Reflecting the Scholarship of
Teaching & Learning
at the University of Saskatchewan
Bridges
August 2011
Volume 10, No. 1
The Innovation Agenda
By Jim Greer, Director, ULC
In recent months there has been
a lot of talk about innovation.
Provost Brett Fairbairn, in his 2010
address to the University, spoke
of how the University must be a
leader in innovation. Innovation
in academic programs has become
the new mantra. While high quality
academic programs steeped in
tradition and rigour are the mainstay
of a university, innovation in our
academic programs reflects the
vitality of the institution.
Our integrated plans have
raised certain areas of academic
priority for the University.
Internationalization, Aboriginal
education, experiential learning,
community engagement, and
undergraduate research are all on
the priority list. Enhancing our
academic program offerings to
address these priority areas requires
both effort and innovative thinking.
Many Colleges and Departments
have recently embarked on the
creation of new and innovative
academic programs at the
undergraduate and graduate level
with these areas of priority in mind.
But we all know that development
of new academic programs is a
difficult undertaking. Frequently, an
Bridges, Vol. 10, No. 1
individual or a small group of faculty
champions hatch a vision and strive
to initiate curricular change. In many
cases, approval requires hours, months,
or sometimes years of consultation,
discussion, and negotiation.
Bureaucratic processes, college and
council academic program committees
may seem, as often as not, bent on
blocking all change, particularly if it
seems somewhat unconventional or
innovative! Unfortunately, the time
from idea to implementation of new
academic programs can take an entire
student generation.
Mainstays of innovation include quick
adoption, timely implementation and
proper assessment. This means we,
as an institution, need to become
more nimble with our processes;
more focused with our energies to
develop programs; more persistent
with the consultation, discussion, and
negotiation; more skilled in navigating
the bureaucratic path to approval;
more deliberate in the promotion
and early implementation and; finally,
more rigorous in assessment. To
this end, the Provost’s Committee
on Integrated Planning has tasked
the Gwenna Moss Centre with a
new mandate: providing support to
academic units to accelerate curricular
innovation.
1
A new fund for curricular innovation
will be available immediately to
support academic units in curricular
change. A team of optimistic and
positive curriculum consultants will
be available to work with colleges or
departments on curricular projects.
Our consultants are well versed
in the principles and practicalities
of curriculum design, facilitating
discussions, curriculum mapping,
supporting the writing of curriculum
proposals that meet the requirements
of approval bodies, offering ideas for
pilot implementation and promotion,
and guiding the development of
assessment protocols.
More information about the
Curriculum Innovation initiative, the
mechanisms for requesting funds and
consultation services, and connecting
with the people who can help may be
found at the Gwenna Moss Centre
website: http://www.usask.ca/gmcte
IN THIS ISSUE:
Inspiring Teaching Excellence.........................2
Indigenizing Teaching and Learning at
the U of S.......................................................4
An STLHE Retrospective...............................5
Building Rapport with Students....................8
Dr. Buffy Stainte-Marie at STLHE.................9
Updated Academic Course Policy..............10
Teaching Award News...................................12
www.usask.ca/gmcte
August 2011
Vol. 10 No. 1
The Gwenna Moss Centre for
Teaching Effectiveness
University of Saskatchewan
Room 50 Murray Building
3 Campus Drive
Saskatoon, SK S7N 5A4
Phone (306) 966-2231
Fax (306) 966-2242
Web site: www.usask.ca/gmcte
Bridges is distributed to every
teacher at the University of
Saskatchewan and to all the
teaching centres in Canada, and
some beyond. It is also available on
our web site. Your contributions
to Bridges will reach a wide local,
national, and international audience.
Please consider submitting an
article or opinion piece to Bridges.
Contact any one of the following
people; we’d be delighted to hear
from you:
Jim Greer
Director, ULC and GMCTE
Phone (306)966-2234
jim.greer@usask.ca
Brad Wuetherick
Program Director
Phone (306)966-1804
brad.wuetherick@usask.ca
Christine Anderson
Managing Editor (Bridges)
Program Manager
Phone (306) 966-1950
christine.anderson@usask.ca
Corinne Fasthuber
Assistant
Phone (306) 966-2231
corinne.fasthuber@usask.ca
Views expressed in Bridges are
those of the individual authors and
are not necessarily those of the
staff at the GMCTE.
ISSN 1703-1222
Here’s the Dirt on Cultivating
a Climate that Inspires
Teaching Excellence
by Sheryl Mills, GMCTE
Recently I had the good fortune to
meet with a department in which
over half of their faculty members
have received teaching awards! I
was curious about how they have
cultivated a supportive climate for
teaching in their department. Several
members of the department got
together with me to share their ideas.
Here’s the dirt...
celebrate success stories. They get
recognition from their colleagues
and their students which cultivates a
positive feedback loop that reinforces
good teaching (like all the teaching
awards and me asking them about the
unusually high percentage of teaching
award winners in their department!)
“Students find us because of [our]
good teaching.”
1.Talking about teaching is
normal for people in this
department.
When a current faculty member was
a Master’s student, she noted that
the teaching in the department was
Faculty share stories of both successful excellent and that the department’s
and challenging situations regularly. It is commitment to excellence in teaching
was evident. Norms around teaching
not uncommon for faculty to discuss
how morning classes went over lunch. excellence are evident and obvious.
This means that experiences are still
A student comment: “This is the only
fresh and when an experience is still
08:30 class I could stay awake in–Jeff
fresh the details are intact. These are
on-the-ground, real-time conversations has such high energy!”
that are spontaneous and immediate.
Teaching is obviously valued by
faculty in this department and this
“We talk about the morning over
value is passed along to newcomers
sandwiches at lunch.”
even at the interview stage. While
interviewing a faculty candidate,
“Office doors are OPEN and so are
a more recent member of the
we.”
department said, “We all value
teaching in our department” and
2. Positive attitudes
heads nodded in agreement. This is
towards teaching are normal,
expected, and rewarded in this obvious throughout the department.
Department heads have historically
department.
demonstrated their commitment
to teaching by continuing to teach.
As mentioned earlier, faculty in this
People are not “excused” from
department exchange teaching ideas
and learn from the experiences of one teaching in this department.
another. They are not in competition–
they collaborate rather than compete. 3. In this department the
teaching bar is set high.
They do lots of teaching and see and
2
Bridges, Vol. 10, No. 1
“Gold Stars are very important to Type People in this department build on
A personalities. We see someone else
their personal strengths in their
get a gold star and want one too!”
teaching. There is high energy,
strong personalities, a wide range of
Faculty in this department are in the
experiences, and different strengths
loop on teaching awards; teaching
among faculty, all of which are
awards–and how to put together
valued. Because many students in
comprehensive packages to get
this department become colleagues
awards–are on their radar. Faculty
out in the field at a later time, there
carefully document their teaching.
is an awareness of building future
They also do extensive regular peer
collaborations and community.
evaluations and take the process
There is built-in accountability and
seriously. Faculty commented that they responsibility for good teaching and
learn from sitting in on peers’ classes
building capacity and connections with
and from receiving feedback on their
their students.
teaching. It is considered astute to pay
attention to teaching.
5. The faculty members in this
department are passionate
Awards are coupled with special
about their subject matter and
increments. There is also recognition
they convey that passion to
and reward at the college level.
their students.
Provost awards for teaching and the
University’s focus on teaching have
They work hard to make the subject
reinforced and added weight to this
matter interesting for students who
department’s commitment.
may not initially share the same
enthusiasms for the topic area. It may
“You don’t have to CHOOSE to be a
be that turning dirt into soil–and the
good teacher OR a good researcher in science of it–is a coup accomplished, at
this department. Both are valued.”
least in part, by their dedication to and
enthusiasm for innovative teaching.
4. It is not unusual for people
Thank you to the Department of Soil
in this department to take
Science for sharing their perspectives on
risks in their teaching.
teaching innovation and excellence.
In this department faculty take chances
and do things differently–online and in
face-to-face classes. They claim that it
is worth taking risks. The message is
clear that it’s okay to try new things
and be innovative. There is always an
opportunity to explain why evaluations
might be skewed. Faculty shared that
when they tell students about trying
something new, the students are happy.
Faculty have found that when they
share stories from their experiences
and research students are more
engaged. These stories tend to make
the content–and the instructors–even
more interesting.
Bridges, Vol. 10, No. 1
New Books in the
GMCTE Library
Academically Adrift
by Richard Arum and Josipa Roksa
University of Chicago Press, 2011
Tools for Teaching
by Barbara Gross Davis
Second Edition, 2009
Pubisher: Jossey-Bass Higher and Adult
Education Series
Welcome new faculty, sessionals and
graduate students to the U of S.
We encourage you to visit our website at www.usask.ca/gmcte to
have a look at what our centre can offer you to support and enhance
your teaching experience.
We run a number of events and workshops throughout the year for
faculty, sessionals, graduate students, and staff at the University of
Saskatchewan, ranging from short one or two hour workshops, to allday symposia or conferences, to week-long institutes. We invite you to
drop by our centre in Room 50 Murray to meet the staff, have a cup
of coffee talk about teaching.
3
www.usask.ca/gmcte
Miyo wicēhtowin:
Indigenizing
Teaching and
Learning at the
U of S
by Jeff Baker, College of Education
& GMCTE, and Tereigh Ewert-Bauer,
GMCTE
One of the three imperatives that
contextualize the University of
Saskatchewan’s Second Integrated
Plan emphasizes the need for miyo
wicēhtowin (‘good relations’ in
Plains Cree)i with Indigenous peoples
(2008, p. 5). An institution in Treaty
Six territory, the University is striving
to engage and serve Canada’s diverse
Aboriginal peoples, which include the
Inuit, Métis and First Nations. With a
great deal of focus directed previously
toward Indigenous student support,
the University is now turning its
attention toward Indigenizing teaching
practices and curricula to create
culturally safe and enriching learning
environments.
Planning, the College of Education,
and the GMCTE, aims initially to
increase the capacity of faculty and
staff in the College of Education to
engage respectfully with Indigenous
people, culture, and knowledge in
their personal and professional lives.
Making this work meaningful and
effective requires a reconsideration
of whose knowledge and world views
are represented both inside and
outside of the classroom. By facilitating
opportunities to learn about the ways
of knowing and being that exist among
diverse First Nations, Inuit, and Métis
peoples, attention will be given to
enhancing learning environments with
Indigenous perspectives, strategies,
and content. An equally important
aspect of this work involves provision
of a critical awareness of discourses
surrounding the impact of Canada’s
colonial history on First Nations, Inuit
and Métis communities.
This work reflects the Association of
Canadian Deans of Education’s vision
‘that Indigenous identities, cultures,
languages, values, ways of knowing,
and knowledge systems will flourish
in all Canadian learning settings.”
One current initiative (as yet
(2010, p. 9). It also responds to the
unnamed) originated with faculty in the Government of Saskatchewan’s
BEADWORK group in the College of commitment to mandatory Treaty
Education, and is being co-developed
Education, the Ministry of Education’s
and delivered in collaboration with
recognition of moral, historical, and
the The Gwenna Moss Centre for
economic imperatives for Aboriginal
Teaching Effectiveness (GMCTE). Two
education, and the recent integration
staff members presently devote time
of Indigenous content across curricula
to this staff and faculty development
in all subjects and grade levels (2009,
project, which is still in its infancy. Jeff
p. 11). The University is responding to
Baker, a Métis scholar in Indigenous
these changes by preparing to serve
science education, has been hired
a student body more familiar with
as a full-time faculty development
Indigenous history and culture, and by
specialist in Aboriginal education, with graduating professionals equipped to
Tereigh Ewert-Bauer, an educational
engage effectively with Saskatchewan’s
development specialist with the
growing Indigenous demographic.
GMCTE, contributing on a part-time
basis.
This initiative has begun as a pilot
project within the College of
The initiative, supported by the
Education because of its unique
Provost’s Committee on Integrated
responsibility to prepare teachers
4
to work with Saskatchewan’s newly
Indigenized K-12 curricula. As a first
step, a needs assessment is underway
within the College–a community that
spans the spectrum from beginner
to expert in knowledge and skills
related to Aboriginal education. A
broader asset assessment is also being
conducted to acknowledge the wealth
of knowledge and experience that
exists among faculty, staff, students,
Elders, and the local community.
This process of staff and faculty
development is an attempt to build
miyo wicēhtowin both across and
within these diverse communities, a
process that will be brought to the
broader university community in the
near future.
Ēkosi pitamā (That’s it, for now...)ii
References
Association of Canadian Deans of
Education (2010). Accord on Indigenous
education. Retrieved from: http://www.
csse-scee.ca/associations/about/acde
Saskatchewan Ministry of Education
(2009). Inspiring Success: Building Towards
Student Achievement: First Nations and
Métis Policy Framework. Retrieved
from: http://www.education.gov.sk.ca/
Default.aspx?DN=71c0de80-1d614658-9d68-fbfdeef01298
University of Saskatchewan (2008).
Second Integrated Plan:Toward an
Engaged University. Retrieved from:
http://www.usask.ca/ip/
i. Proununced ‘mee-yo wi-CHAY-toe-win.’ This
article is the first in a series that will be focused
on the College of Education’s staff and faculty
development initiative. Each subsequent article
will introduce terminology from a different
Metis, Inuit, or First Nation language group. We
have begun with Plains Cree to honour their
connection to the land on which the University
sites.
ii. Pronounced ‘EH-ko-si pi-ta-MA
Bridges, Vol. 10, No. 1
An STLHE Retrospective: Welcoming the World
to Talk about Teaching and Learning
By Brad Wuetherick, Program Director, GMCTE, and STLHE Conference Coordinator
For one week this past summer,
the University of Saskatchewan
welcomed 450 delegates from across
the country and around the world to
the 31st annual Society for Teaching
and Learning in Higher Education
(STLHE) conference. Our conference
theme was “From Here to the
Horizon,” and focused on diversity and
inclusive practice in higher education.
Featuring more than 200 concurrent
sessions, roundtables, and posters, the
conference included presentations and
discussions on innovative and effective
means of improving student learning
in higher education. From a prairie
rain storm and tent that was close
to collapsing during one lunch, to a
wonderful banquet that included the
celebration of the 2011 3M Fellows
from across the country (including our
own Fred Phillips from the U of S), to
streaming Game 7 of the Stanley Cup
Finals in the Bowl, to four memorable
plenary sessions (including the U
of S recipients of the Alan Blizzard
Jeanette Norden,Vanderbilt University
Bridges, Vol. 10, No. 1
Award for
Collaborative
Teaching), the
conference
delegates left
with fond
memories of
invigorating
discussions
about
teaching and
learning, and
met many
friends (new
and old).
The conference kicked off with a
moving plenary by Dr. Jeanette Norden
from Vanderbilt University, one of
the professors featured in Ken Bain’s
book What the Best College Teachers
Do. She spoke passionately of creating
a safe environment for students’
intellectual and personal development.
She began her talk with discussing the
importance of academic rigour and
setting high expectations for students,
as well as using teaching methods
appropriate to help students achieve
those expectations. But the part of
her talk that has stuck in my mind, and
resulted in tears streaming down the
faces of many of the delegates, was
her discussion of the importance of
also focusing on students’ personal
development. Using the example of
teaching medical students empathy
and compassion, Jeanette focused on
how the students we graduate need
to develop personally to be effective
professionals in whatever their chosen
field may be.
The conference closed with an
equally impressive plenary by Dr. Buffy
Sainte-Marie, who spoke passionately
5
about creating a positive learning
environment for aboriginal students.
By creating a positive environment, she
spent considerable time emphasizing
the need for aboriginal students (and
for that matter, all students) to hear
of the positive cultural, scientific, and
intellectual developments that come
from indigenous peoples from North
America and around the world. Using
examples from her Cradleboard
Teaching Project that came out of
her Nihewan Foundation to support
aboriginal education, interspersed with
entertaining tangents about peace and
leadership befitting her background
as an anti-war activist, Buffy gave a
compelling narrative that left everyone
recharged as they left to travel home.
Beyond the plenary sessions, there
were three things that struck me
as I thought back on my overall
conference experience. The first was
the fact that there is an ever-increasing
focus on undergraduate research,
particularly from the big researchintensive universities. This happens to
be a major focus of my own research
www.usask.ca/gmcte
Poster Session and Reception, Geology Building
program, so take my observation with
a grain of salt (in that I seek out these
types of sessions). In addition to my
own sessions on this topic I attended
a couple of exceptional sessions by
people from the University of Alberta
and McGill University discussing
initiatives they are undertaking that
are entirely in line with the recent
PCIP decisions to fund curriculum
innovation and undergraduate research
here at the U of S, and there were
several other sessions touching on
this topic from all types of higher
education institutions. And the
discussions of undergraduate research
went far beyond the traditional
mindset of summer undergraduate
research experiences for a small
number of students, to discussions of
embedding undergraduate research
experiences in curriculum across all
four years of undergraduate study,
whether in large or small class
environments.
were a number of sessions–whether
concurrent sessions, a preconference
workshop, posters, or roundtables–
that touched on this theme. There
were a few ways in which people were
presenting and discussing this issue–
aboriginal education and supporting
aboriginal student success (as well as
embedding multiple ways of knowing
in curriculum), international education
and supporting international students
(as well as internationalizing the
curriculum), and finally supporting
students with disabilities or other
marginalized students (such as gay,
lesbian, bisexual, and transgendered
students). Personally, I was most
impressed with the quality of
discussion relating to the first of these
three areas (aboriginal education), and
several participants noted to me that
they were impressed with the number
of faculty from the U of S presenting
on this topic. As an institution we are
at the fore of an important discussion
for the future of Canada’s universities,
and have the possibility of truly being
a national (and international) leader in
aboriginal education.
The third, and final, thing that struck
me about the experience of hosting
this conference, is how much energy
there was throughout the conference.
The second thing that struck me was
the number and quality of sessions
that focused on the main theme of
the conference: diversity and inclusive
practice in higher education. There
Buffy St. Marie, Closing Plenary
Faculty, staff and students from all
across the country left our conference
recharged and energized after having
intense and meaningful discussions
(and debates) about teaching and
learning in higher education. I can’t
help but be reminded of some recent
research by Graham Gibbs et al
(2009) that looked at departments in
some of the most research-intensive
universities in the world singled out
as very effective from the perspective
Banquet Reception,Western Development Museum
6
Bridges, Vol. 10, No. 1
of teaching and learning. Two
characteristics that these departments
demonstrated, regardless of national
or institutional context, was that
faculty talked regularly about teaching
and learning (in a culture that valued
teaching), and supported one another
(particularly at the level of department
head) in their personal development
related to teaching more effectively,
and that students were seen as part of
the community of the department and
were seen as important participants
in the conversations about teaching
and learning. This conference achieved
these two characteristics for all
involved, and I sincerely hope that
everyone who participated in the
conference can carry that energy and
enthusiasm back to their respective
departments across our campus, and
at institutions around the world.
Hosting the 2011 STLHE Conference
here at the U of S was a tremendous
amount of work, and would not have
been possible if not for the amazing
work of faculty, staff, and students from
across the institution. In particular, I
wanted to single out the staff of the
GMCTE and ULC (especially Christine
Anderson), who did so much to make
the conference a success before
and during the event, and the army
of student volunteers, wearing their
green shirts, who made our guests feel
so welcome and supported. As well,
I wanted to mention the herculean
efforts of Hospitality Services, ITS,
eMAP, and FMD in making this
conference a great success. Thanks to
all involved!!
Reference:
Gibbs, G. et al (2009). Departmental
leadership of teaching in researchintensive environments: A manual.
London: Leadership Foundation for
Higher Education.
The Society for Teaching & Learning in Higher
Education (STLHE) strives to be the preeminent national voice, and a world leader,
for enhancing teaching and learning in higher
education. The Society supports research,
its dissemination, increased awareness, and
application of research through scholarly
teaching and learning. For more information
about the Society visit their website at www.
stlhe.ca
The GMCTE
is pleased to
announce that we
have updated the
look and content of
our website. Visit
www.usask.ca/gmcte
to discover more
about our events,
services and
resources.
www.usask.ca/gmcte
Bridges, Vol. 10, No. 1
7
www.usask.ca/gmcte
“Oh the Places You’ll Go!” ... if you begin to build
rapport with your students on the first day of your
TA assignment
1
By Colleen Krushelinski, PhD Candidate, Graduate Student Fellowship, Gwenna Moss Centre for Teaching Effectiveness
Whether you will be leading a lab or
a tutorial, your role as a TA (Teaching
Assistant) is central to the learning
experience of undergraduate students
at the University of Saskatchewan.
As an ‘intermediary’ between
undergraduate students and the
course instructor, you often have
the rare opportunity of interacting
with students in smaller groups and,
as such, you are often the closest
link to the students–especially if you
are a TA for a large lecture class. In
the lab or the tutorial students are
provided the space to voice their
concerns and share their ideas–that
is, to actively engage in a critical part
of the learning process. This puts you
in a unique position and as a TA you
want to ensure that your interactions
with students are as supportive and
constructive as possible. It is essential
to build rapport with your students
in order to create an encouraging and
trusting learning environment. The
first step towards this objective is for
you to get to know your students and
for your students to get to know you.
share information that determines
who they are as unique and diverse
individuals. Knowing the interests and
aspirations of your students beyond
the classroom will enable you to draw
upon their experiences as a way to use
personally relevant examples to clarify
any ambiguities students may have with
the course content. Relating course
materials to students’ everyday lives
will provide you with the means to
facilitate meaningful discussion within
the lab or tutorial which will, in turn,
enhance students receptivity to what
is being taught.
Building rapport is, in essence,
building a trusting relationship, so
it is equally important for you to
introduce yourself in a way that
reveals something about yourself
beyond the classroom. Sharing your
interests, aspirations, personal insights,
and experiences with students will
help you to construct a learning
environment conducive to shared
inquiry and participation. In order
for students to be active and engaged
learners, it is crucial to create an open
The first lab or tutorial session will set and safe learning environment; one in
the tone for the rest of the semester
which students feel that they can take
so it is highly recommended that
risks–both intellectual and personal
you get students talking on the first
–without being criticized or made to
day of class. Have students introduce
feel ‘silly.’ This will allow you to foster
themselves, or, better yet, have
respect between yourself and your
them break into pairs to exchange
students, and to build rapport both
information about themselves and
inside and outside the classroom. This
then have them introduce one another open and safe learning environment
(an ice-breaker)2. In my opinion, it
will, moreover, contribute to an
is of the utmost importance to ask
enriched learning experience.
students to not only share information
that is pertinent to them with regard
If you follow the techniques provided
to the subject matter but to also
above and below you will, indeed,
succeed!
8
How do I build rapport with
my students?
Getting to know your students
will greatly improve your students’
learning experience and will make
your job as a TA more fulfilling and
enjoyable. As a TA, be aware that your
relationship with students must always
be professional. A common phrase
is “though you may be friendly with
students; you are not their ‘friend.’”
There are many simple techniques a
TA may use to build a positive and
encouraging learning environment:
1) Set accessible office hours: Not
all students have the exact same
timetable. If you have two hours a
week set aside for office hours, it is a
good idea to set one hour on one day/
week and the 2nd hour on a different
day of the week. Let students know
they can see you via appointment if
they are unavailable to see you during
your office hours.
2) Be available before, during, and
after the lab to answer any questions.
Arrive at the lab at least 5-10 minutes
early, circulate around the room and
check on student groups as they are
completing the lab in case they have
questions, and stay for a few minutes
after the lab to address any remaining
questions.
3) Learn your students’ names. Ask
for a few volunteers to help with
demonstrations or activities and
throughout this process, learn some
student’s names. During the first few
weeks of lab, you could ask students
Bridges, Vol. 10, No. 1
to write their names on a folded piece
of a paper displayed as a tent in front
of their workstation. For more ideas
on how to learn students’ names,
check out the online learning resource
written by Joan Middendorf, Director
Teaching Resource Center, Indiana
University: http://www.ntlf.com/html/
lib/bib/names.htm.
4) Encourage questions during the lab.
Listen carefully to the question and
acknowledge the person who asked the
question. If it’s a good question, say so.
By providing positive encouragement,
more students will ask questions, which
benefits the whole lab.
5) Provide constructive feedback.
This applies when students ask a
question, or when grading lab reports,
assignments, or exams. Try the
sandwich technique- start by saying
something about what the student has
done well, followed by a suggestion of
what needs to be improved, and then
ending with something positive, e.g.
next steps for what the student should
work on.
(Taken from U of S Teaching and
Learning Guide for Instructors, Section V,
“Teaching in the Laboratory,” p. 40 and
can be adapted to tutorials)
References
1
2
Dr. Seuss, Oh,The Places You’ll Go!, New York:
Random House, 1990.
For more information on icebreakers contact
the Gwenna Moss Centre for an unpublished
handout: “Not Just Cheesy Gimmicks:Why
Icebreakers are Useful in the First Days of Class,”
by Tereigh Ewert-Bauer.
Note: In the U of S Teaching and
Learning Guide for Instructors Sections
III,V, and XII are of particular interest
to graduate students. If you attended
the Fall Orientation to Teaching &
Learning you will have received a
hardcopy of the Guide. If you were
not in attendance you can access a
PDF copy online: http://www.usask.ca/
gmcte/drupal/
Bridges, Vol. 10, No. 1
The Nihewan Foundation and the
Cradleboard Teaching Project:
Dr. Buffy Sainte-Marie at STLHE
by Wenona Partridge, GMCTE
One highlight of the recent STLHE
conference was the closing plenary
delivered by celebrated musician,
artist, activist, and educator Dr. Buffy
Sainte-Marie. Dr. Sainte-Marie earned
a PhD in Fine Arts from the University
of Massachusetts in 19831, holds an
honorary doctorate from the
University of Saskatchewan, and
taught at York University and First
Nations University of Canada2. Her
plenary introduced the Nihewan
Foundation and Cradleboard Teaching
Project in the context of personal
stories and musings that allowed
those in attendance to understand
what motivated her to create the
Foundation. Her background as
a musician shone through in her
performative and largely unscripted
address. She wove together a
rich and entertaining tapestry of
personal narrative, content from the
Cradleboard Project, and political
reflections.
Dr. Sainte-Marie’s Nihewan Foundation,
was created in 1969 to provide student
funding, curriculum development and
teacher training. The foundation initially
sought to address gaps in scholarship
that allowed Indigenous students to
slip through: “In the Sixties in the U.S.,
most funding agencies were unfamiliar
with the actual circumstances of
Native American students, and directed
scholarship grants to obvious ‘frontrow
winners’.”3 From this starting point, the
foundation branched into other areas,
dispelling myths and raising awareness
about Aboriginal culture in both Native
and non-Native communities. One of
these branches is the Cradleboard
Teaching Project.
9
During her address, Dr. Sainte-Marie
focused on the misinformation about
Indigenous People that has been
prevalent in education at all levels. She
spoke of her personal experience with
misinformation through its absence,
when she was told, for example, during
grade school that she could not be an
Indian because “all the Indians were
gone.” These personal stories provide
insight about the path that Dr. SainteMarie has built toward developing
educational resources that aim to fill
this void of misinformation. When
speaking about teaching, Dr. SainteMarie stated that, “You’re giving people
a gift when you educate.” The gift given
by the Nihewan Foundation is one
that supports a vision of Indigenous
People as present, not “gone,” and
in possession of a history that is not
premised on colonial mythologies:
The Nihewan Foundation is dedicated
to furthering the education of not only
Native American students but also
non-Indian people who seldom have
a chance at learning with us or about
us. Public awareness about indigenous
people beyond Indian Country – past,
present, future; domestic and global is an important issue at the Nihewan
Foundation.
Native American people suffer from
being misperceived all their lives. From
childhood through adulthood, the
absence of accuracy in books, television
and movies, combined with a lack of
accuracy in available teaching materials
makes it difficult for non-Indian
people to have accurate perceptions
of their Native American peers. This
results in lack of self identity and self
esteem among indigenous people and
contributes to ill health, school dropout,
and the highest rate of suicide in the
country. 4
www.usask.ca/gmcte
Dr. Buffy Sainte-Marie, STLHE 2011
Dr. Sainte-Marie spoke intermittently
throughout her address about the
Nihewan Foundation’s Cradleboard
Teaching Project, which emphasizes
sensory learning and learning through
practice, rather than memorizing
through reading. The content of the
project is designed to “(turn) on the
lights in public education about Native
American culture - past, present,
and most important for the children
- the Future.” Dr. Sainte-Marie said
during the plenary that, “I started the
Cradleboard Teaching Project because
I am an educator who is in love with
Aboriginal culture.”
Dr. Sainte-Marie noted that one of the
project’s strengths is that it is easily
localized and can work anywhere,
in any cultural context. The project
seeks to build partnerships between
Indigenous and non-indigenous
communities in the hope that
“the positive effect of the distant
partnering will also result in cultural
bridges at the local level, smoothing
the way for good interaction between
Indian and Non-Indian children who
are neighbours.” A further strength
of the project is its availability, since
many of the lessons are posted online
and can, with some exceptions, be
accessed without a membership and
at no cost.
During the plenary, Dr.
Sainte-Marie stated that the
Cradleboard Project seeks
to inspire young Aboriginals
by telling them about their
culture and their history
and giving them a reason
to feel proud rather than
ashamed of or disconnected
from their culture. She
also talked about several
indigenous inventions, the
teaching of which is part of
the Cradleboard Project,
including team sports,
silver dental fillings, and the rubber
ball. These lessons seemed to relate
directly to the absence she had herself
experienced when told as a child that
Indigenous People no longer exist,
which, by implication, told her that
Indigenous People had no place in the
present.
Updated Academic
Courses Policy: A
Key Document for
Instructors
by Jaymie Koroluk, GMCTE
To assist faculty and instructors as
the fall term begins for the upcoming
academic year, here are some
important changes to note regarding
the University of Saskatchewan
Academic Courses Policy.
In July 2011, the Academic Programs
Committee of Council released an
updated Academic Courses Policy.
This policy contains information
for all academic courses at the U
of S, including credit and non-credit
courses; online and distance courses;
spring and summer classes; and
evening classes. We encourage
all instructors to read through
this document, which contains
key information about the
delivery and assessment of
academic courses.
Toward the end of her address, Dr.
Sainte-Marie stressed her mandate
of depersonalising and de-racialising
the wrongs of colonialism, which she
claims are the result of bad leadership.
She spoke about the weight of guilt
and bitterness and the caution one
This is a comprehensive policy that
must exercise in approaching those
supersedes a number of previous
emotions, saying that one should “Take University documents, including the
the guilt and bitterness in your life,
• April 2009 Academic Programs
let it dry out, and you can use it like
Committee Examination
fertilizer. But don’t use it when it’s
Regulations
wet. And don’t use it as makeup. Don’t
•
The April 2001 Academic
make your identity out of it.”
Programs Committee policies for
final grades reporting
References
• January 2001 Academic Programs
1.
Committee retroactive withdrawal
http://archives.cbc.ca/society/native_issues topics/3627/
policy
2.
http://www.thecanadianencyclopedia.
• September 1986 University of
com/index.cfm?PgNm=TCE&Params=U1AR
Saskatchewan Grading Policy
TU0003082
3.
http://www.nihewan.org/history.html
4.
http://eee.nihewan.org/public.html
(Academic Courses Policy
September 2011)
Every instructor should review the
entire policy, but we would like to
draw your attention to the first part
of the document, which is concerned
with course delivery.
10
Bridges, Vol. 10, No. 1
The Course Syllabus
Your course outline is an important
document since it communicates
expectations and lets students know
what will happen throughout the
term. Taking the time to create a
comprehensive course outline will
help you stay organized too. Most
departments on campus require
that you submit your course outline
for approval before the term starts.
Ensure that you are aware of any
departmental/college policies regarding
course outlines.
When the term begins, it is important
to devote some time in class going
over the course outline with your
students and ensuring that their
questions will be answered.
The U of S Academic Courses Policy
includes a section on course syllabi.
All course outlines at the University
of Saskatchewan must include the
following information:
• Learning objectives for the course
• Type and schedule of assignments
with due dates, and relative marking
weight
• Procedures for dealing with missed
or late assignments or examinations
• Attendance expectations
• Participation expectations
• Contact information and availability
for consultation
• Information about academic
misconduct and appeal procedures
• Course website address (if used)
Be sure to check with your
department about any
additional requirements.
Contact hours and availability
of instructors
Another important aspect of course
delivery is your availability to students.
Bridges, Vol. 10, No. 1
According to the Academic Courses
Policy, in a “traditional,” face-to-face,
3-credit course, you can expect
approximately 39 hours of direct
lecture time, with an equivalent
amount (another 39 hours) of contact
time for individual consultations, and/
or tutorial sessions. In your course
outline, you need to let your students
know how and when they can contact
you. This contact can take a number of
different formats, including face-to-face
meetings, email responses, telephone
calls or online meetings using video or
audio conferencing software like Skype
or Elluminate.
It is also good practice to include an
indication of how quickly students
can expect to receive an email
response. In a world of instant, 24hour communication, it is important
to include some guidelines. Many
instructors give a timespan of 48 hours
–this would give you a reasonable
amount of time to respond, and if by
chance you lose track of a message,
students may send you a reminder.
Where to get help
Preparing for the academic year is
a busy time, and it’s important to
remember that there are resources to
help you:
Your peers – Get someone you know
to read through your course outline.
This can be almost anyone, from a
friend who is unfamiliar with your
subject area (which is a great way
to get the student perspective) to a
faculty member in your department
experienced with departmental
and University procedures. Careful
proofreading can help you catch
mistakes and ensure that the
document is clear and easy to read.
encourage all faculty members to
register for and attend our Fall
Orientation to Teaching & Learning
on August 29-31, which covers a
variety of things to prepare you for
the upcoming year, including a session
on writing course outlines. For more
information and to register, please visit
our website at http://www.usask.ca/
gmcte
The Academic Courses Policy for
September 2011 is available on the
Academic Programs Committee of
Council website at:
http://www.usask.ca/university_
secretary/council/Academic%20
Courses%20policy%20July%202011.pdf
“Teaching for creativity
involves asking openended questions where
there may be multiple
solutions; working in
groups on collaborative
projects, using imagination
to explore possibilities;
making connections
between different ways of
seeing; and exploring the
ambiguities and tensions
that may lie between
them.”
Sir Ken Robinson, Out of Our
Minds: Learning to be Creative
b
The Gwenna Moss Centre – As always,
we are here to help. We do provide
individual consultation, and we also
11
www.usask.ca/gmcte
Teaching
Award News
go to http://www.usask.ca/ulc/lc/about/ Therapy); Erin Beckwell (U of R); and
contact.
Darlene Scott (SIAST), won this year’s
Alan Blizzard Award. Congratulations
The University of Saskatchewan
to all. The deadline for the 3M Award
Students’ Union offers awards as well. is August 31st, and the Alan Blizzard
by Corinne Fasthuber, GMCTE
Their website, http://www.ussu.ca/
deadline is mid-January.
excellenceawards/index.shtml, lists the
Sandra Bassendowski from the
current and past recipients of these
Hopefully, you were aware that the
College of Nursing was the recipient
awards. Please contact them directly to Gwenna Moss Centre hosted a very
of this spring’s Master Teacher Award. find out what their deadlines are:
successful STLHE conference this
Congratulations, Sandra! Deadlines for
Phone: 966-6960
past June. Countless volunteers and
nominations for the Master Teacher
Email: contactus@ussu.ca
staff helped to make it one of the
Award are mid-February and August
best conferences on record. I think
1st each year.
Other awards of particular interest,
our western hospitality helped a bit,
but which are not affiliated with the
too. The Centre offers a sponsorship
Deadline for nominations for the Sylvia University of Saskatchewan, are the
program to attend the Society for
Wallace Sessional Lecturer Award is
3M Fellowship Award and the Alan
Teaching and Learning in Higher
mid-November.
Blizzard Collaborative Projects Award. Education (STLHE) annual Conference.
This year our University was fortunate
The Provost’s College Awards for
to have a winner for each award. Fred For more information on this and
Outstanding Teaching, Provost’s Award
Phillips, from Accounting won a 3M
all of the above awards, please go
for Excellence in Aboriginal Education,
Fellowship Award, and the team of:
to our website: http://www.usask.
International Teaching, Innovation in
Nora McKee, Marcel D’Eon and
ca/gmcte/awards.
Learning and the Outstanding New
Krista Trinder (College of Medicine);
Teacher Award, and the Outstanding
Jane Cassidy
Graduate Student Teacher Award
and Doreen
all have a nomination deadline of
Walker (College
February 1st.
of Pharmacy and
Nutrition); Pat
Deadlines for nominations for the
Provost’s Prize for Innovative Practice Wall and Peggy
MacLeod (College
in Teaching and Learning and the
Transforming Teaching is a one-term course for “newer”
Provost’s Project Grant for Innovative of Nursing);
faculty members who are interested in exploring, with
Megan O’Connell
Practice in Teaching and Learning in
their peers, the principles, skills, and issues in higher
(Arts and
August 31.
education teaching.
Sciences - clinical
psychology);
The deadline for submissions for
Instructional Skills I: For Graduate Students is a new
Peggy Proctor and
the Learning Communities Award
one-term, 10-week course that introduces graduate
Arlis McQuarrie
is the end of November. For more
students with no prior teaching experience, to basic
(School of Physical
information on this particular award,
theories and skills for classroom teaching. This course
prepares graduate students for their first teaching
assignments.
GMCTE Fall Teaching
Courses for Faculty and
Graduate Students
GSR 989: Introduction to University Teaching is a twoterm course that delves into teaching theory, philosophy,
and skills. Applicants must have completed their first
year of graduate school, and must have prior teaching
experience.
For more information on these courses and
registration details please visit
www.usask.ca/gmcte/course
Fred Phillips, Edwards School of Business, 3M Fellow, STLHE June 2011
12
Bridges, Vol. 10, No. 1