March 2 0 0 3 Vo l . 2 N o . 1
Reflecting the Scholarship of
Teaching and Learning at the
University of Saskatchewan
In This Issue....
University Without
Walls:
Distance and
Distributed Learning
Distance Education
Makes My
Dream a Reality
The Loneliness of the
Long-Distance Instructor
Teaching, Technology
and Learning
in the Distance Library
Mentoring New Faculty
at the University of
Saskatchewan
Good Teaching:
Student-Centred/
Technology-Enhanced
SPRING into
TEACHING INSTITUTE
“LEARNING TO BRIDGE
THE DISTANCE”
Learning to Bridge the Distance . . . .
A teacher in Cumberland House, a firefighter in La Ronge, a farmer in
Lucky Lake, and a single mother in Saskatoon . . . what do they have in
common? They can all take University of Saskatchewan classes without
leaving their homes. Microcomputers in Agriculture or Europe from the
Renaissance to the Present or Introduction to Native Studies—all in their
family room.
But if the array of distance courses is wide, these students can often
choose from an equally broad range of delivery options, including offcampus face-to-face classes; multi-mode; televised; online; or independent
study. It’s a good thing staff at Extension Credit Studies are there to
shepherd them along the way and to ensure that their needs are fulfilled:
course materials, assignments, and of course exams.
Equipped with a computer (very likely), printed course notes (probably),
and an indomitable desire to earn a university degree, these students
depend on the skill and support of their instructor, but also on a number
of U of S experts: instructional designers from the extension division;
multi-media and web developers from DMT; the bookstore; and the
library.
This issue of Bridges focuses on the teachers, students, and academic and
administrative staff who are helping to bridge the distance between the
campus and the learner.
Eileen M. Herteis
1
The Gwenna Moss Teaching & Learning Centre
37 Murray Building • 966-2231
March 2003
Vol. 2 No. 1
The Gwenna Moss Teaching
& Learning Centre
University of Saskatchewan
Room 37 Murray Building
3 Campus Drive
Saskatoon, SK S7N 5A4
Phone (306) 966-2231
Fax (306) 966-2242
e-mail : corinne.f@usask.ca
Web site : www.usask.ca/tlc
DR. WENDY SCHISSEL
WOMEN’S AND GENDER STUDIES
RECEIVES THE 2003
SYLVIA WALLACE
SESSIONAL LECTURER AWARD
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 the TLC 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!
Ron Marken
TLC Director
Phone (306) 966-5532
Ron.Marken@usask.ca
Eileen Herteis
TLC Programme Director & Bridges
Editor
Phone (306) 966-2238
Fax (306) 966-2242
eileen.herteis@usask.ca
Christine Anderson Obach
Programme Coordinator
Phone (306) 966-1950
Christine.Anderson@usask.ca
Corinne Fasthuber
Assistant
Phone (306) 966-2231
corinne.f@usask.ca
Joel Deshaye
Instructional Technology Consultant
(306) 966-2245
Wendy Schissel accepting award from Ken Coates,
Acting Provost and Vice-President Academic
“The best teachers, it seems to me, are those who know that education
happens in the exchanges that occur amongst learners, themselves
included, teachers who facilitate the exchange of ideas and enthusiasm
through their own desire and excitement for life-long learning.
From my time in the classroom and from the experiences that my own
children have had in classrooms from kindergarten to university, I know
how important the teacher is to student engagement and success. One
study at an American university revealed that the majority of students
chose their majors based on their experiences in their classrooms.
Teaching is a social contract. Sometimes, through the years, I have
found the responsibility that social contract implies to be intimidating,
but always I find it rejuvenating!”
Dr. Wendy Schissel
To read Wendy’s entire teaching philosophy statement, visit the TLC web
site at www.usask.ca/tlc. On page three of this issue of Bridges, we
feature Wendy’s article, University Without Walls: Distance and
Distributed Learning
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UNIVERSITY WITHOUT WALLS:
DISTANCE AND DISTRIBUTED LEARNING
Dr. Wendy Schissel, Women’s and Gender Studies
For students taking credit courses at a
distance of a few blocks or hundreds of
kilometers from the university grounds—
about 70% of whom are women—a
“university without walls” is essential to
present needs and future aspirations. I
have taught such students through a
variety of means: in face-to-face
classes at so-called “off campus” sites,
in a multi-mode course, through
independent studies, and most recently,
online. All distance/distributed
education courses are not created
equal, something I will comment on
below, but if we are to abide by the
principles of equity which we hold
dear, we must acknowledge that all
University of Saskatchewan students are
entitled to the same quality of
education.
... all University
of Saskatchewan
students are
entitled to the
same quality of
education.
I think distance education students often
do not feel affiliation with the university
itself, and that that is what makes them
unsure about the quality of their courses
and about where those courses will take
them. The lack of affiliation, as I see it,
is built into the structure, not the content
of a course or its delivery by a
dedicated, learned, and accomplished
instructor. I want to share some of my
experiences of teaching distance/
need to recognize that those courses for distributed learning courses to illustrate
those students fall into a “third shift” of
my point. My assessments may or may
their day.
not be representative of other
instructors’ experiences, for I think there
Undergraduate distance/distributed
is much more that “off campus”
education courses are taught
instructors can tell us about distance/
predominantly by sessional instructors.
distributed learning if given a forum to
Some of them drive thousands of
do so.
kilometers a year to spread the word of
education. In my experience as one of I have said above that all distance/
those instructors and as the
distributed learning courses are not
I have been asked by students in
created equal. I rate the face-to-face
distance education classes if I think that administrator of such instructors at a
small rural college, I cannot think of an courses at any site beyond these
they are getting as good an education
university walls first on my list of good
as they would get within the walls of the instance of lowered expectations or
standards just because students were
experiences for teacher and student
university. My answer is an emphatic
yes. In fact, because of class size they not sitting in a classroom in Saskatoon. alike: in them, we do as teachers
exactly what we do within the walls of
are getting more opportunity to interact Coming at it from the other side, just
because the students are somewhere
the university. Last on my list is multiwith their instructors and each other,
out there does not mean that they are
mode courses as they are currently
factors which we know contribute to
any less capable of doing what we
construed. The one I am teaching is by
student learning and satisfaction.
expect of students in our classrooms
far the most frustrating course I have
here. And from my experience in
Their question, though, tells me
ever taught. I marvel at the students’
working with University of
something about the perception that
patience even while I feel their
Saskatchewan coordinators at regional frustrations, too. In fact, this year I lost
students have about distance/
colleges and with the staff who facilitate three of five Aboriginal students in a
distributed learning that it is important
to address. Some departments are very Extension Credit Studies, I am
class of ten, a factor which I contribute
convinced that it is not their fault that
supportive of “off campus” courses,
to technological failures.
students are asking the question about
others not so much so, but I think it fair
quality either. So where do student
My multi-mode course involves each
to say that such courses are rarely the
misconceptions and doubts, that do not student getting an independent studies
most important items on a list of
necessarily match the reality of their
course package (in the current situation
departmental concerns. Yet those are
learning, come from?
these are course notes that I did not
the very courses that can enable a
author), me traveling to each regional
single mother living in La Ronge or
college site about three times during the
Arcola who is employed full or part
full-year course, and me communicating
time to work towards a degree. We
3
with all the other sites by telephone from wherever I
am. As anyone who has known the frustrations of
conference calls can attest, teleconferencing is not
the most effective way to facilitate learning. We
spend a good ten to fifteen minutes of every two-hour
class just dealing with technical difficulties. How can
students feel that their best interests are being served,
that learning is occurring as it should, or that their
money is well spent when faced with such difficulties?
I am interested in online learning for a more
important reason when it comes to equity for students
in distance/distributed learning settings. I think the
single biggest factor contributing to students’
questions about quality and their feelings of
disaffiliation originate in the lack of degree programs
offered “off campus.” Site coordinators can put
together a standard kind of first two years in many
areas of study in Arts and Sciences, but beyond that
there is little to offer. I remember being amazed by
To my knowledge, there are only three such multihow many students at Prince Albert declared
mode courses being offered this year. I hope that
themselves to be social work students. It was
means they are a dying breed! There is another and
because, they told me, the Bachelor of Social Work
more reliable way of delivering them: as distributed
offered by the University of Regina was the only
learning, online courses or some hybrid version
degree program they could take there. They used
thereof. This year I am doing
University of Saskatchewan
an introductory Women’s and
courses, such as my Women’s
Gender Studies course online:
and Gender Studies course, as
The University of
my first, the department’s first,
they could to fill out that program.
and the first to be offered under
I am well aware that this does not
Saskatchewan has a
the TEL (Technology Enhanced
seem like a monumental problem
long and proud
Learning) initiative for course
to resource-wearied departments
heritage of providing
development. As I have
or colleges, or to those who still
discovered in doing my
believe that a U of S student
“extension” courses,
homework for online course
should have the “campus
credit and non-credit,
development and delivery,
experience,” but from the
there is much disagreement
perspective of students out there it
throughout the
about digital delivery and
is very important. I have asked
province, so new
much yet to be known about
students in a WGST course at
initiatives can only
the effectiveness of such
Prince Albert how many of them
courses and the supposed
would be in social work if there
extend student equity
gender divide within them. I
were other options and several
in ways that remind us
am more troubled by other
responded that they would not.
concerns of equity and
However, given family
that our institution is
accessibility with regards to
responsibilities, financial concerns
“the people’s
Aboriginal students. BUT I am
particularly as tuition fees go up,
university.”
becoming a convert to the
or problems associated with
potential of online courses to
driving to Saskatoon for courses,
deliver material in ways far
they have no choice.
superior to independent studies
The University of Saskatchewan has a long and
(correspondence) courses, to offer opportunities for
proud heritage of providing “extension” courses,
discussion and exchange, to foster improvement in
credit and non-credit, throughout the province, so
writing, and to create active learners. In fact, this
new initiatives can only extend student equity in ways
year I have created WebCT sites for all of my other
that remind us that our institution is “the people’s
courses, too: face-to-face on the main campus,
university.” I am cheered by the response of my
independent studies, multi-mode: the latter too late to
online WGST students who recently came together in
be of much help!
Saskatoon for a focus group on their course. Asked if
It is early in my training and experience of online
they thought that they were getting as good an
teaching, but I have great hopes that it can supplant
education online as they would be getting on
the kind of multi-mode course I am teaching now. I
campus, they responded with an immediate “Yes! . . .
think we will find hybrid courses of all kinds that use
Better!” Their rationales made sense to those of us
computer-assisted learning in functional and
who listened to them, but the most important thing to
appropriate ways a new means of keeping critical
come out of their comments is the knowledge that
pedagogy and active learning at the forefront of
they will not be the ones asking that disturbing but
what goes on in a class.
necessary question about quality of us.
4
DISTANCE EDUCATION
MAKES MY
DREAM A REALITY
By Eileen (Stellick) Zarowny
Eileen Zarowny, a Yorkton student in
Wendy Schissel’s on-line Women’s and
Gender Studies Class, is currently
taking six university classes, from three
universities, using a variety of
distribution methods.
When I was 16 years old, I
graduated in a small town
with 16 other students, and I
immediately went to the U of
S and took a year of Arts
and Science (1974-1975).
The experience was overwhelming for me. Many
classes had over 300
students in the lecture
theatres; it was easy to skip
classes and be invisible if I
chose to. Education took a
backseat in my life. I got a
job, got married, ran my
own business, had children,
but always had thoughts of
returning to school in the
back of my mind. Afterwards, with young children
and living on a farm, the
thought of continuing my
education seemed just a
dream that I would never achieve. I was
not too interested in correspondence
courses and moving to the city was out
of the question. Fast forward . . . to
2001.
After moving to Yorkton after my separation, I decided that I needed to
upgrade my education and enrolled in
the Parkland Community College and
5
graduated from the Teacher Assistant
course in June, 2002. Halfway through
the course, I discovered that I could
take university classes here and get my
degree in Social Work. So I took an online Social Work class (U of R); an SCN
televised Psychology class; a Social
Work face-to-face class (U of R); and
two U of S independent studies classes.
I am now finishing my third year of
university and will have my Bachelor of
Social Work by the fall of 2004. As a
single parent of three children, I could
never have had this opportunity if it
were not for distance learning. Distance
learning gave me the freedom to attend
classes, be a mother and a volunteer,
and have a job, (I can be in my pajamas in front of the computer. A definite
BONUS !).
Face-to-face classes are, I suppose, the
ideal, but distance courses can be a
fine alternative if the teachers make
them personal, incorporate
opportunities for feedback, and make
sure that assignments are returned
before the next one has to be submitted.
The televised classes I have taken were
very impersonal, dry, and had very little
feedback. The professors were not even
the ones marking my assignments and
exams. I found learning in this type of
class difficult. Since the classes are
taped, many students fail to attend and
it is difficult to get to know many of the
students or the professors.
The U of S independent classes I took
last summer were excellent. The
professors were approachable, we had
their phone numbers, and we were able
to ask questions. The U of S classes
gave me enough support that I did not
feel isolated in my learning. I would not
hesitate to take an independent class
from the U of S again.
The best distance classes that I have
experienced are the on-line classes:
they won’t let you fall behind; there are
discussions, takes, postings—everyone
is required to contribute to the
discussions and so students do not feel
at all isolated with these classes. It is
very helpful to see other students’
remarks and works: one does not
usually get a chance to interact like that
even in face-to-face classes. Ironically,
distance made our classes seem more
personal because it allowed more
disclosure and intimacy than I have
found in a face-to-face class. On-line
chat frees the students to disclose
something about themselves if they
wish. In a lecture theatre of 300—you
are just a body, not even a face. People
tend to be afraid of the technology at
first, but after a month the computer
becomes your friend.
In our Women’s
and Gender
Distance
Studies class, I
learning gave
have found the
professor very
me the
approachable
freedom to
and encouraging.
attend classes,
She treated us as
be a mother
equals. We have
and a
an on-line “chat”
every second
volunteer, and
week at a
have a job,
specified time.
Even though not
all students
participate, I believe I have learned a
great deal from other students in this
way. We also have the availability of
the course notes. I am a hands-on
learner and like to highlight notes and
text. In my other on-line classes, I had to
print out the whole course myself—I
would have gladly paid for the course
notes and believe that they should be
an option available to students taking
on-line classes. It is difficult sitting in
front of a screen reading notes for hours
at a time.
More on-line classes should be made
available, and they will eventually
become more popular. I am grateful
that distance education is possible, and
that I have finally taken the steps to get
my degree. I believe that I am getting
quality education and that I am getting
all the support that I need from my
teachers, my fellow students, and the
university.
One more thing: may I take my Masters
through distance education? On-line
preferably! I want to keep going!
THE LONELINESS OF THE
LONG-DISTANCE
INSTRUCTOR
By Paula Jane Remlinger
The Waiting Game
It’s 4:00 on a Sunday afternoon, and I’m sitting by my phone with a
wistful look on my face. In spite of my attempts to make the phone ring
by sending telepathic messages to my students, it remains silent. This
afternoon is not so unusual from any other Sunday afternoon–as a
distance-education instructor, the hours between 3:00 and 6:00 are
when students are encouraged to give me a call to discuss questions or
concerns, get assistance with assignments or anything else they need.
The only problem is...they don’t often call.
Who Am I?
I’ve been teaching a distance-education class for the Extension Division
at the University of Saskatchewan for two terms now. I facilitate both a
print version and an on-line version of the same course. Students have
the option of deciding which they would prefer. The on-line version
covers the same material, but requires students to participate in a
weekly on-line forum. My main role as a distance education instructor
is to mark the assignments and the final exam, to provide feedback and
support to the students, and to clarify or explain course material as
needed.
Challenges
Although some people might joke that this type of distance-education
teaching can be the best teaching there is–no lectures to prepare, no
students to face–it’s not always that easy. In fact, there are times as an
instructor that I find myself craving the typical interaction that comes
with teaching a room full of students. As instructors, we often forget
that we gain a great deal of motivation and energy from direct
exposure to students. When students are working as independent
learners or your classroom is a virtual space conducted through email,
maintaining the same level of interest and motivation can be difficult–for
both students and teachers.
It’s also very difficult to gain a clear sense of who the students are. I
receive a list of names at the beginning of the course, but I rarely have
faces to attach to those names. If I’m lucky, students will introduce
themselves by phone or by email and give me some personal
information that I can use to begin to form a picture of that person. I
usually initiate such contact, but of course, I can’t force students to reply
to an email or to answer the phone. Some students simply prefer to be
left alone to do their work and I have to respect that as much as I can.
Once upon a time, I was a rather hermit-like distance-education student
myself and so I try to be available, but not to push interaction on
6
students who clearly prefer minimal
contact.
communications via email. Technology
also enables students to create a virtual
community, where typically they would
One of the positive aspects of distance
be working in isolation. This situation
education is that students can work
has both advantages and
through the materials at their own pace disadvantages depending on a
and fit their studies into their busy
student’s preferred learning style. Some
schedules. Of course, this advantage
students love the interaction and gain a
also means that students can find
tremendous amount from being able to
themselves in a situation where four
share ideas; others find it to be
weeks of the term have passed and they additional work that takes time but may
have not yet opened the course
not add much to their learning
package. Although this may be true of experience. For the students who are in
some students in all courses, students
print-based courses, many experience a
don’t have the constant contact with an strong sense of control over their
instructor to remind them of where they learning. They often feel more
should be in the course. Often this
confident about requesting information
situation results in needing to be flexible or about taking assignments in a new
with deadlines, which means that my
direction. Many students are in a
marking schedule has to be flexible as
position to apply the course content to
well.
their work situations and therefore feel
that they have a stronger stake in the
material. For some students, it also
Benefits
provides them with the opportunity to
There are some wonderful advantages
develop a one-on-one relationship with
to be gained from distance-education
an instructor; as there is the illusion that
courses, especially those that
each student is the only student in the
incorporate technology to connect
class, he or she may see this as a
students with the instructor and with
each other. I’ve taught students from all chance to use the instructor as a mentor
or guide. It’s a wonderful position for
across Canada and from as far away
an instructor to be in when students are
as Europe and South America. Other
genuinely interested in your
students in the class have been able to
understanding of and experiences with
benefit from the first-hand knowledge
the course material. For me, distanceand experience of classmates who are
halfway around the world or across the education has added a new dimension
to my teaching. It has made me acutely
country. There are also the clear
aware of the need for clear
advantages of almost instantaneous
communication with students, whether
via the phone, email, or in the
development of course materials.
Expectations and deadlines are no less
important in distance-education courses
than in regular courses and it is
important to convey these early in the
term. At the same time, it’s necessary
to be flexible, respect the needs of adult
learners, and to be aware of the
difficulties some students may
experience as independent learners.
Just as students are likely to work on the
course in short bursts of energy,
instructors have to be careful not to
“forget” about the course during those
weeks when students don’t seem to
need any assistance. It’s important to
stay current in the area you are
teaching and to remain familiar with the
course materials, even if it’s a course
you’ve taught many times before.
Ultimately, the most important thing in
any course is to maintain a positive and
professional relationship with your
students while helping them attain the
knowledge and skills that they need to
succeed. In a distance-education
course, it just might take some students
a little longer to reach out for that help.
But when they do, I’ll
be here waiting by
the phone.
(Paula Jane teaches
TEFL 14 for the
Extension Division)
What’s the Point by Telfer
Academic Integrity
Cartoon Contest Caption Winner
Melanie Elliot, Extension Division
Professor: Your assignment looks like it
came from my recycle basket!
Student: But I was only trying to be
environmentally friendly and save trees!
Congratulations Melanie! The TLC will be
sending you an environmentally friendly
TLC mug. Thanks to everyone who sent
in their ideas.
7
TEACHING, TECHNOLOGY AND LEARNING
IN THE DISTANCE LIBRARY
Kevin Stranack, Off-Campus Library Services Coordinator
Technology has changed university
teaching dramatically. For many faculty
members, this has meant rethinking how
they design their courses, including the
development of web pages, online
discussion boards, web-based
instruction, and more.
New technologies
provide the opportunity
to study and conduct
research anywhere in
the province, the
country, or the
world.
Teaching in the university library has
also been changed by technology, and
librarians have needed to be equally
creative in taking advantage of the
many opportunities for enhancing
student learning.
research, relying instead upon having
their topic researched by Library staff,
who would search for relevant
materials, select the best (in their
opinion, not the student’s), and mail
them to the student’s home.
As with other classes at the university,
library instruction is increasingly
happening at a distance. While face-toface interaction is still the most common
communication method, new
technologies are allowing more of our
students to learn from any off-campus
location.
This clearly served the students’ needs
for information for their research
papers, but it did not fulfill the Library’s
mandate of teaching life-long research
and information literacy skills.
While this can be highly convenient for
students in Saskatoon, northern and
rural students are most directly affected
by these developments. New
technologies provide the opportunity to
study and conduct research anywhere
in the province, the country, or the
world.
In the past, teaching distributed students
the research and information literacy
skills they needed to be academically
successful was a significant challenge.
This primarily took place through one or
two face-to-face classroom lectures each
year, and telephone support throughout
the rest of the term. While this was no
doubt valuable for many students, it
was not considered sufficient by the
Library.
Most frustrating was the distance
students’ inability to conduct their own
The growth of new technologies,
however, has provided a new set of
tools for creating a more effective
learning environment.
The most significant development has
been the rise of the Internet. Through
the web, the Library has been able to
make many of its research tools, such
as the catalogue and article indexes,
available to students anywhere in the
world.
Many of the Library’s journal
subscriptions are also moving to an
online format, as are a small, but
growing selection of electronic books.
The content of these books and journals
are available to current University of
Saskatchewan students, faculty and staff
from any computer with an Internet
connection. For instructors, this has
meant that course readings and
research assignments could be based
on resources that are available
anywhere, anytime.
8
To ensure students were able to take
advantage of the new technology, the
Library, working together with the
Extension Division and several regional
colleges, set up computer labs with
high-speed Internet in communities
throughout the province, including
Prince Albert, La Ronge, Yorkton,
Kindersley, North Battleford, and
Melfort. These labs were an attempt to
bridge the “digital divide” and ensure
we were not excluding any of our
students.
These developments largely solved the
problem of allowing students to conduct
their own research, but teaching them
how to use them effectively and
critically remained a problem. In
addition to the existing telephone
support and in-person teaching
sessions, the Library created web-based
instructional guides and e-mail
assistance.
These technologies certainly provided
another method of instruction, but they
suffered from not being immediate or
personal enough to meet the needs of
many students. We know that students
learn best at the “point of need”, which
may or may not coincide with when a
librarian is available.
We also know that many students
benefit from collaborative learning. The
need for direct human contact is a
significant problem for many distance
students, who can feel isolated from
their instructors, their co-students, and
the Library.
Some new teaching technologies under
development that will help the Library
overcome some of these shortcomings
and provide even better service for all
of our students (and distributed learners
in particular) include live virtual reference, WebCT modules, and
interactive video guides.
Live virtual reference is a chat-based service which allows students
anywhere to interact with a librarian in real-time. In addition to simply
chatting, live virtual reference allows both parties to share a browser
window as well as the control over the mouse and keyboard. In this
way, a student and the librarian can explore information resources
together, develop search strategies, and evaluate the results. This can
significantly increase the opportunities for learning.
Live Virtual Reference can also be used as a virtual classroom, where
multiple students are invited to a real-time library skills session,
complete with live, interactive demonstrations and discussions.
Because it is in real-time, there is again the opportunity for
participation, collaboration, questions, and immediate feedback.
WebCT is another technological innovation that is becoming an
important part of the academic learning environment, with many
faculty members developing online content for their courses. The
Library is also involved in development of online content, and through
funding from the Technology Enhanced Learning (TEL) program, is
building library research modules that can either stand alone or
(preferably) be directly integrated into a variety of WebCT courses.
For example, an online Sociology course could include a library
research module that would focus on the best resources for that
course, or even guides to researching a particular assignment.
Making WebCT modules an effective part of student learning,
however, requires collaboration between librarians and faculty. The
Library needs to be an active partner in university courses with a
research component, ensuring the library skills being taught are
immediately useful and relevant to the course objectives and student
needs.
We know that students are most motivated to learn about research
and the Library when they see the direct need, based on their
coursework, rather than being based on unrelated examples or
quizzes (for no credit).
A final innovation currently under development is the creation of
interactive tutorials in streaming video, which would add animation
and sound to the largely static world of web-based guides. These
video guides invite participation, and demonstrate, rather than simply
describe, how to use a particular resource, conduct a successful
search, or evaluate a particular book, journal article, or web site.
If you are currently teaching or developing a web-based course,
consider visiting the Library to find out more about making use of
these new online learning tools at the University of Saskatchewan.
Critical Thinking and
the Scholarship of
Teaching & Learning
Presentations by
Visiting Scholar
Dr. Craig Nelson,
Indiana University,
May 1st, 2003
Fostering Critical Thinking Across the
Disciplines (9:30 am-12:30 pm)
The basic question with critical thinking is: Why
is it so difficult for students to acquire? To
promote students’ critical thinking, teachers must
consider the ways we structure content, the ways
we present it—with and without technology—and
the ways we structure the social systems that our
classrooms inevitably are.
How We Defeat Ourselves:
Dysfunctional Illusions of Rigor—Some
Key Lessons From The Scholarship Of
Teaching & Learning (1:45-4:30 pm)
From reading the pedagogical literature and
watching his own classes, Craig Nelson slowly
realized that much of his pedagogy, though
standard practice, was having the opposite of its
intended effect. Thus began a search for changes
that would increase the number of students whose
performance earned an A grade in his courses
without lowering the expectations. Would Craig’s
changes work for you?
Craig Nelson has been a Carnegie Scholar since
2000. He was named “Outstanding Research
and Doctoral University Professor Of The Year
2000” by the Carnegie Foundation for the
Advancement of Teaching and the Council for the
Advancement and Support of Education (CASE).
Indiana University awarded him its President’s
Medal for Excellence (“the highest award given
by Indiana University”) in 2001.
For complete session details and
registration information, visit our
web site www.usask.ca/tlc
For more information, contact Kevin
Stranack at 306-966-6004 or
kevin.stranack@usask.ca.
Funding for this event has been granted by the
Technology-Enhanced Learning Fund.
9
MENTORING NEW FACULTY AT THE
UNIVERSITY OF SASKATCHEWAN
Eileen M. Herteis, The Gwenna Moss Teaching & Learning Centre
Book One of
Homer’s Odyssey
tells us that, when
he went off to fight
in the Trojan
Wars, Odysseus
left a guide and
tutor for his son,
Telemachus. That
guide’s name was
Mentor.
Why a Mentorship Programme at
the U of S?
At the University of Saskatchewan, like so many
universities, recruitment and retention of new faculty
is becoming increasingly important. We must attract
and keep the best people, often coming from farther
afield, to begin work at the U of S. The University
must address not just the career development of
these new faculty members, but their sense of
belonging, too. Furthermore, as evaluation of
teaching by students and by peers is increasing in
prominence, it becomes even more crucial that we
give our new people the support they need to
succeed. The advice of a senior, tenured mentor
could help bridge that gap.The literature and reports
from other universities suggest the following:
New faculty, especially women and minority faculty,
often feel isolated and disconnected during the first
few years of their work and may leave before
receiving tenure. While most are certainly not
treated badly, they feel as if they do not belong,
and endure a kind of “benign neglect” (Johnsrud,
1994; Luna & Cullen, 1995; University of
Wisconsin).
While new faculty undoubtedly have the education
they need to succeed, they may not have the
“institutional smarts” to help them thrive in their new
campus home (Kerka, 1998).
Relationships on campus tend to be political and
institutional rather than personal and developmental
(Wunsch, 1994).
A mentoring programme can help new faculty to
develop social relationships and to access the
informal communication channels (University of
Texas at Houston).
A 1991 study of large universities in the United
States found how important social networks are. The
study discovered that no more than 10-15% of new
faculty are quickly successful; the majority of these
are males who know where to seek advice and
support and do so. The quickly unsuccessful—mostly
minority faculty—were confused about expectations
and didn’t know whom or where to ask. Nor were
they proactive in building social networks (Boice,
1992).
10
What Does Mentoring Entail?
The mentoring relationship is an enduring one.
Simply put, new faculty (learning associates) are
matched with tenured faculty (mentors) who guide
and support them through a variety of means:
regular meetings, discussion and feedback
(Kerka, 1998).
Mentors provide informal, but not casual, support
that is outside the normal hierarchical structure of
the university. They must be willing to set limits,
however, and be prepared to let their associate
make his or her own mistakes. There is unanimity
in the literature that the mentoring relationship
should not be modeled on the graduate student/
supervisor model, which is too constraining and
hierarchical.
The University of Nebraska at Lincoln guidelines
sum up very well the key attributes of mentors:
Mentors convey culture, traditions, values,
strategies, and non-evaluative support. They are
listeners, role models, leaders, sounding boards,
advisors and resources.
Other definitions for mentor include counsellor
and confidant (University of Sussex); coach and
protector (University of Texas-Houston); and
advocate (University of Oregon).
For their part, the associates must be open, willing
and prepared to discuss teaching, and willing
and prepared to take responsibility for their own
mistakes and failures.
Proposed process
The Teaching & Learning Centre is proposing a
mentorship programme that builds on our
successful Peer Consultation programme and that
focuses on successful teaching. The following
proposal is modeled after Dalhousie University’s
successful Faculty Mentoring programme (Barton,
2001; Holmes, 2002).
• In March, 2003, invitations were sent to
potential mentors: tenured professors who are
recent teaching award winners, or who have
been nominated by their peers, chairs, or deans.
• In April, there will be an information session for
prospective mentors.
• New tenure-track faculty will receive information
about mentoring at the TLC’s Fall
University Teaching & Learning Institute.
• Early in September, the TLC will invite
all new tenure-track faculty to attend an
information session.
• Around the same time, there will be a
training session for mentors.
• Soon after these two individual
meetings, there will be two joint
sessions for mentors and associates.
The content of these will include case
studies of teaching issues to create
dialogue and discussion. Associates
will then be able to choose their own
mentors based on approach. Even
though most of the pairs will self-select,
individuals may also be matched by the
TLC.
• Pairings will not be based on
discipline. The literature shows no
significant impact of gender, race or
discipline, except perhaps as they
relate to the comfort of the two
participants (Boice, 1992). As Kay
Herr says, what mentors do is much
more important than who they are
(1994).
• Pairs will establish a written
agreement of mutual expectations.
There is unanimity in the literature on
the importance of this.
• Pairs will meet regularly throughout
the semester. At the University of
Hawaii, for example, all pairs meet
each month, and mentors meet
together with a programme
coordinator monthly, as do all
associates (Johnsrud, 1994).
• The programme will be reviewed at
the end of the first year, using a
participant survey.
Benefits
Mentoring provides an opportunity for
experienced faculty to contribute back
to teaching and to build alliances with
new, junior colleagues. Many of them
find this invigorating and a boost to
their productivity and enthusiasm.
Furthermore, mentoring is valuable and
mentors must be valued. Their on-going
contribution should be recognized in
promotion and merit decisions as
service to teaching or to the university.
Luna & Cullen (1995), in an influential
ASHE-ERIC report on mentoring, say
that it benefits the organization, mentor,
and associate; it invigorates the “old”
teacher and assists the new.
mentoring. In Sorcinelli & Austin (eds.)
Developing New and Junior Faculty. San
Francisco: Jossey-Bass, 51-63.
According to the University of Texas at
Houston, mentoring reflects an
institutional philosophy that new people
matter and that the administration—
from President to department chair—is
concerned with their success; mentoring
helps with the retention of faculty; and it
can result in increased teaching and
research quality and enhanced job
satisfaction, especially for women and
minorities.
Herr, K. (1994). Mentoring faculty at the
departmental level. In Wunsch, M. (ed.)
Mentoring Revisited: Making an Impact on
Individuals and Institutions. San Francisco:
Jossey-Bass, 81-91.
Finally, it should be emphasized that
while mentoring is not a “guaranteed
ticket to success” (Johnsrud, 1994) and
New faculty, especially women
and minority faculty, often feel
isolated and disconnected
during the first few years of
their work and may leave
before receiving tenure. While
most are certainly not treated
badly, they feel as if they do
not belong, and endure a kind
of “benign neglect” (Johnsrud,
1994; Luna & Cullen, 1995;
University of Wisconsin).
that ultimately each faculty member is
responsible for his or her own career
development, the literature and informal
discussions with new faculty on this
campus suggest that mentoring is an
important addition to our programmes
that support and encourage new faculty
at the University of Saskatchewan.
If you are interested in becoming a
mentor to new faculty, please contact
Eileen at 966-2238
(Eileen.Herteis@usask.ca).
References
Barton, B. (2001). Mentoring at Dalhousie.
Focus on University Teaching & Learning
(Vol. 10, No. 4). Office of Instructional
Development & Technology: Dalhousie
University.
Boice, R. (1992). Lessons learned about
11
Holmes, S. (2002). The matchmakers’ tale:
Three years of mentoring at Dalhousie
University. The 23rd Annual Conference of
the Society for Teaching and Learning in
Higher Education, McMaster University,
Hamilton, ON.
Johnsrud, L. (1994). Enabling the success of
junior women faculty through mentoring. In
Wunsch, M. (ed.) Mentoring Revisited:
Making an Impact on Individuals and
Institutions. San Francisco: Jossey-Bass, 5365.
Kerka, S. (1998). New Perspectives on
Mentoring. ERIC Digest (ED418249).
Luna, G. & Cullen, D. (1995). Empowering
the Faculty: Mentoring Redirected and
Renewed. ERIC Digest (ED399888): Based
on a full-length report in the ASHE-ERIC
Higher Education Report Series 95-3.
University of Nebraska at Lincoln.
Expectations of a Mentor. http://
extension.unl.edu/humanres/
mentorexp.html
University of Oregon. The Mentor Profile.
http://www.uoregon.edu/~lbiggs/
menpro.html
University of Sussex. Guidance on
Mentoring.http://www.susx.ac.uk/Units/
staffing/staffdev/policies/mentor.html
University of Texas-Houston Health Science
Center. Report of the Task Force on
Mentoring, July 29, 1997.
http://www.uth.tmc.edu/ut_general/
admin_fin/planning/development/mentor/
mentrpt.html
University of Wisconsin-Madison. Women
Faculty and Staff Issues. http://
www.wisc.edu/provost/women/what.edu
Wunsch, M. (1994). Developing mentoring
programs: Major themes and issues. In
Wunsch, M. (ed.) Mentoring Revisited:
Making an Impact on Individuals and
Institutions. San Francisco: Jossey-Bass, 2735.
POINT OF VIEW
Good Teaching: Student-Centred/Technology-Enhanced
Margareth Peterson, Extension Division
In August 2002 issue of Bridges
(“Limits on Infinity: The Internet and
Distance Learning”), Joel Deshaye
questioned whether the Internet met
the needs of teaching. In this article,
he quoted Hubert Dreyfus, who writes,
“it may mean that distance teaching
not only may produce poorer learning
opportunities, but it may produce
poorer teachers” (Dreyfus, 2001, p.
58).
The use of technology in education is
here to stay. And, despite the fact that
distance education has been viewed
as a poor substitute for “real
education,” distance education, (and,
therefore, distance teaching) is here to
stay. In fact, the advent of a variety of
learning technologies has made
distance learning a more visible and
viable option in the field of higher
education. But, these new technologies
no more determine the kind and
quality of learning than does the
chalkboard:
… technology is not nearly as
important as other factors, such as
learning tasks, learner characteristics,
student motivation, and the instructor.
The irony is that the bulk of the
research on technology ends up
addressing an activity that is
fundamental to the academy, namely
pedagogy—the art of teaching…. Any
discussion about enhancing the
teaching-learning process through
technology also has the beneficial
effect of improving how students are
taught on campus (Phipps and
Merisotis, 1999, p. 8).
Whether distance learning is as
effective as face-to-face opportunities
will not be debated here. That debate
takes place elsewhere. What seems to
come out of these debates is that
technology is not the important factor.
Rather, how we use the technology to
In distance education, the
key question becomes
“how does one use
technology effectively to
create a good learning
experience?”
support teaching and learning is what’s
most important. Phipps and Merisotis
suggest that the technology debate has
caused us to consider an even more
important question: “What is the best
way to teach students?” (p. 8).
In distance education, the key question
becomes how does one use technology
effectively to create a good learning
experience. Bates (1995) argues that
“…a good understanding of what is
required to teach a particular subject
needs to be combined with good
knowledge of the pedagogic strengths
and weaknesses of different media”
(p. 8). Using technology to recreate the
lecture-based classroom does not take
advantage of the pedagogic strengths
of the media available to us through the
Internet. Bates (1995), again provides
some wisdom:
Technology does provide an
opportunity to teach differently, in a
way that can meet the fundamental
needs of a new and rapidly changing
society…. This, however requires new
approaches to teaching and learning
that exploit the unique features of
different technologies in order to meet
the widely different needs of many
types of learners (p. 17).
Bate’s call for new approaches to
teaching and learning parallels another
growing body of research: research on
cognition and learning that challenges
traditional ways of teaching. The
current constructivist approach holds
12
that students must be active participants
in the learning process; they must
interact with one another, their
instructor, and their environment to
create knowledge and meaning. That
is, learning is “a dynamic process—an
interchange that involves teacher and
students as co-inquirers” (Meyers &
Jones, 1993, p. 5). It follows from this
that good teaching is no longer simply
a transmission of knowledge. Rather,
good teaching promotes communal
dialogue and active learning on the
part of the student (Meyers & Jones,
1993).
The Computer Mediated Conferencing
(CMC) tools that are part of the Internet
are tools that, when used appropriately,
facilitate dialogue among students and
between students and instructor. There
is a growing body of literature
describing ways in which this tool is
being used for collaborative learning,
and indeed, to facilitate many other
active learning strategies. Harasim et al
(1997) argue that CMC requires and
supports active learning of all
participants and the quality of
participation is improved because users
have more time to reflect before
responding. It is this technology that will
transform the world of distance
education from a print-based model to
a very interactive model of education.
Dreyfus’s observations as quoted by Mr.
Deshaye that online courses may
produce both poorer students and
teachers may be true if your idea of
online teaching is to recreate the
transmission model of classroom
teaching. But if we consider a model of
teaching and learning that is student
centred, a model that recognizes that
students learn by critically analyzing,
discussing, and using content in
meaningful ways, we may find that
online courses will improve both
teaching and learning!
May our focus be the student. If our
teaching is student-centered, then we
will find ways to use technology to
facilitate learning rather than to
recreate the traditional classroom.
References:
Bates, A.W. (1995) Technology, Open
Learning and Distance Education,
London: Routledge.
Dreyfus, Hubert L. (2001). On the
Internet. London: Routledge.
Meyers, C. & Jones, T.B., (1993).
Promoting Active Learning. San
Francisco, Jossey-Bass Publishers.
Phipps, R. & Merisotis, J. (1999).
“What’s the Difference? A Review of
Contemporary Research on the
Effectiveness of distance Learning in
Higher Education.” Washington, D.C.
The Institute for Higher Education
Policy. Retrieved March 09, 2003
from http://www.ihep.com/
Publications.php?parm=Pubs/
PubLookup.php.
We thank Margareth for her comments
and encourage other readers’ points
of view.
See page 2 for more information
about contacting us.
HUNTING FOR RESOURCES
Looking for summer reading? The Teaching and Learning Centre has just
acquired some new books in its resource room.
Jude Carroll (2002). A Handbook for Deterring Plagiarism in
Higher Education This comprehensive British book is filled with information
and advice on course design, assignments, policies, and prevention.
Christine Stanley and Erin Porter (2002). Engaging Large Classes
This excellent resource combines key concepts in teaching large classes with 17
essays describing strategies and techniques that have worked in disciplines such
as agriculture, law, business, math, and engineering.
Have you checked our online journals lately? The TLC subscribes to
five excellent journals on teaching and learning are available free of charge online from the TLC web site: www.usask.ca/tlc/resources.html: The National
Teaching and Learning Forum, The Journal on Excellence in College Teaching,
The Journal of Academic Leadership, INVENTIO, The Successful Professor. These
influential journals are also excellent places to publish your own articles about
teaching and learning. They have a wide, international audience. So bookmark
www.usask.ca/tlc/resources.html for easy access to splendid resources on the
scholarship of teaching and learning.
New in our reference section:
Tom Pocklington and Allan Tupper. (2002). No Place to Learn: Why
Universities Aren’t Working
Martin Finkelstein, Carol Francis, et al. (2000). Dollars, Distance, and
Online Education: The New Economics of College Teaching and Learning
Mary Huber and Sherwyn Morreale, eds. (2002). Disciplinary Styles in the
Scholarship of Teaching and Learning
Second Annual Bright Ideas Showcase — Thursday, May 8, 2003, 2-4 pm
University of Saskatchewan teachers are resourceful and creative, but much too modest. The Gwenna Moss
Teaching & Learning Centre is planning another Showcase of the bright ideas that are illuminating complex
concepts and encouraging student learning across campus.
• Some teachers have invented crossword puzzles
• Others dress up and role play
• Still others use music, art, building blocks, and real artifacts to enliven their classes
Submit your bright idea! Just send Eileen a brief description (four or five sentences) of your bright idea, how
you use it in class, and how students have responded. Presentation length: 15-20 minutes. Submission
deadline: April 7th, 2003. We plan to have a lively, fast-paced Showcase as part of our first Spring Teaching
Institute. For more details, call Eileen at 966-2238 or visit the TLC web site for updates and information as our
planning progresses http://www.usask.ca/tlc
13
Teaching & Learning —
Research and Scholarship:
A Symposium on Teaching with Technology
May 12 -14, 2003
Instructional Technology Training Event
May 26 - 27, 2003
at the University of Saskatchewan
KeynoteSpeakers:
Arshad Ahmad, Concordia
University “Reflections on
Promoting a Student-Centered
Learning Environment”
Dawn Howard Rose,
Collaboration for Online Higher
Education and Research
(COHERE) “Integrating e-Learning
Research into the Research Culture
of the University”
How has Technology Enhanced Learning (TEL) impacted on teaching and
research? How are teachers integrating technology into their teaching and
scholarship? Once integrated, how is it rewarded in promotion, tenure, and
merit decisions? Where does technology fit into the Teacher-Scholar model?
Participants will also explore and share best practices in teaching with
technology. The Symposium will showcase several TEL courses.
Some of the other presentations include
• Action Research for Techology Enhanced Learning (ARTEL)
• “Both Sides Now”: A Discussion of the Gains and Losses Inherent in the
Integration of Technology into the Classroom
• Do dinosaurs use chalk? A discussion on the impacts of TEL on
promotion and tenure decisions in institutions of higher learning.
• Learner-centered Instructional Design and Development:
Two Examples of Success
• Facilitating Online Interaction with and among Students
• Smart Ideas in the Classroom
• Bibliography and Research Techniques in the Context of ComputerEnhanced Teaching and Learning: The Pearls and Perils of Technology
May 14th will focus on and showcase the progress being made and the work
being done in several innovative TEL research projects.
May 26 - 27 Instructional Technology Training Event will offer
novice and advanced instruction in Dreamweaver and WebCT. The
program will also showcase effective use of multimedia in teaching and
learning on the web including use of: digital photography, Flash, DVD
and streaming video.
All members of the University of Saskatchewan and University
Regina communities, including graduate and undergraduate
students, are invited to attend. We also welcome participation
from SIAST, regional colleges and the Aboriginal Colleges.
Brochures and registration information will be
distributed in early April. Registration will be on-line
early April at www.usask.ca/tlc. This event is funded
through the Technology Enhanced Learning Fund (TEL).
14
Special Event
The Impact of
e-learning on
Universities
with David Kirby
University of Manitoba
April 23, 2003
1:30 - 3:30 pm
Room 146 Kirk Hall
The emergence of e-learning
is one of the major factors
currently contributing to the
uncertainty facing Canadian
institutions. This presentation
will sketch the impact of elearning on institutions from
the perspective of the
organization as a whole,
faculty members, students and
community. It will identify
where and how we can
anticipate change and ask
whether we can be pro active
in helping the institution adapt
in a constructive manner.
This workshop is being planned
through the Instructional Design
Group, Extension Division. For
more informtion please call
Kathleen Matheos at
966-5297.
SPRING INTO TEACHING INSTITUTE, MAY 5-9
1. What is Good Teaching
Anyway?
Eileen M. Herteis, Gwenna Moss
Teaching & Learning Centre
Mon., May 5th, 9:30 – 11:30 am
If you were giving someone the recipe
for good teaching, what would be the
ingredients . . . Preparation, classroom
management, instructional activities,
and a pinch of panache? This lively,
interactive session will examine the
component parts of good teaching and
provide plenty of opportunities for
discussion and comparison.
2. The Ethics of Teacher-Student
Relationships
Co-Presenters: Gordon Barnhart,
University Secretary
Carole Pond, Coordinator of
Discrimination & Harassment
Prevention Services
Mon., May 5th, 1:30 – 3:30 pm
Even the perception of unethical
behaviour can compromise teacherstudent relationships, diminish trust, and
impact on student learning. This
informative session will examine the
rights, responsibilities, and obligations
of the teacher, student, and institution.
You will explore questions like
• What expectations exist with respect
to appropriate teacher-student
relationships at the University of
Saskatchewan?
• What can go wrong, intentionally or
unintentionally?
• How should teachers or students
respond to behaviour or comments that
are sexually, racially, or politically
inappropriate?
• What are the consequences of
inappropriate behaviour or comments?
• How can teachers create an
environment that encourages ethical,
professional, courteous behaviour
inside and outside the classroom?
3. How Are Your Questioning
and Responding Skills?
Dr. Edwin G. Ralph
College of Education
Tues., May 6th, 9:30 – 11:30 am
Attendees will assess their own oralquestioning and responding skills in
their teaching, by comparing their
current performance in these areas with
recognized standards for proficiency
derived from the educational literature.
Participants will be invited to share
techniques they have found successful.
Then, ways of enhancing one’s
instructional questioning/responding
will be summarized.
benefits and challenges of using
humour as a teaching tool. A number of
techniques will be discussed with
examples of how and where to
incorporate humour into your materials,
such as course outlines, handouts,
homework problems and exams. The
presenter will draw on personal
experience as well as insights gained
from two workshops attended at the
Society for Teaching & Learning in
Higher Education Conference.
5. Keeping Balance
Maureen Reed (Geography);
Trever Crowe (Engineering); and
Lynn Corbett (Counselling
Special event:
Services)
Roundtable: Orientation for
Wed., May 7th, 9:30 – 11:30 am
Future Assessors of Prior
Faculty run a gauntlet of competing
Experiential Learning
responsibilities, personal and
Facilitator: Dr. Angie Wong,
professional: establishing themselves at
(Extension Division) Chair, PLAR
the institution; getting research funding;
Working Group
publishing articles; preparing and
Tuesday, May 6, 12 noon- 1pm
teaching new classes; supervising
This session is intended to orient future
graduate students; serving on college or
faculty assessors to the U of S
university committees. How to keep
Challenge for Credit Policy and provide balance in the face of these demands?
opportunities for discussion about the
recommended administrative process.
6. Concept Maps
You will receive a kit that includes
Marcel D’Eon, College of
information about roles and
Medicine
responsibilities, administrative forms,
Wed., May 7th, 1:30 - 3:30 pm
profiles of potential applicants and their Most of us have the stated objectives of
hopes of how PLAR (prior learning
helping our students to understand the
assessment and recognition) can benefit concepts that we are teaching. We are
them, as well as suggested references
not satisfied when students can just
for further self-directed exploration of
recite definitions and remember
relevant topics.
information. Several approaches to
ASPA and SEDS staff who advise U of S teaching and learning can help students
students are warmly encouraged to
to learn with understanding. One of
attend this session Bring a bag lunch.
those is Concept Maps. If you attend
Complimentary coffee, juice and
this workshop you can expect to be
cookies will be provided.
able to (1) describe concept maps, (2)
explain their advantages and
4. Teaching with Humour
disadvantages and why we might use
Tammi Feltham, College of
them, and (3) identify ways in which
Commerce
they can be used in your courses and
Tues. May 6th, 1:30 – 3:30 pm
lectures. As well, you will make plans to
The purpose of this workshop is to
use this strategy as part of your
introduce participants to the potential
teaching.
15
7. Assessment and Grading of
Student Performance
Don Saklofske and Ivan Kelly
Educational Psychology, College
of Education
Thurs., May 8th, 9:30 – 11:30 am
There are multiple ways for instructors
to assess their students work. This
workshop will highlight the general
guidelines for test development and will
discuss how to determine what type of
assessment will best determine student
learning.
8. Second Annual Bright Ideas
Showcase
Thurs., May 8th, 2:00 – 4:00 pm
University of Saskatchewan teachers
are resourceful and creative, but much
too modest. The Gwenna Moss
Teaching & Learning Centre is planning
another Showcase of the bright ideas
that are illuminating complex concepts
and encouraging student learning
across campus.
•Some teachers have invented
crossword puzzles
•Others dress up and role play
•Still others use music, art, building
blocks, and real artifacts to enliven their
classes.
Proposals are still being accepted.
Watch our web site for updates on
what the presentations will be.
9. Student Self-Evaluation: What
Makes It Work?
Meg Smart, Western College of
Veterinary Medicine
Friday, May 9th, 9:30 – 11:30 am
The objectives of this workshop are to
critic the value of student self evaluation
as part of the marking process and to
develop a template for student selfevaluation which can be used across
the disciplines and under different
classroom settings.
Exams and assignments are designed to
provide a year-end mark that is a
measure of the student’s knowledge and
performance within a course. During a
practicum, the student’s performance
and knowledge is evaluated by their
instructor(s). The student’s role is to
regurgitate and instructor’s role is to
feed and evaluate.
Photo Credit
Ginny Cherepacha
Since 1993, I have taught a small
animal clinical nutrition elective to our
final year students. In 1994, I
relinquished the role as an evaluator to
the students and took on the role as a
facilitator providing them with resource
materials and the tools to solve
nutritional problems. The students at the
start of the elective set out their personal
goals and at the end of the elective they
evaluate their performance in reaching
these goals. Not only do they assign
themselves a numerical grade but they
also evaluate their learning experiences
within the elective.
Please don’t be a session “no-show”!
Our sessions have limited registration
and there are frequently waiting lists.
If you cannot make it to a workshop,
contact the Centre immediately to ensure
that someone else can participate.
Phone 966-2231 Fax 966-2242
Email: corinne.f@usask.ca This courtesy
will ensure that we do not incur costs
for refreshments or materials for people
who do not show up, that presenters
are not dissapointed by the lower-thananticipated attendance; and that we can
open up reserved spots quickly to other
interested participants. Thank you.
REGISTRATION FORM
Name: ____________________________________________________________
Department: ________________________________________________________
On Campus Address: ________________________________________________
__________________________________________________________________
Phone: ____________________________________________________________
E-mail: _____________________________________________________________
❐ Faculty
❐ Sessional lecturer
❐ Graduate Student
❐ Librarian
❐ Extension Specialist
❐ ASPA
❐ CUPE
❐ Other
❐ What is Good Teaching Anyway?
— May 5, 9:30 – 11:30 am
❐ 2. The Ethics of Teacher-Student
Relationships — May 5, 1:30 – 3:30 pm
❐ 3. How Are Your Questioning and
Responding Skills? — May 6th, 9:30 –
11:30 am
❐ Special event: Roundtable: Orientation
for Future Assessors of Prior Experiential
Learning — May 6, 12 noon- 1pm
❐ 4. Teaching with Humour
—
May 6th, 1:30 – 3:30 pm
❐ 5. Keeping Balance
— May 7th, 9:30 –
11:30 am
Register on-line at www.usask.ca/tlc
or mail form to: The Gwenna Moss
Teaching & Learning Centre,
University of Saskatchewan
Room 37 Murray Building, 3
Campus Drive
Saskatoon, SK S7N 5A4
Phone (306) 966-2231
Fax (306) 966-2242
e-mail : corinne.f@usask.ca
16
❐ 6. Concept Maps
— May 7th, 1:30 -
3:30 pm
❐ 7. Assessment and Grading of Student
Performance — May 8th, 9:30 – 11:30 am
❐ 8. Second Annual Bright Ideas
Showcase — May 8th, 2:00 – 4:00 pm
❐ 9. Student Self-Evaluation:
What Makes
It Work? — May 9 , 9:30 – 11:30 am
th
Printing Services • 966-6639
University of Saskatchewan • CUPE 1975