April
2002
No.1
January
2007,Vol.1
V o l . 5 No.1
Reflecting the Scholarship of
In This Issue
Update: University
Learning Centre
Teaching for
Transformation: From
Learning Theory to
Teaching Strategies
Above and Beyond:
University of
Saskatchewan Master
Teachers
Teaching for Critical
Thinking
McGraw-Hill Ryerson
28th National
Conference, November
2006 hosted
by the U of S
The Creative Commons
Ever Thought of
Using an Editor?
Teaching and Learning at the
University of Saskatchewan
“What’s in a name? That which we call a rose
By any other word would smell as sweet.”
--William Shakespeare
From Romeo and Juliet (II, ii, 1-2)
Things have changed at the GMTLC and with this change has come many new activities which are all
linked to making the University Learning Centre (ULC) a reality. This is exciting news as it will make
our Teaching Centre an integral part of the wonderful new services and programs that will happening in
the new year for both students and faculty.
In this issue Jim Greer , Director of the ULC, gives readers an update on progress to date in organizing
and planning the new University Learning Centre. We are happy to announce that The Gwenna Moss
Teaching & Learning Centre will now be called The Gwenna Moss Centre for Teaching Effectiveness.
This name change is part of the process of the Gwenna Moss Centre becoming integrated into the
new University Learning Centre. Our offices are now located in Murray Building, Room 50. The new
space is very close to our old office space. This move allows our centre to grow with more staff and
new programming being planned for instructors at the U of S. Please watch for announcements at
the University Learning Centre web site (www.usask.ca/ulc) and at The Gwenna Moss Centre website
(www.usask.ca/gmcte).
Our main article was suggested by a great friend of the Centre, John Thompson, Professor Emeritus,
Sociology, St. Thomas More College. We are grateful to Kelly McGonigal, Ph.D., Stanford University, Palo
Alto, California, for granting us permission to reprint his article on “Teaching for Transformation: From
Learning Theory to Teaching Strategies”. This article follows up on themes about student engagement
that were presented at the recent national conference sponsored by McGraw-Hill Ryerson and hosted
by the U of S: The 28th National McGraw-Hill Ryerson Teaching, Learning & Technology Conference:
Engaging Students: Inspiring Learner Engagement and Success. Resources from this event such as video
of the keynote presentations by Ken Bain and Christopher Knapper are available online for U of S
instructors with a link from our website.
Other articles include:
t “Teaching for Critical Thinking” by Kim West, Program Coordinator, The Gwenna Moss Centre
for Teaching Effectiveness, (GMCTE) t a review of the “Creative Commons”, an online resource, by
Tereigh Ewert-Bauer, Program Coordinator, GMCTE, t “Ever Thought of Using an Editor?” by Perry
Millar, CCDE, t an overview of the recent national conference on student engagement by Christine
Anderson Obach, Program Coordinator, GMCTE, t and a short report on Master Teachers who
recently received the Centennial Medal from the province of Saskatchewan, by Corinne Fasthuber,
Assistant, GMCTE.
As always we hope you benefit from the articles in this issue and we also encourage you to submit your
own teaching tips and ideas to Bridges. We look forward to seeing you at our upcoming workshops,
Teaching Development Days, scheduled for this term — January 2007. Full information will be available
soon so please visit our web site at www.usask.ca/gmcte to get information and register online.
Christine Anderson Obach
Program Coordinator, Editor, Bridges
Bridges , Vol. 5, No. 1
The Gwenna Moss Centre for Teaching Effectiveness
50 Murray Building • 966-2231
January, 2007
Vol. 5 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 Instructional Development Offices in Canada, and some
beyond.
It is freely available on the world
wide web through 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
Phone (306)966-2234
Jim.Greer@usask.ca
Christine Anderson Obach
Program Coordinator
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
Update: University
Learning
Centre
Jim Greer, Director, University Learning Centre, and
The Gwenna Moss Centre for Teaching Effectiveness
Since assuming
the leadership of
the Gwenna Moss
Centre in July
2006, we have had
a flurry of activity
and several new
initiatives are now
underway. The
Centre is a constant buzz of activity our staff members are busy developing
and delivering programming to
promote better teaching and learning.
With the renewed emphasis on
teaching and learning across the
University of Saskatchewan this year,
associated with the recent creation of
the new University Learning Centre
and the forthcoming Foundational
Document on Teaching and Learning,
more events have been undertaken.
The Provost’s Series on Teaching and
Learning has resulted in more than
a dozen events throughout the fall,
with the highlight being the National
Conference on Exemplary Teaching
co-sponsored by McGraw Hill. In
addition, many departmental and
college events are associated with
the series. The Centre’s own Teaching
Development Days have continued as
well, resulting in even more possible
activities for faculty and instructors to
take in. The good level of participation
by members of the campus community
demonstrates that there is an appetite
for many of the topics, issues and
techniques presented.
Our successful GSR989 course on
University Teaching for graduate
students continues to attract large
numbers of registrants, with two 30student sections being offered this
year. Our new online course called
“Transforming Teaching” is being
offered from December/06 through
May/07 and many new faculty at the
University are attending virtually.
This course grapples with issues
that all university instructors face
and helps prepare instructors with
strategies to improve teaching, with
ways to document and produce
evidence for teaching effectiveness,
and with opportunities to learn
from experiences of award winning
teachers. We are taking steps to
re-institute our faculty teaching
consultation program in the next few
months. We hope to augment that
initiative with some new exciting
concepts like “teaching squares”
and “mentoring groups” being tried
elsewhere. This term we also intend to
develop a traveling workshop that can
be taken to colleges and departments
to acquaint faculty with the new
instruments for evaluating teaching
(such as SEEQ) and to demonstrate
how student teaching evaluations can
have a positive impact on courses.
And if this is not enough, we have
moved and changed our name! A bit
like getting married, these changes
are associated with the Gwenna
Moss Centre’s new affiliation with the
University Learning Centre. Our new
official name is “The Gwenna Moss
Centre for Teaching Effectiveness”. So
the GMTLC will be changing to the
GMCTE. Our new location is now
in Room 50 of the Murray Building,
beside the Main Library. We expect
to have an opening celebration - so
watch for the announcement!
Bridges , Vol. 5, No. 1
Teaching for Transformation:
From Learning Theory to Teaching Strategies
Kelly McGonigal, Ph.D.
Department of Psychology, Stanford University
Reprinted with permission from “Speaking of Teaching” Newsletter, Vol 14. No.2 , Stanford University
N
o matter what you teach, you
face the challenge of bringing
students from point A – what they
currently know – to point B – the
learning goals of a course. In many
courses, the distance between points
A and B is huge, and the path is not
obvious. Students must not merely
acquire new skills and information,
but radically transform their approach
to thinking and learning. This article
explores theories and teaching
strategies that address this universal
teaching challenge.
The Challenge
Even though students may have no
experience in your class or your
field, they enter your classroom
with a long history of academic
training and life experience. For this
reason, presenting new information
is not enough to guarantee optimal
learning. Students must recognize the
limitations of their current knowledge
and perspectives. This means that you
cannot simply unload your knowledge
on students. What is required is a true
transformation of students’ existing
knowledge.
one, instructor-approved, “correct”
interpretation. This new approach must
replace the approach that students
have learned, practiced, and been
rewarded for. In the social sciences,
instructors often have the difficult job
of helping students unlearn “common
sense” beliefs that may be common,
but unjustified. In all of these cases,
students’ previous knowledge must
be completely revised, not merely
augmented.
Transformative learning requires an
environment that encourages and
rewards intellectual openness.
Transformative Learning Theory
Transformative learning theory
(see Mezirow, 1997) addresses this
common teaching challenge. The
theory describes the conditions and
processes necessary for students
to make the most significant kind of
knowledge transformation: paradigm
shift, also known as perspective
transformation. Mezirow (1991, p. 167)
describes perspective transformation
Instructors from all fields face
as:
this challenge. In the sciences
...the process of becoming
and mathematics, it is common
critically aware of how and why
for students to have learned an
our assumptions have come to
oversimplified definition or approach
constrain the way we perceive,
in high school. Students making the
understand, and feel about our
shift from classical to modern physics,
world; changing these structures
for example, cannot simply layer new
of habitual expectation to
information onto old understanding.
make possible a more inclusive,
In the humanities, students may for
discriminating, and integrating
the first time be asked to develop
perspective; and finally, making
original interpretations of texts, or
choices or otherwise acting upon
consider conflicting interpretations
these new understandings.
of texts, instead of seeking the
Bridges , Vol. 5, No. 1
Transformative learning is in clear
contrast to the more common
process of assimilative learning – the
kind of learning that takes place
when students simply acquire new
information that can easily fit into their
pre-existing knowledge structures.
While some college-level courses are
aimed at assimilative learning, most
courses require at least some level of
transformative learning.
According to transformative learning
theory, paradigm shift/perspective
transformation is the result of several
conditions and processes:
1) An “activating event” that
exposes the limitations of a
student’s current knowledge/
approach.
2) Opportunities for the student
to identify and articulate the
underlying assumptions in the
student’s current knowledge/
approach.
3) Critical self-reflection, as the
student considers: Where did these
underlying assumptions come
from? How do these assumptions
influence or limit understanding?
4) Critical discourse with other
students and the instructor, as the
group examines alternative ideas
and approaches.
5) Opportunities to test and apply
new perspectives.
When these processes occur, students
are more likely to revise their
underlying assumptions, adopt a new
paradigm, and be able to apply this new
paradigm (Cranton, 2002).
Transformative learning theory
also recognizes that changing
one’s perspective is not a merely
rational process. Being forced
to consider, evaluate, and revise
underlying assumptions can be an
emotionally charged experience.
Students have successfully used
their current paradigms to excel in
school and understand the world.
They may reasonably be reluctant
to abandon what they believe is the
right way to think, create, and solve
problems. Resistance to perspective
transformation is common, even
among students who are motivated
to learn (Illeris, 2003). For this reason,
thinking, and the possible limitations of
their understanding:
• Understand your students’
backgrounds. To create an effective
critical event, you must anticipate
what students believe and know.
Invest some time at the beginning
of each quarter to learn about
students’ backgrounds. In addition
to basic classroom interactions,
anonymous pre-tests, surveys,
and early graded or non-graded
assignments can all be effective
tools.
• Provide conflicting viewpoints.
Conflicting perspectives can
motivate students to examine their
own perspective.You can provide
these viewpoints in readings or the
classroom.
• Create a disorienting dilemma.
Specifically challenge what students
believe.You can do this with a case
study, quote, experiment, picture,
demonstration, or story that does
The instructor must strike a careful
balance between support and
challenge.
instructors who wish to facilitate
transformative learning must create
an environment that encourages and
rewards intellectual openness (Taylor,
1998).
Teaching Strategies
The content of your teaching will
necessarily make some strategies more
suitable than others, but instructors
of any field can make intentional use
of transformative learning theory.
Below, we consider strategies for each
process involved in transformative
learning.
The Critical Event
The critical event can be anything that
triggers students to examine their
not fit their expectations. The goal
is to confuse and intrigue students,
which can increase their motivation
to learn whatever you will be
presenting in class.
• Set students up for failure. Failuredriven approaches to teaching
recognize that students are most
motivated to learn when their
current knowledge is insufficient
to solve an interesting problem.
When students reach a problemsolving “impasse”, they should
recognize that new information,
or a new approach, is needed.
It is not enough to simply hand
students an unsolvable problem;
you must convince them that the
impasse can be resolved, and create
conditions that encourage their
success. Instructors can present
the “missing piece” in many ways,
from simple explanation, to helping
students derive an idea or approach
themselves.
Identifying Current Assumptions
The best strategies for helping
students identify their current
assumptions all require that students
explain their thinking:
• Use a critical questioning
technique. Ask students to explain
their reasoning, and the reasons
behind their reasoning. Help
students identify their assumptions
by offering counter examples,
alternative scenarios, or alternative
perspectives.
• Ask students to make a prediction
about an experiment, event, or
procedure. Have students explain
their predictions, in discussion or
as a quick written exercise. This
can be particularly effective when
the actual outcome will provide a
disorienting dilemma.
• Have students talk through
their thinking or problem-solving
strategy. This is particularly helpful
if you use a failure-driven approach
as the critical event. Give students
a challenging question or problem,
and have them talk through the
thought process. This can be done
with partners, small groups, or
direct interaction between student
and instructor.
•Ask students to evaluate a specific
position, solution, or reading, and
justify their critique. This can be
done as a small group discussion
or as a written assignment. If you
provide conflicting readings or
alternative solutions, ask students
to defend one and provide in-depth
reasoning. Follow-up with class
discussion.
Bridges , Vol. 5, No. 1
Encouraging Critical Reflection
Transformational learning is both a
social and solitary process (Taylor,
1998). The most solitary part of
transformational learning is critical
reflection, which requires that students
privately examine their current
assumptions. Critical reflection is likely
to occur outside of the classroom, as
the student absorbs and integrates
what happened in the classroom.
Writing assignments are an excellent
way to invite students to engage in
solitary reflection:
Push too hard and students resist:
push too little and the opportunity
for learning quickly fades.
What people and events triggered
this change?
Encouraging Critical Discourse
Critical discourse is the most social
aspect of transformative learning. Create
opportunities for students to reflect
through conversation:
• Ask students to keep a class
journal of questions, observations,
and experiences. Encourage students
to keep track of “A-ha!” moments
(when they suddenly understand
a new concept or viewpoint), as
well as conflict and confusion. To
encourage participation, you can give
students five minutes at the end of
each class to write in their journals.
Have students turn the journal in, or
exchange journals with a classmate,
at various times in the quarter.
• Ask students to respond to a
specific class experience or reading.
Provide a set of semi-structured
questions to guide their reflection.
For example: What surprised you,
and why? How does this experience/
reading conflict with your previous
experience or understanding of
_______? Does this experience/
reading change how you think about
_________?
• Ask students to create a
“perspective history” timeline. For
any given topic, from critiquing
art to analyzing the ethics of
business, ask students to reflect
on life experiences and academic
experiences that have influenced
their current perspectives. When
was the first time they remember
forming an opinion about this topic?
What people and events shaped
their assumptions? Have they
changed perspectives over time?
Bridges , Vol. 5, No. 1
comparison, and integration of ideas,
readings, or approaches.
Giving Students an Opportunity to Test a
New Paradigm or Perspective
For transformational learning to move
from thought to action, students need
opportunities to apply new knowledge
(Taylor, 1998). Create activities and
• When you introduce a new strategy,
assignments that empower students
concept, or paradigm in class,
to apply new approaches with a high
ask students to analyze the new
likelihood of success:
approach and compare it to their
previous assumptions.You can lead
• Return to the disorienting dilemma
the discussion yourself, or break the
or failure-driven exercise, and have
class into small groups for analysis or
students approach it with their new
discussion.
knowledge.
• Make time during class for more
• Give students one problem
extended periods of discussion
or assignment, and ask them
and debate. Not all discussion is
to approach it with multiple
critical. For example, transformative
perspectives or problem-solving
learning is unlikely to occur
approaches.You can assign different
when you allow students to use
approaches/perspectives to specific
discussion to reinforce their existing
students, and discuss the varying
perspectives, or persuade others of
outcomes in class, or ask students
their viewpoint. All students need to
to tackle the same assignment more
have their assumptions respectfully
than once.
challenged.You can invite a student
• Create classroom exercises, such
to play Devil’s Advocate – challenging
as role-playing or debates, that give
everyone’s assumptions - or you can
students the opportunity to try on
play the role yourself.You can also
new perspectives.
ask students to explain and defend a
• Ask students to observe and
viewpoint they disagree with. This will
interpret events, experiments,
challenge students’ thinking habits
readings, or experiences, using
and bring to the discussion points
their new knowledge. Journals,
that might not otherwise have been
assignments, online discussions,
raised.
and exams can all be used for this
• Keep the conversations going
purpose.
outside of the classroom. Online
Fostering Intellectual
discussion boards or email lists
provide an opportunity for students Openness
to continue challenging assumptions For transformative learning to
occur, the instructor must strike a
and considering new perspectives.
careful balance between support and
• Group projects or study groups
challenge. Trust among students and
can encourage small-group critical
the instructor is especially important
discourse, especially when the
in any course that uses writing and
assignment involves analysis,
discussion as a primary strategy
for critical reflection and discourse.
On the other hand, Cranton (2002,
p. 66) argues that while student
empowerment and support are
important, an “environment of
challenge” is the central ingredient
for transformative learning.
Students must have their beliefs
and assumptions actively challenged.
Boyd and Myers (1998) recommend
that instructors practice “seasoned
guidance” and “compassionate
criticism”. Push too hard, and
students resist; push too little, and
the opportunity for learning quickly
fades. To be an agent of change,
you must understand the process
of change, and provide both the
catalyst and support necessary for
transformative learning.
Bibliography
Boyd, R.D., & Myers, J.G. (1988).
“Transformative Education”
International Journal of Lifelong
Education, 7, 261-284.
Cranton, P. (2002). “Teaching for
transformation.” New Directions of
Adult and Continuing Education, 93,
63-71.
Illeris, Knud. Towards a contemporary
and comprehensive theory of
learning. International Journal of Lifelong
Education, 2003, No. 22, 396-406.
Mezirow, Jack. Transformative
Dimensions of Adult Learning. San
Francisco: Jossey-Bass, 1991.
Mezirow, Jack. Transformative
Learning: Theory to Practice. New
Directions for Adult and Continuing
Education, 1997, 74, 5-12.
Taylor, Edward. W. “The Theory and
Practice of Transformative Learning:
A Critical Review.” Information Series
No. 374. Columbus, OH: ERIC, 1998.
Above and Beyond:
U of S Master Teachers
Corinne Fasthuber, Assistant, GMCTE
As all of you are
1. Jim Greer, Department of
aware of, The UniComputer Science, 1998
versity of Saskatchspring winner
ewan’s most presti2. Michael Hayden, Department
gious teaching award
of History, 2000 spring winner
is the Master Teacher
3. Mel Hosain, Department of
Award, presented
Civil Engineering, 1988 fall
twice yearly at spring
winner
and fall convocation.
4. Taylor Steeves, Department of
The first award was presented to Roy
Biology, 1990 fall winner
Crawford, College of Agriculture, in
5. Henry Woolf, Department of
1984. A large oak plaque hangs proudDrama, 1994 spring winner
ly on a wall at The Gwenna Moss
Centre with the names of subsequent The Gwenna Moss Centre for Teachwinners, 46 in total.
ing Effectiveness would like to take
this opportunity to applaud all 37
This award in itself is very rewarding, recipients, with special kudos going to
exciting, and fulfilling to the recipithe five Master Teachers!
ents, as it recognizes their remarkable
teaching achievements at our univerMaster Teacher Award
sity.
2005 was the 100th anniversary of
Saskatchewan’s entrance into Canadian Confederation. In celebration
of this, a Commemorative Medal for
the Centennial of Saskatchewan was
created, which recognizes individual
contributions to the community and
to the province through leadership,
voluntarism, community involvement
and outstanding personal achievements. Approximately 4,000 metals
were produced.
At a ceremony held
February 17th, in
Convocation Hall, 37
deserving recipients
received this metal,
with five being past
Master Teacher
Award winners. The
names of those five
are:
Information
The University of Saskatchewan recognizes
teaching as one of its primary functions, and
it expects its faculty members to strive for
excellence in teaching and learning. Faculty
invest in their teaching so our students can
receive a rich and satisfying educational
experience in an academically vibrant learning environment. The University wishes
to encourage investment in outstanding
teaching and the MTA provides one tangible
acknowledgement of exceptional pedagogy
at the U of S. .
Eligibility: All members of faculty currently
employed on a full or part time basis.
Nominations: Nominations may be made
by students, alumni, faculty, departments or
colleges. Full information on the nomination
process is available online at http://www.
usask.ca/gmcte/awards/masterteacher.php
Bridges , Vol. 5, No. 1
Teaching for Critical Thinking
Kim West, Program Coordinator, The Gwenna Moss Centre for Teaching Effectiveness
“The aim of education is to teach us how to think—Not what to think.”
- bell hooks, Teaching to Transgress
While critical
thinking is often
cited among goals
for effective teaching
in higher education
it is a somewhat
ambiguous concept.
Some teachers define critical thinking
as a student’s ability to reason through
the logic of his/her discipline. Others
claim that critical thinking is getting
students to ask questions about their
thinking. Most agree that teaching
critical thinking involves teaching
students to deeply examine why they
think the way they do.
analysis, then teaching for critical
thinking should provide opportunities
for reflection within a framework
that is designed to specifically define
and assess critical thinking skills (de
Sanchez 1990). Ideally, then, teaching
for critical thinking should be a multifaceted approach that gives students
opportunities to reflect and practice
critical thinking and to be assessed
and graded on these skills.
Teaching for critical thinking involves
questioning one’s beliefs and values
about being an educator, assessing
the factors considered when making
decisions about one’s teaching goals
Even more ambiguous are the skills
and approach, and considering the
that are required for students to
implications and consequences of
reflect on and examine why they
one’s educational practices and
think the way they do. Some teachers assessment strategies (Table 1). Some
define these skills as the ability to
university educators claim that by
examine habitual patterns of thought, virtue of their graduate degree, they
logic, and reasoning (whether one’s
have acquired and modeled the critical
own or the patterns of our respective thinking skills necessary to their
disciplines) while others dig deeper,
discipline (Schafersman 1991). While
asking students to question the factors this assumption is fundamentally
that they consider when forming
true (most people who have earned
beliefs or making decisions as well
graduate degrees understand the
as assessing the implications of their
logic of their disciplines), teaching
thoughts or actions (Nosich 2005).
critical thinking also means assessing
This process involves reflection,
why critical thinking is relevant to
the critiquing of personal biases,
one’s discipline, including which skills
assumptions, prejudices, and/or
students should learn and why.
misconceptions, and seeking out
multiple perspectives that are in
Table 1: Teaching For Critical Thinking
opposition to one’s own (Paul 1990).
Questions To Ask Yourself
• Am I a critical thinker? Why
For teachers, there can be an
or why not?
additional sense of uncertainty around
• What does a critical thinker in
the type of instruction that best
my discipline do?
facilitates critical thinking. For some,
• Why is critical thinking
teaching for critical thinking is simply
important to my discipline?
engaging students by asking questions
• How does an educator model
or encouraging dialogue. If our goal
critical thinking activity?
is to facilitate reflection and critical
• What educational practices
Bridges , Vol. 5, No. 1
•
•
•
•
•
•
•
encourage/discourage critical
thinking?
How much of my education
emphasized “teaching as
telling?”
How do I seek out multiple
perspectives or ways of
thinking?
How does what I teach fit
into the overall curriculum of
my college/department?
How do I teach students to
become critical thinkers?
What critical thinking skills do
I want my students to learn?
Are these general skills or are
they discipline-specific?
How does critical thinking
relate to a student's overall
learning experience?
How do I assess and evaluate
critical thinking skills?
Teaching for critical thinking also
involves responding to the type of
learning that typically takes place in
institutions of higher education. In
many cases, teaching is didactic in
nature, where the teacher's role is
to tell and the student's role is to
listen. Didactic instruction leads to
superficial levels of understanding
because students are taught (told)
what to think, rather than how
to think. In contrast, dialogical
instruction informs critical thinking
because it asks students to express
their views to others and to test
other views in comparison to their
own (Paul 1990). Perhaps the most
well known example is Socratic
questioning, where teachers respond
to answers from students with further
questions. Instead of focusing on the
answer, Socratic dialogue emphasizes
the reasons underlying what is said
or contributed, and the implications
of the assertions. Disciplinespecific approaches for teaching
critical thinking include case studies,
cooperative learning techniques
(Grossman 1994), and inquiry-based
learning (King 1995). In an online
context, structured oral discourse may
facilitate critical thinking (Garrison,
Anderson, and Archer 2000).
helps teachers determine the type
of instruction that best facilitates
the types of critical thinking skills
important to their discipline. Lastly,
teaching for critical thinking involves
approaches that are different from
traditional teacher-centred forms
of education, and therefore involves
responding to distinctive student
needs.
Most approaches to teaching critical
thinking are in contrast with didactic
instruction where higher order critical
thinking skills (analysis, synthesis,
and evaluation; Bloom 1956) are
not evaluated as part of academic
performance. As a result, many
students are apprehensive about
critical thinking. It is important,
therefore, to assess the level of
student's critical thinking skills at the
beginning of a class, as well as how
students perceive critical thinking.
Guidelines to outline expectations
along with examples of necessary
critical thinking skills should be
provided. Teachers who relay their
thinking aloud as they write an essay,
or solve a problem in class promote
valuable insight about the way a
professional thinks and reasons within
their own discipline, and establish
credibility for focusing on critical
thinking skills. Since critical thinking
requires students to think differently
about their views, assumptions, and
perspectives, or those of the discipline,
(Brookfield 1987), teachers must
be prepared for strong feelings, and
possibly conflict, during discussions. It
is important to create guidelines for
classroom conduct as well as to foster
an attitude where students’ comments
are not only encouraged but are truly
appreciated and valued.
References
Bloom, B. S., Jr. (1956). Taxonomy of
educational objectives: Handbook I. The
cognitive domain. New York: McKay.
Teaching for critical thinking would
involve a lesser degree of ambiguity
if teachers first assess what it means
to be a critical thinker, what skills
they want students to learn, and
why. Clarifying goals and objectives
Paul, R. (1990). Critical thinking. What
every person needs to survive in a rapidly
changing world. Edited by A.J.A. Binker.
California: Center for Critical Thinking
and Moral Critique.
Brookfield, S.D. (1987). Developing
critical thinkers: Challenging adults to
explore alternative ways of thinking and
acting. San Francisco: Jossey-Bass.
de Sanchez, M.A. (1995). Using critical
thinking principles as a guide to
college-level instruction. Teaching of
Psychology, 22(1): 72-75.
Garrison, D.R., Anderson, T., and
Archer, W. (2000). Critical inquiry in
a text-based environment: Computer
conferencing in higher education. The
Internet and Higher Education, 2(2-3),
87-105.
Grossman, R.W. (1994). Encouraging
critical thinking using the case study
method and cooperative learning
techniques. Journal on Excellence in
College Teaching, 5(1), 7-20.
King, A. (1995). Inquiring minds really
do want to know: Using questioning
to teach critical thinking. Teaching of
Psychology, 22(1), 13-24.
Nosich, G.M. (2005). Learning to
think things through. A guide to
critical thinking across the curriculum.
(Second edition). New Jersey: Pearson
Education, Inc.
Schafersman, S.D. (1991). An
introduction to critical thinking.
Retrieved October 6, 2006 from
http://www.freeinquiry.com/criticalthinking.html.
“Evolving Scholarship”
Conference
The Society for Teaching
and Learning in Higher
Education
(STLHE)
June 13 - 16, 2007
University of Alberta,
Edmonton, Alberta
For more information please go to
http://www.mcmaster.ca/stlhe/events/
national.html
**********************
The University of Alberta, Edmonton,
Alberta, will be your host for the Society
for Teaching and Learning in Higher
Education (STLHE) 2007 conference.
The theme of the conference is
“Evolving Scholarship”.
This theme captures the current
national focus on the scholarship of
teaching and appeals to all STLHE’s
groups including faculty, 3Ms, Teaching
Fellows, administrators, graduate and
undergraduate students.
Various perspectives on the scholarship of
teaching that will be encouraged include:
• The scholarship of teaching and
learning Integrating research,
teaching and learning
• Administrative recognition and
support of teaching and learning
• Formal programs to enhance
teaching and learning
• Infrastructure to support
teaching and learning
• Experiential teaching and learning
Students today need different skills from
students who attended university in the 1990s;
they may need to remember less fact, but they
also need a better-developed ability to access
and manipulate information and to explore
entirely new ideas. Also, the scholarship of
teaching has changed. We recognize that we
now know a great deal more about how
students learn, and a good professor will
incorporate those findings into their teaching.
Faculty Development and Offices of Education
are also of interest to the Society. All these
aspects are covered under the theme of
“Evolving Scholarship”.
Bridges , Vol. 5, No. 1
McGraw-Hill Ryerson 28th National Conference on
Teaching, Learning and Technology
Exemplary Teaching: Inspiring Learner
Engagement and Success — November 1-3, 2006
Christine Anderson, Program Coordinator, GMCTE
On November 1-3, 2006, The Gwenna Moss
Centre was pleased to be involved with the
planning and coordination of the McGrawHill Ryerson National Teaching, Learning,
and Technology Conference hosted by the
University of Saskatchewan. This conference
was a key event in the Fall 2006 Provost’s
Series on Teaching & Learning.
inspirational and informative. Dr. Bain’s talk
focused on what strategies help teachers
create stimulating learning environments for
their students. Dr. Bain presented some of the
on a real responsibility for their learning. His
main focus was on ways to encourage students
to “apply effort and energy to make things
go”. His methods engage learners and lectures
become a “crucible” for facilitation, rather than
simply knowledge transfer.
The conference included 35 concurrent
sessions from speakers across Canada on a
The purpose of the conference was to bring
diverse collection of topics such as critical
together faculty, students, and staff to discuss
thinking, methods to engage students in
exemplary practices in creating engaged and
learning, online learning, teaching students with
vibrant teaching and learning environments
disabilities, teaching large classes, combining
Ken Bain, Christopher Knapper, Todd Nickle
as well as articulating ways to demonstrate
teaching and research, active learning, and
teaching proficiency and student success.
many different pedagogical approaches. These
major ideas emerging from his 15-year study
of college professors who have had enormous sessions were well received and participants
Over 270 registrants participated in the
were able to find topics of interest during all
conference, with impressive attendance from U success in helping and encouraging their
the allotted times.
students
to
achieve
remarkable
learning
results.
of S instructors plus excellent representation
His
key
message
concentrated
on
the
way
from various Canadian universities and colleges.
It was a marvelous opportunity for our faculty
in which we understand human learning and
and instructors to hear from the keynotes
Pre-Conference activities were held on
theories on how humans learn. Even though
and also from all the presenters different
November 1st with two tracks, Service
Dr. Bain’s presentation was virtually presented
ways to engage students. New technologies
Learning and Video Streaming as a Tool for
by live video-link it felt like he was in the
Teaching and Learning. The guest speaker
room with us. (Dr. Bain’s book “What the Best were demonstrated by the conference
on Service Learning was Rachel Thibeault
College Teachers Do” is available to loan from sponsors: Apple, Cisco Systems, Desire2Learn,
eInstruction, the Institute for the Advancement
from the University of Ottawa who spoke
The Gwenna Moss Centre library.)
of Teaching in Higher Education (IATHE), The
on ”Community Service Learning and the
Learning Edge, and McGraw-Hill Ryerson. A
Training of Global Citizens”. Phaedra
The second keynote speaker Christopher
special thank you to Pauline Melis and Ginny
Hitchings and David Peacock from the U of
Knapper, Queens’ University, was also well
Cherepacha for their hard work in organizing
S presented on new initiatives in the area
attended. Dr. Knapper spoke on the topic of
parts of the conference and to McGraw-Hill
of service learning. The day ended with
“Teaching for Better Learning in a Research
Ryerson for their contribution to make this a
a very interactive “Community Plunge”
University. Dr. Knapper’s recent research,
well run and successful event.
hosted by the International Interdisciplinary
while at Oxford University, concentrated
Community University Students Partnerships
on how teaching methods and instructional
Resources from the conference will be
(IICUSP) and the Student Wellness Initiative
climate affect student-learning approaches. He
available on the Provost’s Series web site
Toward Community Health (SWITCH). This
challenged the audience with questions such
(www.usask.ca/Provosts Series/Fall2006)
community tour offered participants an
as how can instructors encourage a culture of
including copies of the keynote presentations
insight into service learning projects currently
teaching scholarship that might inform good
and some of the concurrent session notes.
operated by the U of S at the Westside
practice for the future? What strategies can
Community Clinic along with other Westside
universities use to encourage greater attention This information will also be linked from
The Gwenna Moss Centre site (www.usask.
community based organizations.
to teaching and learning? Dr. Knapper is
ca/gmcte).
very well known in the Society for Teaching
Bengt Neathery from iStreaming, Ottawa,
and Learning in Higher Education in Canada
Ontario, was the guest presenter for the video- (STLHE) and his participation in the conference We would like to thank all those who attended
and also thank McGraw-Hill Ryerson for
streaming track during the pre-conference. His was very much appreciated and valued.
sponsoring this great opportunity to hear all
presentation was followed by demonstrations
the presenters and network with eachother.
of technologies used at Carleton University
The final keynote on Friday, November 3, was
We enjoyed working with them to bring this
and at the U of S. Cyril Coupal coordinated
Todd Nickle from Mount Royal College in
the U of S demonstrations and time was
Calgary, Alberta. Dr. Nickle’s presentation was conference to the University of Saskatchewan.
available to network with colleagues.
on the topic of “Treating Students as Adults
- Facilitating Rather Than Lecturing”. He gave
The conference proper began on November
practical advice on classroom management and
2nd. The first keynote presentation from Ken
ways to engage students in learning. He spoke
Bain, Montclair State University, New York,
of the positive methods used to use “clickers”
“What the Best Teachers Do”, was extremely
to assess learning and to have students take
Bridges , Vol. 5, No. 1
The Creative Commons
Tereigh Ewert-Bauer
Program Coorindator, GMCTE
In her article “Off with
their heads! Copyright infringement in the Canadian
online higher educational
environment,” Kelly Edmonds navigates the reader
through the contemporary
pitfalls of trying to comply with copyright law as it pertains to, in particular,
digital resources. “The consequences for
copyright infringement, whether intended
or not,” she argues, “are out of proportion
to the need for open access for learning
and knowledge creation.” As an educator,
this sentiment undoubtedly resonates with
you. Fortunately for educators, the Creative Commons has tackled this problem,
making it possible for authors/artists and
users to make more learning resources
more easily accessible.
Founded in 2001, and inspired by the Free
Software Foundation’s GNU General
Public License (GNU GPL), the Creative
Commons endeavours “to build a layer of
reasonable, flexible copyright in the face
of increasingly restrictive default rules”
(http://creativecommons.org/about/history).
The Creative Commons is expanding
the ways in which we apply copyright to
intellectual and artistic property, and the
implications for educators are scintillating. According to current copyright law,
intellectual/artistic property is copyrighted
the moment it is created, regardless of
whether or not the copyright has been
registered. In the “beg, borrow, and steal”
world of education, where the sharing of
materials and resources is often encouraged, copyright can impede or altogether
prevent an educator from using invaluable teaching resources. Further, potential
collaborative and innovative efforts are
quashed before they ever germinate.
The Creative Commons empowers copyright holders to control to what degree
their property may be used, distributed,
and altered by defin[ing] the spectrum of
possibilities between full copyright all rights reserved — and the public domain
— no rights reserved. [Creative
Commons] licenses help you keep your
copyright while inviting certain uses of
your work — a “some rights reserved”
copyright. (http://creativecommons.org)
license to the new work as was applied to
the original (share alike).
Individuals can choose nearly any combination from four “requirements” or conditions), thereby sharing their materials only
to the extent that they desire. The four
main requirements are:
1. The Attribution condition requires that
the original author be credited in
the manner the author requests.
2. The Non-commercial conditions stipulates that the work
and any derivatives can be redistributed, but not for commercial
purposes.
3.The No Derivatives condition
allows only for redistribution of
the original work.
4. The Share Alike condition
requires any user who wishes
to use a work to redistribute
derivative works under the same
license applied by the original
creator of the work.
These conditions are then selected in
various combinations, resulting in several
different licenses.
3. The “attribution non-commercial”
license encourages the users to remix/add
to the original creator’s work, providing
the creator is credited, and the new work
is not used for commercial purposes.
There are six frequently used licenses,
each with its own symbol which is then
electronically “stamped” to the learning or
artistic object:
1. The “attribution, non-commercial, no
derivatives” license enables users to
download and use the work, providing the
users credit and link to the creator of the
work. This license prohibits changing the
work in any way, and prohibits commercial
use of the work.
2. The “attribution, non-commercial sharealike” license permits users to “remix,
tweak and build upon” the work and
redistribute it, as long as they credit the
creator and as long as they apply the same
10
4. The “attribution no derivatives” license
“allows for redistribution, commercial and
non-commercial, as long as it is passed
along unchanged and in whole, with credit
to [the original creator].”
5.The “attribution share alike” license is
similar to the “attribution, non-commercial
share alike” license, except the user is permitted to use the original or any derivative
works commercially.
6.The “attribution” license is the most
liberal, permitting for any use of a work,
provided the creator is credited.
Other licenses are also available, including
“public domain,” “sampling,” “music sharing” and “Developing Nations” licenses, but
the six aforementioned licenses are the
most commonly used.
What does all of this mean for the instructor of a course? Through the Creative
Commons, you can access a plethora of
multi-media pieces that hold the “some
rights reserved” license, enabling you to
borrow a chart for your PowerPoint, to
build upon a course syllabus created by an
Bridges , Vol. 5, No. 1
instructor of a course similar to yours in
an institution across the globe, and to contribute those teaching materials created
by you, to be used by others. The “some
rights reserved” license communicates
how materials can and can not be used,
eliminating the need to gain permission
each time you want to use an item created
by a fellow educator. More exciting, however, is the potential for inter-institutional
and even international collaboration on
educational materials.
al and artistic property. This site is certainly worth exploration—see for yourself:
http://creativecommons.org/learnmore
The Creative Commons has made the
process of licensing your works remarkably easy. To license a work, click on
“Publish” on the home page. Select the
requirements you wish to apply to your
work, the jurisdiction to which these requirements apply, and select the format of
work you are licensing (e.g. text, audio, or
video). Once you apply for your license,
you are provided with an html code which
you embed in the website where your
work is located. This code serves three
purposes: first, it links the user to your
“human-readable” version of the license,
second, it links to a “lawyer-readable”
version, and third, it provides a “machinereadable digital” version which allows the
work to be recognized by search engines
as a Creative Commons registered work.
http://creativecommons.org
If you are searching for learning objects,
simply click “Find” on the homepage.
From here you are taken to a screen
which prompts you to select your preferred search engine, and to then enter
in the topic for which you want to find
learning objects. The Creative Commons
then generates a list of learning objects
that have been “stamped” with a Creative
Commons license. I conducted my own
search for objects relating to “academic
integrity” and discovered case studies to
be used with students, a blog on academic
integrity in the Middle East, and an entire
learning module with activities, any one
of which I am permitted to take into my
classroom without having to first contact
the original author for permission.
Sources
Edmonds, K. (2006). “Off with their heads:
Copyright infringement in the Canadian
online higher educational environment.”
Canadian Journal of Learning and Technology 32 (2): 10 pages. Accessed on November 24, 2006, at http://www.cjlt.ca/content/
vol32.2/edmonds.html
www.usask.ca/ulc
New Resources in The
Gwenna Moss Centre Library
“What the Best College Teachers Do” Ken
Bain, Harvard University Press, 2004
“Introduction to Rubrics. An Assessment
Tool to Save Grading Time, convey Effective
Feedback and Promote Student Learning”
Dannelle D. Stevens and Antonia J. Levi,
Stylus Publishing LLC, Virginia, 2005
“I’m the Teacher, You’re the Student. A Semester in the University Classroom” Patrick
Allitt, University of Pennsylvania Press, 2005
“The Courage to Teach: Exploring the
Inner Landscape of a Teacher’s Life”
Parker J. Palmer, Jossey-Bass San Francisco,
CA., 1998
The Creative Commons site is well-designed, informative, and accessible, with
text, cartoons and videos that walk visitors
through the processes of accessing or contributing “some rights reserved” intellectuBridges , Vol. 5, No. 1
Watch for more information
on the new University Learning
Centre in OnCampus News and
PAWS.
11
Ever Thought
of Using an
Editor?
Wilf Popoff and Perry Millar
EAC Saskatoon
Who We Are
The Editors’ Association of Canada
(EAC) promotes professional editing as
key to producing effective communication.
Our 1600 members, both salaried and
freelance, work with individuals and in the
corporate, technical, government, nonprofit, and publishing sectors.
Who Needs Editors?
The answer is, everyone. Often writers
view the need to be edited as evidence of
incompetence. This is not the case. Professional writers know that their work can
be improved by a professional editor, that
unintentional errors can be corrected,
and that gaps in communication can be
bridged. In short, the professional editor
can save all writers from embarrassment.
When we write our mind plays tricks on
us, and this can be reflected in our prose.
Something we think is clearly stated is
actually opaque. A vital piece of information is omitted because, while it is in our
thoughts, it does not make it to paper.
These errors won’t be picked up always
during a reread by the writer because the
correct version in the writer’s mind is
dominant. An editor brings a fresh mind
to the project.
difficulty following your argument, notes
distracting inconsistencies with mechanical matters such as spelling or punctuation, or can’t make head nor tail of your
tables, then chances are others will have
the same problems.
Editors are trained in the use of language
and good communication. They work in
a variety of capacities, depending on the
needs of the client. They can help with
• developmental editing
• substantive editing
• stylistic editing
• copy editing
• proofreading
• rewriting
• research (images, fact checking,
references)
• and indexing.
Some editors supervise production;
others are skilled at layout or desktop
production. (See URL for Definition of
Skills.) Editors apply these skills to books,
journals, newsletters, reports, brochures,
theses, and websites to ensure your
document communicates clearly for its
intended audience. They will polish your
work by querying ambiguous writing and
make sure your spelling, punctuation, and
other mechanical details are consistent
and correct. An experienced editor does
not impose but rather negotiates, points
out problems, encourages, suggests, but
always respects the author’s voice.
Finding Help
It is often easiest to work face-to-face
with an editor. To find an editor in Saskatoon, contact our job hotline address and
describe the work you want help with.
Also, academics and people in the professions sometimes use the arcane language
of their field. This may be all right if their
audience shares their background, but
their words may not communicate across
disciplinary borders, to students or the
public. An editor will recognize this problem and, depending on the intended audience, make necessary changes.
Occasionally you may feel the subject of
your project requires an editor with experience in the field, for example, a technical mathematical document for specialized readers. EAC has an online directory
(see URL for Online Directory), which
will allow you to search for an editor
from the national pool of freelance editors who may have the specialized skills
you are looking for.
What We Do
Editors are often your first outside
reader and represent the first audience
for your work. Editors are well-educated,
highly trained generalists. If an editor has
Or, you can post your work on the EAC
Job Board. It will reach many of the 1600
EAC members who may not include their
names in the Online Directory.
12
The following guidelines will help you
think about your project and discuss it
with an editor:
•
•
•
•
•
decide what kind of editorial
help you need (see Definitions of
Skills)
decide what your budget is and
what your deadlines are
decide if you want to work with
a local editor or look beyond
Saskatoon
try to get the names of several
editors and talk to them
describe the project to the editor,
ask questions, discuss money; the
editor, in turn, will ask you questions and may ask for a sample of
the work in order to evaluate it
and the length of time it will take
to complete it.
Rates
Editors are skilled professionals who
charge for their services. This is how they
make their living. Some freelance editors
charge a flat project fee; many charge by
the hour; and a few charge by the page, by
the word, or by the day.
In Saskatoon, hourly rates range from
about $25 for proofreading to $60 for
more complex work or for a more experienced editor. Factors affecting rates are
•
•
•
•
the
the
the
the
type of editorial task
experience level of the editor
complexity of the project
tightness of the deadline.
Web Addresses
EAC Website: www.editors.ca
Definitions of Skills:
http://www.editors.ca/hire/definitions.html
Hire an Editor:
http://www.editors.ca/hire/index.html
Online Directory:
http://www.editors.ca/hire/ode/index.html
Finding a Saskatoon editor
email - saskatoon@editors.ca
Bridges , Vol. 5, No. 1