise. The 2010
Sloan Survey of Online Learning conducted a survey of more than 2,500 American
colleges and universities and found that approximately 5.6 million students were
enrolled in at least one online course in fall 2009, with nearly thirty percent of all
college and university students now taking at least one course online (Allen &
Seaman 2010). Movies have been used as educational tools for many years. The
principles of leadership and character development can be brought to life very
effectively with the use of films. Movies are a very appealing way to connect the
student with course material and to ensure that these courses are more than
“correspondence courses”. By providing a common experience that is beyond the
textbook readings and cases, films are likely to motivate and spark student interest
while providing an excellent avenue for interaction among the class members.
One of the best leadership movies of all time, 12 O’clock High, will be used as an
example in e-learning. In particular we will illustrate how to use this movie as an
educational tool in demonstrating transformational leadership. To facilitate the use
of movies in online courses, the students are provided with a character list from the
movie and with a set of questions that require the students to interact with each
other. The intended outcome is to show ways of using film to facilitate interaction
and discussion among the entire class by managing the discussion-board feature of
the course delivery platform (Blackboard, WebCT or others). Students can be
placed in teams and through the group function they can be provided with a space
to have discussions, exchange files, and chat. Utilizing groups provides an
opportunity for students to function in a virtual team environment which is
becoming more common with the globalization of many organizations. This can be
particularly challenging where students are not co-located as they must not only
co-ordinate their academic work but their schedules (including time zones) as well.
Teams can be required to produce research papers or presentations that can be
made available electronically to the entire class so that each group can learn from
all the others.
The intended outcome of the session is to show and discuss ways of engaging
students in an on-line environment with the use of film. Level of participative
engagement is expected to be high as clips from this film will be shown as we
model how the on-line course is applied to leadership material. It is expected that
other examples of films will be suggested by and discussed with the participants.
The presentation approach will be an interactive style, with film clips, questions
and guided discussion.
Theme: Innovation with Technology
Audience: General
Keywords: online courses, leadership, use of film in teaching, group work
C5-4
Room: Arts 104
Friday, 9:30 - 10:20 am
Integrating Dimensions of Diversity in Leadership Development
Penina Mungania Lam, Centre for Teaching and Learning/Faculty of Education;
Susan Anderson, International Centre; Jacoba de Vos, Human Resources; Arig
Girgrah, Student Affairs; Shannon Hill, Human Resources; Ben Kutsyuruba,
Faculty of Education; Sheila Pinchin, School of Medicine; Douglas Reid, School of
Business; Nassar Saleh, Engineering and Science Library; Denise Stockley, Centre
for Teaching and Learning/Faculty of Education, Queen's University (all authors)
Innovative Practice Track
Abstract:
Learning Objectives:
By attending this session, participants will learn about:
• Dimensions of diversity and their implications for program development
• Results of a leadership needs assessment in a diverse academic context
• Strategies that embrace diversity
Session Description:
Educational Developers and faculty members are usually charged with developing
a single course or program for a unit department and occasionally a universitywide program. Initiating such a program for a diverse body of stakeholders can
present unique challenges and opportunities. There are important considerations
that have to be made with regard to the diversity of audiences and stakeholders that
are served including: faculty, post-doctoral fellows, staff, and students. Meeting the
needs of such a diverse audience means integrating diverse content, collaborating
with a team of experts, and initiating strategic processes. This session will highlight
the case of one university`s innovative journey to developing a university-wide
leadership initiative; featuring a needs assessment and focusing on dimensions of
diversity that were integrated into the process and program.
Gardenswartz and Rowe (1995) posited three broad dimensions of diversity in
organisations: internal, external, and organizational that will be explored in this
session. The internal dimension includes an individual’s characteristics such as
gender, age, and intelligence, among others (Bruno, 2004). Most research on
diversity has been confined to this dimension looking at features such as age,
gender, ethnicity, and nationality among others (Andresen, 2007). Other key
elements of diversity such as learners` multiple intelligences (Gardner, 1999) must
be considered in program development.
While learning about internal diversity is important, it is not sufficient; there are
other dimensions of diversity that deserve further exploration. The external
dimension of diversity influences our value systems such as work experience,
education, income, marital status, and knowledge. Given the diversity represented
in every university, it is imperative that program developers take external variables
into consideration and identify appropriate strategies that address such diversity.
“Competitive advantages can be generated by integrating and using the spectrum of
capabilities, experience and knowledge of the staff in learning processes in an
optimised way” (Andresen, 2007, p. 743).
Beyond the individual level, we also must understand the diverse environments
within which our audience operates. The organisational dimension of diversity
includes contextual variables that determine the nature of one’s assignment,
workplace, field of work, seniority status, how people are selected for assignments
or developmental opportunities, and the reward system (McCall, 1994). The
influence of organizational culture on program development will be explored with
practical examples from our experience.
This session will inform attendees of the key diversity considerations to take into
account when developing programs. The audience will learn how to integrate these
dimensions of diversity in the key phases of program planning, needs assessment,
design, implementation, and evaluation.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: leadership development, leadership needs assessment, program
development, diversity dimensions, multiple intelligences
C5-5
Room: Arts 106
Friday, 9:30 - 10:20 am
Improving Student Performance in a First-Year Geography Course:
Examining the Importance of Computer-Assisted Formative
Assessment
Kathi Wilson, Department of Geography, University of Toronto-Mississauga; Cleo
Boyd, Robert Gillespie Academic Skills Centre, University of Toronto-Mississauga;
Liwen Chen, Ontario Institute for Studies in Education; Sarosh Jamal, Department
of Geography, University of Toronto-Mississauga
Innovative Practice Track
Abstract:
Computers have become an increasingly important and popular platform for the
administration of tests within institutions of higher education. While they have
proven quite useful for summative evaluation (Crisp & Ward, 2008; Sheader,
Gouldsborough, & Grady, 2006), there is increasing recognition that computerassisted assessment can be used with great efficiency and effectiveness for
formative evaluation (Conole & Warburton, 2005; Crisp & Ward, 2008; Irons,
2008).
Building on this literature, the objective of this presentation is to discuss the
effectiveness of computer-assisted formative assessment in a first-year
undergraduate geography course with over 250 students. In particular, the
presentation evaluates the impact of computer-assisted multiple-choice practice
tests on student performance in the course as well as student opinions of this type
of formative assessment in two academic years (2008 and 2009). The multiplechoice questions included in the formative assessment vary in their level of
difficulty and range from those that focus on knowledge and comprehension to
those that focus on application and analysis. While the use of the computerassisted practice tests is completely voluntary over 50 percent of students used
them. Feedback questionnaires from both academic years reveals that students are
overwhelmingly positive with over 95 percent indicating that the computer-assisted
practice tests assist them in identifying their strengths and weaknesses and help
them prepare for in-class midterms and final exams. Statistical analysis of in-class
performance on midterms in both 2008 and 2009 shows that students who use the
computer-assisted practice quizzes earn significantly higher grades (i.e., equivalent
to three letter grades) than those students who do not. The results of the research
demonstrate that computer-assisted formative assessment (in this case practice tests)
has a positive impact on student performance.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: computer-assisted assessment; formative assessment; practice tests;
learning strategies; universal design for learning
C5-6
Room: Arts 108
Friday, 9:30 - 10:20 am
Interdisciplinary Inquiry-Based Learning (IBL) in the First Year
University Classroom: Experiences, Outcomes and Potentialities
Peter Farrugia, Contemporary Studies, Wilfrid Laurier University - Brantford; Tim
Gawley, Contemporary Studies, Wilfrid Laurier University - Brantford
Innovative Practice Track
Abstract:
This presentation describes and shares the outcomes, experiences and issues cited
among students and instructors who recently participated in the delivery of an
inquiry-based learning approach to a first-year interdisciplinary university seminar.
Inquiry-based learning is an approach in which small groups of learners are
assigned brief thematically-based, problem-oriented research cases. Groups are
responsible for independently analyzing the components of the case from multiple
perspectives, completing the rigorous research necessary for addressing the case
and subsequently presenting their responses. The approach promotes diversity in
how groups design and deliver their final case responses: instructional intervention
is minimal. (Summerlee and Murray, 2010). It is believed the inquiry-based
approach can instill valuable learning skills in first-year students, strengthen student
engagement, encourage retention and motivate faculty (Kuh and Gonyea , 2003;
Ahlfeldt, Mehta, & Sellnow, 2005; Kuh, 2005; Murray and Summerlee, 2007)
Inquiry-based learning experiences among students and instructors were recorded
through the use of qualitative and quantitative approaches. Semi-structured
ethnographic interviews yielded findings from students and instructors about a) skill
acquisition , b) student involvement, c) the clarity of integrating interdisciplinary
academic approaches with inquiry-based learning, d) differences between inquirybased learning and other learning environments and e) structural and temporal
considerations in the delivery of the inquiry-based experience. Secondary data (i.e.,
grade point averages) were accessed to compare academic differences between
inquiry-based learning participants and students enrolled in traditional lecture-style
versions of the same course. Results suggest how the academic outcomes of
inquiry-based learning students, on average, are more positive compared to their
non-inquiry-counterparts. Cautionary notes regarding the quantitative results are
acknowledged in our presentation. Implications of these qualitative and
quantitative findings are assessed in relation to other recent Canadian
postsecondary inquiry-based learning experiences.
Learning Objectives:
• To offer an empirically-based account of an inquiry-based learning experience
to educators and (potential) administrators who may be unfamiliar with, curious or
skeptical about the design and delivery of this student-centred learning approach;
• Through their participation in an abridged inquiry-based learning scenario,
audience members will individually reflect on, and collectively exchange
perspectives about, the merits and challenges of this learning approach across
diverse contexts.
• We seek constructive feedback about any aspects of our inquiry-based learning
project. We especially welcome; - general or specific suggestions the audience can
share in helping us steer our ongoing (re)design and (re)delivery of inquiry-based
learning; - thoughts regarding any future theoretical and methodological directions
for our research
Session Description: The session will begin with a 15 minute presentation about
the inquiry-based learning project and its research. This includes the brief
definition of the project and research rationale, a summary of the research design
and methodology, presentation of results and conclusions.
The presentation is followed by a 20-25 minute discussion in which audience
members briefly interact with an inquiry-based learning case followed by a more
in-depth discussion about the implementation of IBL and its implications for
learning in higher-education contexts.
We will more exclusively devote the final 10 minutes of the session to more
informal interactions about the research results and subsequent discussions.
Theme: Transformational Curricular Design
Audience: Administrators; General
Keywords: inquiry-based learning; interdisciplinary instruction; skills
development; learning outcomes; student engagement; student performance
C5-7
Room: Arts 214
Friday, 9:30 - 10:20 am
Transformation versus assimilation: Real inclusive practice in Higher
Education
Judith Waterfield, Disability ASSIST Services, University of Plymouth; Vanessa
Fitzgerald, Widening Participation, University of Plymouth; Melanie Joyner,
Faculty of Health, University of Plymouth
Innovative Practice Track
Abstract:
This concurrent session will explore the strategic directions and practices required
to transform higher education into places of inclusive learning and teaching rather
than assimilating diverse students into pre existing approaches to teaching, learning
and supportive practice. Assimilation as an end is not befitting to the diversity of
students in the 21st Century and prevents a cultural shift to real inclusion. The
session will through a short presentation and an open forum for discussion share
innovative moves toward inclusive practice from the University of Plymouth in the
United Kingdom and participants will be able to compare progress, possibilities
and challenges. The session will focus on inclusive assessment, learning through
volunteering, credit bearing outreach work for students with diverse communities,
innovations in placement/employability practice within the curriculum and the
alignment of developments to key university strategies such as the Teaching and
Learning Action Plan and the university mission and values.
Participants will be able to:
• interrogate the varied theoretical foundations of assimilation, diversity
management and transformation as applied to practice aligned to strategic
priorities,
• have the opportunity to compare and contrast different approaches to these
practices, benchmark their own institution and critically reflect on their own
engagment with the inclusion agenda and
• share best practice in this area.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: Educational Developers; General
Keywords: inclusive practice, inclusive assessment, accrediting student
volunteering, supporting employability, strategic alignment
C5-8
Room: Arts 210
Friday, 9:30 - 10:20 am
Teaching Multi-Level Language Courses: Tips and Tricks
Marla Arbach, Comparative Literature and Literary Theory, University of Santiago
de Compostela
Innovative Practice Track
Abstract:
In spite of our best efforts at creating placement tests or interviews, the reality of
second-language teaching often means teaching a group of students of varying
levels, which is only compounded by the fact that one student can test at four
different levels in each of the four skills (reading, writing, listening and speaking).
What can you do when faced with such a diverse student population? How can
you design lessons that challenge the stronger students without leaving behind the
weaker?
In his teaching manual How to Teach English (Harmer, 2007), Jeremy Harmer
identifies four main approaches to dealing with students of multiple levels: 1)
ignoring the problem--the students will figure out a way to work at a level
appropriate to each of them individually; 2) giving different material to students in
the same class, according to their level of ability; 3) grouping students so that the
stronger students help the weaker; and 4) giving the same basic material to
everyone but assigning different tasks on it based on students' level. As language
teachers, do we agree that each of these approaches could work in a particular
situation? How willing are we to adopt each of them, and why or why not? What
are their implications for assessing students' performance and, by extension, for the
coherence of our level designations?
In this workshop, we will analyze the pros and cons of each of these approaches
through small-group activities and plenary discussion. We will share our
experiences and compile a list of strategies that have worked for us and our
colleagues in the past. You will leave this session with a clearer understanding of
the challenges of teaching multi-level classes and equipped with a list of tips and
tricks that you can put to immediate use in your classroom.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: second language, language teaching, multi-level
C5-9
Room: Arts 109
Friday, 9:30 - 10:20 am
Expanding my teaching and learning horizon: Reflections of an early
career academic on professional development
Mellissa Kruger, University of South Australia
Organizational Change Track
Abstract:
At the beginning of my academic journey I held the belief that I would learn to
teach through the act of teaching itself. Ramsden's (2006) simplistic aim of
teaching, making students learning possible, resonated with me. Overtime
however, I came to reflect and question this aim within the context of my own
teaching, how was I making student learning possible? Through this self reflection I
discovered that my approach to teaching and learning lacked a theoretical
framework. This article reflects on the journey to expand my teaching and learning
horizon as an early career academic, through professional development. It will
explore and describe the professional growth and value of undertaking a Graduate
Certificate in Education (University Teaching), which aims is to provide highly
relevant in-service education for professional educators. Discussed in this
reflection are the theoretical and practical implications and outcomes of
professional development on my practice. Key to this discussion is student centred
and student engaged learning, flexible and online delivery in rural and regional
Australia, service learning, and assessment and evaluation in higher education.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: General
Keywords: teaching, early career academic, professional graduate studies
C5-10
Room: Arts 105
Friday, 9:30 - 10:20 am
Practical Ideas for Assessment and Evaluation of Learning
Bernie Krynowsky, Vancouver Island University
Innovative Practice Track
Abstract:
There are many questions and challenges that arise when working with learners at
all education levels. At the post secondary undergraduate level, fair and accurate
assessment and evaluation is important to the learners. Their eyes and minds are
eagerly drawn to the course syllabus in terms of what will be assessed and
evaluated. The major purpose of this session is to have some practical ideas
presented and others generated collaboratively in order to provide not only
assessment alternatives but to provoke meaningful examination of philosophy and
biases. The session would be most relevant to undergraduate professors and
administrators.
Some of the questions explored are: What assignments do students find
meaningful? What are some strategies for effective assessment? How can we
manage our time and energy in assessment?, Are grades a deterrent to learning? Is a
grade on participation and or attendance valid? What are some strategies for
dealing with student challenges of a grade? What are other assessment issues,
challenges, or ideas? Participants will be actively engaged in this presentation by
sharing ideas that might be positive alternatives in their teaching and learning
situations.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: assessment , evaluation
C5-11
Room: Arts 217
Friday, 9:30 - 10:20 am
How student writing changes in response to feedback
Iris Vardi, Curtin Business School Learning and Teaching Centre, Curtin
University
Innovative Practice Track
Abstract:
Feedback is touted as a key way to improve student writing in the disciplines. But
what types of feedback make a difference and what types of changes do students
make in response to feedback? This session examines feedback and student
responses to feedback through three lenses: (i) the context in which the writing is
undertaken, (ii) the content demands of the task and (iii) the form of the writing
It also reports on a study which examined the impact of lecturer feedback on the
interplay between content, context and form in student writing through in-depth
linguistic analysis. It shows how feedback can change student texts in both positive
and negative ways. The session will examine the results and its implications for
how universities and lecturers interpret and improve students' academic writing
within the disciplines.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General; Educational Developers; Writing Centre Special Interest
Group
Keywords: feedback, student writing, textual changes
C5-12
Room: Arts 212
Friday, 9:30 - 10:20 am
Facilitating Transition from Senior Nursing Student to Registered
Nurse In Practice: The Reverse-Interview Technique for Relationship
Building
Brendalynn Ens, College of Nursing, University of Saskatchewan; Susan
Bazylewski, Saskatchewan Ministry of Health and the College of Nursing,
University of Saskatchewan
Innovative Practice Track
Abstract:
Survey reports from Senior-level Baccalaureate Nursing Students during a 4th Year
Nursing Management Class indicated anxiety in taking the next step to meet and
connect with a Nursing Manager about prospective employment. To ease this
anxiety and to provide a relaxed forum for relationship building among NurseManagers and Senior Students, an interactive senior-level class assignment was
developed and implemented. The assignment required each student to interview a
Manager, at a pre-established interview time, location and date, about their current
roles, challenges, and leadership styles. Students were provided with sample
interview questions to guide their visit, but were encouraged to ask questions of
highest interest to them. Managers were encouraged to be open and forthright with
answers.
Methods (project/strategy/initiative description):
Following the interview, students were required to complete a short written paper
reflecting on the interview process and correlating their observations to leadership
styles learned in class. Results from the assignment were overwhelmingly positive
from both students and Managers.
Results:
Students reported less stress and anxiety associated with meeting a Manager for the
first time in a one-on-one situation, and appreciated the opportunity to frankly ask
questions about a specific clinical area or issue relevant to nursing management.
Managers reported feeling re-energized by seeing the interest expressed in their
roles by students, and welcomed opportunities to meet and connect with students
in a different setting other than for recruitment purposes. This 30-minute
presentation will highlight the reverse-interview process as a successful teaching
strategy for senior students and provide additional results from evaluative feedback.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: Educational Developers; College Educators Special Interest Group
Keywords: reverse interview; transitioning students to practice environments;
entry to practice
C5-13
Room: Arts 206
Friday, 9:30 - 10:20 am
‘Ways of knowing', ways of teaching: Ontology and Practice - Which
came first the chicken or the egg?
Dorothy Missingham, The School of Mechanical Engineering, The University of
Adelaide
Innovative Practice Track
Abstract:
Diversity can provide extended horizons for creating innovative educational
practice. However, in order to take advantage of this diversity it is important to
have an understanding of ontology. Ontology is a difficult concept for many people
to grasp; this concept is no less difficult for educators. Yet an understanding of
ontology, how others ‘are’, how they interpret the world and particularly an
understanding of our own individual ontology, is fundamental to learning and
teaching (Brook, 2009; Dall’Alba and Barnacle, 2007; Walker, 2008).
The principal aim of this session is to provide an alternative approach to
understanding diversity. Examining meanings of ontology, as well as other peoples
understanding of ontology will provide participants with the opportunity to ‘take
away’ various perceptions being and knowing. Additionally, practical
demonstrations of the effect of different ontological perspectives on pedagogical
practice will prompt participants’ creativity. At the same time the session will pose
the question “Which comes first, ontology or practice?” The session will provide a
brief historical overview of the shift in educational perspective within Australia and
will argue that this is ‘bound up’ with key figures whose personal ontology
influenced both policy and practice. The relationship that these key figures have
had with Canada will also be touched on.
The main emphasis of the presentation, however, will be on the active participation
of attendees in examining their own understanding of ontology and how this
understanding can help create innovative, inclusive and enjoyable learning.
Participants should be prepared to have some fun.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: ontology, diversity, learning and teaching, creativity, inclusive practice
C5-14
Room: Arts 200
Friday, 9:30 - 10:20 am
Inquiry into Practice: Lessons Learned from a Multi-year Initiative
Carol Rolheiser, Department of Curriculum, Teaching and Learning, Ontario
Institute for Studies in Education (OISE), University of Toronto; Kathy Broad,
Department of Curriculum, Teaching and Learning, OISE, University of Toronto;
Mira Gambhir, Department of Curriculum, Teaching and Learning, OISE,
University of Toronto; Mark Evans, Department of Curriculum, Teaching and
Learning, OISE, University of Toronto
Innovative Practice Track
Abstract:
This session highlights lessons learned in the design and implementation of a
research initiative - “Inquiry Into Practice” - that has been underway at the Ontario
Institute for Studies in Education (OISE), University of Toronto since 2002. Grants
are available to university instructors and K-12 educators for collaborative research
projects that support innovation in teacher education. Ultimately, the initiative
strives to improve teaching and learning in elementary, secondary and higher
education classrooms, with particular focus on students who are underserved. Key
institutional priorities guide the call for proposals, with the most recent grants
targeting the challenges and approaches to inclusive education in Canada.
The literature base on the scholarship of teaching and learning (SoTL) reflects
growing evidence of the importance of inquiry by classroom teachers for
addressing critical problems like the exclusion of English Language Learners in
secondary schools. “The scholarship of teaching and learning . . . involves
systematic study of teaching and/or learning and the public sharing and review of
such work” (McKinney, 2004). The initiative described here supports teams of
university and school district educators in studying critical problems of practice, in
bringing multiple perspectives together as a form of professional learning, and in
disseminating their findings in various forums (Darling-Hammond et al., 2009;
Broad and Evans, 2006; Hammerness et al., 2005).
This documentary account utilizes a qualitative approach (Merriam, 1998). Using
thematic coding, the processes and outcomes have been analyzed through review
of artifacts and documents (e.g., yearly project publications, ongoing project
meeting notes). The framework for analysis focused upon enablers, challenges,
effective practices, insights and areas for continued study.
Findings indicate that through engagement in application and classroom-based
research, university and K-12 instructors enhance their knowledge and deprivatize
instructional practice. They come to appreciate multiple perspectives and develop
shared understandings on how to improve student learning and foster new
communities of practice. An overall benefit is the development of curriculum that
reflects the practices emerging from the school-university.
Learning Objectives: Participants in this interactive session will:
• review key features of this multi-year initiative
• analyze, in pairs, one excerpt from the recent project publication “Reaching
Every Student Through Inclusive Curriculum Practices.”
• investigate the enablers, challenges and outcomes of the initiative, and the
potential of such professional activity on curriculum development and innovative
Theme: Diversity and Inclusive Practice in Higher Education
Audience: Educational Developers; Administrators; General
Keywords: inclusive curriculum practices; collaborative research; inquiry into
practice; scholarship of teaching and learning; innovation in teacher education
C5-15
Room: Arts 213
Friday, 9:30 - 10:20 am
Digital Storytelling and Diasporic Identities in Higher Education
Gail Benick, Faculty of Liberal Arts and Access, Sheridan Institute of Technology
and Advanced Learning
Innovative Practice Track
Abstract:
The increase in global migration has given rise to new concepts of citizenship and
belonging. Demographic shifts have created learning environments that are
increasingly diverse and susceptible to cross-cultural misunderstanding and
exclusion. At the same time, the structure of the classroom is changing, particularly
in higher education. The emergence of a new ecosystem of information sharing
supports the making, distribution and consumption of content faster and cheaper
than ever before, a phenomenon that has been described as an unprecedented
jump in expressive capacity. What tools are available to maximize educational
benefit from these twin forces of migration and technology? An approach that is
gaining acceptance across North America is digital storytelling which combines
narrative with images and sound to create student-generated multimedia
productions. This session will focus on the use of digital stories to authenticate
multiple perspectives in the classroom and create space for diverse voices in the
teaching and learning process. Participants will view digital stories created by
students and divide into small groups to explore the application of digital
storytelling techniques in their courses and educational settings. Research
directions in the use of multimedia tools in higher education will be considered.
Session Learning Objectives/Outcomes:
By the end of this session, participants will have an increased understanding of
● the evolution of digital storytelling, its educational usages and growing popularity
● the interactive potential of digital storytelling in higher education learning
environments
● the comparative advantages of digital storytelling assignments
● the range of skills used in creating digital stories
● the impact of digital storytelling on the development of inclusive and responsive
learning environments in higher education
Theme: Diversity and Inclusive Practice in Higher Education
Audience: Educational Developers
Keywords: digital storytelling, migration, inclusive learning environments,
multimedia tools