Concurrent Session Six
Friday, June 17, 1:30 – 2:20 pm
C6-1a
1:30 - 1:55 pm
Room: Arts 102
Developing the International and Cross-Cultural Teaching Assistant Peer
Mentorship Program at the University of Guelph
Natasha Kenny, Teaching Support Services, University of Guelph; Gavan Watson,
Teaching Support Services, University of Guelph
________________________________________________________________________
C6-1b
1:55 - 2:20 pm
Room: Arts102
International students' lived experiences seeking ICT assistance: Just click here
Derek Tannis, University of Saskatchewan
________________________________________________________________________
C6-2a
1:30 - 1:55 pm
Room: Arts 208
Faculty development as capital: Postgraduate research in vocational education and
training
Tim Loblaw, School of Education, University of Nottingham
________________________________________________________________________
C6-2b
1:55 - 2:20 pm
Room: Arts 208
Canadian Faculty Developers in Developing Countries: Evaluating the Impacts and
Implications of Internationalizing Canadian Methods in Overseas Universities
Andrew Marchand, University of Victoria and Vancouver Island University (former)
________________________________________________________________________
C6-3a
1:30 - 1:55 pm
Room: Arts 211
Exploring Lecture Capture Technologies for Universal Instructional Design
Nancy Fenton, Centre for Leadership in Learning, McMaster University; Otto Geiss,
Library Electronics Technician, McMaster University; Vivian Lewis, Librarian,
McMaster University; Beth Marquis, Centre for Leadership in Learning, McMaster
University; Jacob Tarkowski, McMaster University; Lorna Turcotte, Librarian for
students with disabilities, McMaster University; Susan Vajoczki, Centre for
Leadership in Learning, McMaster University; Geraldine Voros, Faculty of Social
Sciences, McMaster University; Susan Watt, School of Social Work, McMaster
University
________________________________________________________________________
C6-3b
1:55 - 2:20 pm
Room: Arts 211
Student Engagement with a Hybrid Course Design
Andy Leger, Centre for Teaching and Learning, Queen's University; Anne
Godlewska, Department of Geography, Queen's University; Jennifer Massey, Student
Affairs, Queen's University
________________________________________________________________________
C6-4
1:30 - 2:20 pm
Room: Arts 101
Building a sustainable learning and teaching conversation community through
connection, engagement and safety
Coralie McCormack, Teaching and Learning Centre ,University of Canberra; Robert
Kennelly, Faculty of Business and Government ,University of Canberra
________________________________________________________________________
C6-5
1:30 - 2:20 pm
Room: Arts 104
Making the Scholarship of Teaching and Learning public: Getting your SoTL work
published (Part 1)
Dianne Bateman, Academic Development Centre, Champlain St‐Lambert College;
Allen Pearson, The Faculty of Education, The University of Western Ontario; Adam
Sarty, Department of Astronomy and Physics, Saint Mary’s University; K. Lynn
Taylor, Center for Learning and Teaching, Dalhousie University; John Thompson,
Professor Emeritus Sociology, The University of Saskatchewan; Ken N. Meadows,
Teaching and Learning Services, The University of Western Ontario
________________________________________________________________________
C6-6
1:30 - 2:20 pm
Room: Arts 106
Does Social Accountability in Health Professional Education lead to increased
diversity?
Iris Lindemann, School of Medicine, Flinders University; Helena Ward, School of
Medicine, Flinders University; David Prideaux, School of Medicine, Flinders
University
________________________________________________________________________
C6-7
1:30 - 2:20 pm
Room: Arts 108
Innovations in Integrated First Year Science Laboratories
David Lawrie, Science 100 Coordinator, University of Alberta; Danielle Vallee,
Science 100, University of Alberta; Barbara Bahnmann, Science 100, University of
Alberta; Jennifer Burke, Science 100, University of Alberta; Kathy Bueble, Science
100, University of Alberta; Connie Varnhagen, Department of Psychology, University
of Alberta; Glen Loppnow, Department of Chemistry, University of Alberta ;Warren
Gallin, Department of Biological Sciences, University of Alberta; Sai Yiu,
Department of Chemistry, University of Alberta; Paul Lu, Department of Computing
Science, University of Alberta; Kurt Konhauser, Department of Earth and
Atmospheric Sciences, University of Alberta; Gerda de Vries, Department of
Mathematical and Statistical Sciences, University of Alberta; Richard Sydora,
Department of Physics, University of Alberta
________________________________________________________________________
C6-8
1:30 - 2:20 pm
Room: Arts 214
Threshold concepts and expressive writing: intersections and tensions
Maureen Connolly, Physical Education and Kinesiology, Brock University; Jonathan
Parsons, English, Memorial University of Newfoundland
________________________________________________________________________
C6-9
1:30 - 2:20 pm
Room: Arts 210
Action Learning Group Projects: A socioecological pedagogical strategy
Peta White, University of Regina
________________________________________________________________________
C6-10
1:30 - 2:20 pm
Room: Arts 109
A Model for the Development of a TA and Graduate Student Teaching
Development Program
John Paul Foxe, Learning & Teaching Office, Ryerson University; Chris Cachia,
Department of Sociology, Ryerson University; Abdolreza Roshandel, Communication
and Culture, Ryerson University; Paola Borin, Learning & Teaching Office, Ryerson
University
________________________________________________________________________
C6-11
1:30 - 2:20 pm
Room: Arts 105
Putting Zing in your Assessment: Using a Team Learning System to provide
formative feedback to culturally diverse student cohorts
Linda Westphalen, School of Education, University of Adelaide
________________________________________________________________________
C6-12
1:30 - 2:20 pm
Room: Arts 217
Meeting Students on the Road to the Horizon: Expanding Our Notions of Teaching
Graduate and Advanced Undergraduate Readers, Writers, and Thinkers
Rebecca Katz, Boston University/University of Massachusetts
________________________________________________________________________
C6-13
1:30 - 2:20 pm
Room: Arts 212
Highlights from The 3M National Teaching Fellowship Awards Adjudication
Committee
Ron Marken, University of Saskatchewan; Arshad Ahmad , Concordia University;
Claude Lamontagne,University of Ottawa; Nicola Simmons, University of Waterloo;
Denise Stockley Queen’s University; Lynn Taylor, Dalhousie University
________________________________________________________________________
C6-14
1:30 - 2:20 pm
Room: Arts 206
The Force Within: Teaching Assistants as Key Influencers in Creating Inclusive
Education
Suzanne Tyson, Student Awards Inc.; Mercedes Rowinsky-Geurts, Wilfrid Laurier
University
________________________________________________________________________
C6-15
1:30 - 2:20 pm
Room: Arts 213
Models of Collaboration: Change on a Shoestring Budget
Betsy Keating, Faculty of Education, University of Windsor; Erika Kustra, Centre for
Teaching and Learning, University of Windsor; Candace Nast, Faculty of Graduate
Studies, University of Windsor; Melanie Santarossa, Faculty of Graduate Studies,
University of Windsor
________________________________________________________________________
________________________________________________________________________
Concurrent Session Six
C6-1a
Room: Arts 102
Friday, 1:30 - 1:55 pm
Developing the International and Cross-Cultural Teaching Assistant
Peer Mentorship Program at the University of Guelph
Natasha Kenny, Teaching Support Services, University of Guelph; Gavan Watson,
Teaching Support Services, University of Guelph
Research Track
Abstract:
Although many International Teaching Assistants (ITAs) excel in their role
supporting and facilitating student learning, cultural and pedagogical contexts
within the Canadian classroom can vary substantially from that of their home
country. In addition to these challenges, developing the communication skills
necessary to effectively translate and mobilize their disciplinary knowledge and
expertise can pose substantial personal and instructional challenges. These
challenges have been summarized in the literature, and Cho (2008) recommends
that ITA training programs focus on a more holistic approach to TA development,
with an interdisciplinary emphasis on fostering both the communication and
pedagogical skills necessary to implement effective teaching strategies and to adapt
to a dynamic classroom learning environment. Challenges facing international TAs
are also faced by cross-cultural TAs, defined as graduate students who self-identify
as having a cultural background which varies from that of the majority of students
at their institution.
International and cross-cultural TAs (CCTAs) often face external pressure to
improve their communication and teaching skills, but seldom have access to the
necessary programs, resources and on-going support to meet the demands of a
departmental teaching assistantship. CTTAs present a unique opportunity to bring
depth and new insight to the undergraduate curriculum, and to provide an
important means of presenting “an international view and interpretation of their
discipline” (Smith, 1993, p. 150). The University of Guelph is currently developing
an International and Cross-cultural Peer Mentorship Program to support CCTAs.
The program is funded by the University Guelph’s Learning Enhancement Fund,
and is aligned with the University’s recently-released International Strategy. An
electronic questionnaire was distributed to graduate students in February, 2011 to
identify the opportunities and challenges faced by CCTAs to help us design and
implement improved pedagogical development opportunities. A total of 61 CCTAs
completed the survey, and a focus group was completed subsequently to collect
further qualitative data regarding the questionnaire responses and needs of CCTAs.
This session will report on the findings from the questionnaire and focus group, and
outline the framework for the proposed CCTA Peer Mentorship Program.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: international and cross-cultural teaching assistants, peer mentorship,
peer mentor, internationalization
C6-1b
Room: Arts102
Friday, 1:55 - 2:20 pm
International students' lived experiences seeking ICT assistance: Just
click here
Derek Tannis, University of Saskatchewan
Research Track
Abstract:
This presentation explores the lived meaning of requiring, requesting and receiving
information and communications technology (ICT) assistance for international
students with limited or no background with ICT. The anecdotes and reflections
shared by the participants delve into a range of feelings, from uncertainty, distress
and condescension to fascination, determination and affirmation. They reach into
places where the participants built their sense of competence and potential with
and through ICT and felt indebted to their help providers in the process.
The participants' lived experiences with help seeking with ICT emerged as being a
self-conscious search for discrete, non-judgmental, patient demonstration and
guided practice, reliant upon the formation of reciprocal, helping relations with
others. As a phenomenological study involving 10 participants, analysis sought for
depth of meaning, contemplated in relation to philosophy, literature, art and
personal experience. The theme of being lost in the logic of ICT and the maze of
help seeking in a foreign environment emerge as a potent metaphor to guide tactful
ICT help provision in diverse, post-secondary institutions marked by ubiquitous ICT
integration.
The session will involve an interactive presentation of the principle results from this
study and implications for post-secondary education, from the provision of student
services to the instructional design of courses, to the creation of policy that
addresses the needs of a diverse student body. Participants in this session will
reflect upon, and gain a deeper appreciation for, the complex lived meaning of
academic and ICT help seeking in multicultural, post-secondary settings.
Participants will consider the interconnection between help seeking, student
services and academic programming and the critical intersection of learning
community in the creation of meaningful, reciprocal cross-cultural relations.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General; Administrators; Educational Developers; College Educators
Special Interest Group
Keywords: instructional design, information and communications technology,
international students, learning communities, henomenology, philosophy of
technology, help seeking
C6-2a
Room: Arts 208
Friday, 1:30 - 1:55 pm
Faculty development as capital: Postgraduate research in vocational
education and training
Tim Loblaw, School of Education, University of Nottingham
Research Track
Abstract:
Is the value of faculty development shaped by the postsecondary sector in which it
exists? That is, does the structure and 'field' of a postsecondary educational sector
influence how the faculty members (the social agents) perceive the role and value
of faculty development within that sector? The 'field' of Canadian postsecondary
education is, itself, a diverse landscape including universities, colleges, cégeps, and
polytechnics. In this presentation, the author presents his postgraduate research in
which he is exploring whether faculty development functions as a form of capital
(cf. human, social and cultural capital [Bourdieu 1986; Coleman 1988; Schuller et
al 2004]). Specifically, the author is investigating how the objective social structure
of a field - in this case, polytechnic education - influence subjective perceptions of
the value of faculty development.
This presentation features the author's early stages of postgraduate research. By
adopting Pierre Bourdieu's theory of practice (Bourdieu 1990; Bourdieu and
Wacquant 1992) and utilizing a qualitative research design, the researcher is
investigating the following questions:
1. What form of capital is faculty development?
2. How does the practice of faculty members reproduce perceptions of the value of
faculty development?
Fieldwork into this topic will take place in Fall 2011. Thus, this presentation will
emphasize 1) the theoretical lens that frames this research and 2) its qualitative
research design.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: Educational Developers; General; College Educators Special Interest
Group
Keywords: faculty development, vocational education and training, human
capital, social capital, habitus, mixed methods
C6-2b
Room: Arts 208
Friday, 1:55 - 2:20 pm
Canadian Faculty Developers in Developing Countries: Evaluating the
Impacts and Implications of Internationalizing Canadian Methods in
Overseas Universities
Andrew Marchand, University of Victoria and Vancouver Island University
(former)
Research Track
Abstract:
Because some universities in developing countries frequently look for new methods
and curricula to advance teaching and learning in their institutions, Canadian
faculty developers are often invited to other countries to share their expertise.
Although we may try to participate in such initiatives with a spirit of sharing and
cooperation, without considering the specific cultural and socioeconomic needs of
these institutions, Canadian faculty developers can negatively impact the practices
and beliefs of those they are trying to help.
Those who have shared Canadian methods and curricula overseas may struggle
with several important questions which are at the heart of diversity and inclusive
practice in teaching and learning. For example:
• How much of our Canadian methods and curricula about effective teaching and
learning is universally relevant? For instance, are theories and principles such as
learning-centred teaching, constructivism, and transformative learning more
relevant to developed or Western countries, or are they relevant to teaching and
learning everywhere, even in countries that face drastically different cultural and
socioeconomic realities?
• What can/should we learn about teaching and learning in other cultures to
enhance our understanding of teaching and learning in Canadian higher education?
• How do we share our methods and curricula with universities in developing
countries without creating or perpetuating the belief that North American or
Western practices are innately desirable or superior?
• How can we work with overseas universities to adapt our methods and
curricula to better meet their specific socioeconomic and cultural needs? Lead by a
facilitator with experience in Ghana and Vietnam running such events as the
Instructional Skills Workshop (ISW), the ISW Facilitator Development Workshop
and other theme-specific events, this workshop will share literature on
internationalizing faculty development before addressing questions and case
studies in group discussions. At the end of these activities, participants will have:
• Identified and justified various principles that faculty developers should follow
when sharing Canadian methods and curricula in developing countries; and
• Generated basic research questions and methodologies related to
internationalizing Canadian faculty development methods and curricula for
developing countries.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: Educational Developers
Keywords: faculty development, internationalization, developing countries
C6-3a
Room: Arts 211
Friday, 1:30 - 1:55 pm
Exploring Lecture Capture Technologies for Universal Instructional
Design
Nancy Fenton, Centre for Leadership in Learning, McMaster University; Otto
Geiss, Library Electronics Technician, McMaster University; Vivian Lewis,
Librarian, McMaster University; Beth Marquis, Centre for Leadership in Learning,
McMaster University; Jacob Tarkowski, undergraduate, McMaster University;
Lorna Turcotte, McMaster University; Susan Vajoczki, Centre for Leadership in
Learning, McMaster University; Geraldine Voros, Faculty of Social Sciences,
McMaster University; Susan Watt, School of Social Work, McMaster University
Research Track
Abstract:
In Ontario, Canada new legislation requires that all public sector institutions,
including universities, make all of their services accessible to individuals with
disabilities. The conference theme of “inclusive educational environments and
diversity” brings directly into focus the new Accessibility for Ontarians with
Disabilities Act (AODA) legislation. The intent of the AODA legislation is to break
down barriers to accessibility by mandating universal access for students with
disabilities. In this session, we will present our preliminary research findings on
utilizing Echo360 lecture capture technologies as a Universal Instructional Design
tool and discuss the implications for inclusive teaching and learning practices in
higher education. Echo360’s software supports the concepts of Universal
Instructional Design by making recordings accessible online for students to review
lectures outside the classroom (Williams & Fardon, 2005). Universal Design
practices are predicated on inclusion with the aim of achieving access, equity, and
excellence for students (Mino, 2004; Scott et al. 2010). Lecture capture
technologies are one method of achieving Universal Design through provision of
broader access to instruction, enabling more student control of and flexibility in
students’ learning experiences (Brogan, 2009). Recording lectures has been
established as a means for providing flexible access for students with disabilities. In
fact, research has shown that providing access to lectures outside of the classroom
benefits most students (Brogan, 2009). Other research highlights barriers to learning
and points to the need for attention on issues of equity and flexibility to make
‘reasonable adjustments’ as is legislated by recent disability legislation (Fuller et al.
2004). The purpose of this research is to explore the perceptions and experiences
of students with and without disabilities, and of faculty using lecture capture
technologies, in order to understand how lecture capture technologies such as
Echo360 support the principles of Universal Instructional Design.
In this interactive presentation, we will role-play several scenarios for participants
to engage in simulated campus wide meeting in order to discuss the implications of
implementing universal instructional design strategies in classrooms. Participants
will work in small groups to brainstorm innovative ways of creating inclusive
educational environments that embrace diverse learning needs. The session will
conclude with a plenary discussion.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General; Administrators; Educational Developers
Keywords: lecture capture technologies, universal instructional design,
accessibility for ontarians with disabilities (aoda)
C6-3b
Room: Arts 211
Friday, 1:55 - 2:20 pm
Student Engagement with a Hybrid Course Design
Andy Leger, Centre for Teaching and Learning, Queen's University; Anne
Godlewska, Department of Geography, Queen's University; Jennifer Massey,
Student Affairs, Queen's University
Research Track
Abstract:
This research presentation addresses two sub-themes of the conference: Innovative
Use of Technology and Transformational Curriculum Design and presents findings
of our study on the use of lecture capture technology and hybrid course design to
provide the opportunity for more meaningful student engagement within the
classroom.
During the fall semester of the 2010-11 academic year GPHY 101: Human
Geography was taught as a traditional large lecture course of 450 students with
three lectures of 50 minutes per week. In the following winter semester of 2011
students in GPHY 101 were offered a hybrid course. In this new offering to 180
students, the lectures that were captured during the fall semester were made
available for students to view on-line. Instead of attending actual large lectures,
students were required to view the three lectures of 50 minutes per week on their
own time prior to attending an interactive class of 60 students for 90 minutes, once
per week. In this weekly class with the professor, students were actively engaged in
small group problem solving, discussion, debate and other forms of cooperative
learning activities.
By leveraging our newly developed lecture capture technology and having students
access lecture material on-line, this affords the opportunity for more interaction,
more discussion and more diversity of perspectives during face to face class time. It
takes advantage of students’ ability to use such technologies and provides flexibility
for all students and their diversity of needs and approaches to learning. The
efficiency gained by using technology then allows for the necessary opportunity for
students to discuss, challenge each other and learn face to face. This innovative
approach to a course very specifically targets the challenges of teaching large first
year classes which are traditionally didactic in nature, making it difficult to achieve
meaningful student engagement, and often limiting the opportunity for diverse
perspectives and diverse ways of learning.
With funding support from HEQCO, we assessed the impact of redesigning the
structure, delivery and opportunities for engagement within a large class by
comparing the traditional course offered in the fall of 2010 to the hybrid course
offered in the winter of 2011. This comparison included (1) the level of student
engagement in the classroom using CLASSE, (2) students’ approaches to learning
using a study process questionnaire, (3) academic performance, (4) students’
perception of their experience in the course through an on-line survey and focus
groups after course completion.
This presentation will discuss our lecture capture technology, our approach to the
course redesign and present and our initial findings of the effectiveness of this
approach on student engagement, student learning and student’s perception of the
opportunities to discuss and learn from each other. This understanding will help
participants make decisions about such approaches in their own courses and on
their own campuses.
Attendees of this session will learn about:
a) Lecture capture technology
b) Hybrid course design
c) Cooperative learning activities in Geography
d) Our approach to study design
e) Initial study findings
Theme: Transformational Curricular Design
Audience: Educational Developers; Administrators; General
Keywords: lecture capture, cooperative learning, discussion, technology, course
design
C6-4
Room: Arts 101
Friday, 1:30 - 2:20 pm
Building a sustainable learning and teaching conversation community
through connection, engagement and safety
Coralie McCormack, Teaching and Learning Centre, University of Canberra;
Robert Kennelly, Faculty of Business and Government, University of Canberra
Innovative Practice Track
Abstract:
Over our careers as educational developers we initiated many learning and
teaching conversations with colleagues through peer partnerships, action learning
sets and learning circles. Participants in such conversations agreed that they were
valuable yet inevitably, the conversations petered out and now seem to have
disappeared from our everyday practice. Yet, ‘developing excellent teaching and
maintaining that excellence usually involve[s] a great deal of talking about
teaching’ (Gibbs, Knapper & Piccini, 2007, p. 2). This presentation opens for
further investigation the lost practice of groups of teachers regularly talking about
learning and teaching. To set the scene for this investigation the authors will share
their experience of facilitating three learning communities of Australian teachers.
Group members came from a variety of teaching roles and disciplines. The initial
group began meeting in 2008. A second group formed in 2009 and a third group
began meeting in 2010. All groups continue to meet.
Analysis of individual’s experiences of group membership revealed professional,
personal and process outcomes grouped into four themes:
1. ‘A safe space to discuss learning and teaching’.
2. Connecting people ‘across disciplines’ and ‘across institutions’.
3. Collaborative reflective process ‘helped us develop as teachers’.
4. ‘Learning the specifics’ of constructing a teaching philosophy statement and a
teaching portfolio.
Interpretation across these themes suggested connection, engagement and safety
were the key factors that led to the establishment of these conversation
communities that continue to flourish beyond their initially proposed life. Together,
these factors facilitated risk taking and discovery. There were personal discoveries
about participants’ sense of self as a teacher and professional discoveries about
teaching practice. There were also discoveries about the scholarship of, and for,
learning and teaching. These discoveries contributed to journal and conference
publications and recognition and reward through teaching awards. The emerging
sense of ownership furthered on-going connection as a conversation community.
Participants in this session will explore the model for a sustainable learning
community emerging from critical reflection on group members’ experiences for its
applicability beyond the case study. By the end of the session participants will
have:
• Been introduced to a model suggesting key factors contributing to the
development of an ongoing conversation community.
• Reflected on the model and its applicability to their personal teaching context.
• Critiqued and assessed the model for its applicability in teaching and learning
contexts beyond their institution.
These outcomes will be achieved through:
• A short presentation introducing the model for a sustainable learning
community. In addition, participants will receive a handout summarizing the
groups and their activities.
• Individuals free writing their reflections of the model’s application in their
personal context.
• Structured collaborative critique of the model in small groups.
• A brainstorm to elicit ideas for generalizing the model to other learning
contexts.
Theme: Communities of Practice, Learning Communities
Audience: TA Developers Special Interest Group; College Educators Special
Interest Group; Educational Developers; General
Keywords: communities of practice, learning communities, scholarship of learning
and teaching, social models of reflection, reflective inquiry, teaching philosophy
statements, teaching portfolios, sustainable dialogue
C6-5
Room: Arts 104
Friday, 1:30 - 2:20 pm
Making the Scholarship of Teaching and Learning public: Getting your
SoTL work published (Part 1)
Dianne Bateman, Academic Development Centre, Champlain St. Lambert College;
Allen Pearson, The Faculty of Education, The University of Western Ontario;
Adam Sarty, Department of Astronomy and Physics, Saint Mary’s University; K.
Lynn Taylor, Center for Learning and Teaching, Dalhousie University; John
Thompson, Sociology, The University of Saskatchewan; Ken N. Meadows,
Teaching and Learning Services, The University of Western Ontario
Research Track
Abstract:
One of the defining features of the Scholarship of Teaching and Learning is that it is
critically reviewed and made public in order to advance the field of teaching and
learning (e.g., Shulman, 2000). With an increasing numbers of academics engaging
in this form of scholarship, the competition for journal space has also increased. In
this two part interactive session, a panel of SoTL scholars consisting of experienced
authors, reviewers, and editors, will facilitate a discussion on getting your SoTL
work published in an academic journal. The Canadian Journal for the Scholarship
of Teaching and Learning, the official journal for the Society for Teaching and
Learning in Higher Education, will serve as the backdrop for the discussion but the
discussion will be relevant to any publication that includes SoTL material -research, essays, notes, work in progress. Please bring your ideas, your questions,
and the desire to share with and learn from the panel and your fellow participants.
Shulman, L. S. (2000). From Minsk to Pinsk: Why a scholarship of teaching and
learning? Journal of Scholarship of Teaching and Learning, 1(1), 48-53.
Theme: Scholarly Teaching and the Scholarship of Teaching and Learning
Audience: General; Administrators; Educational Developers
Keywords: scholarship of teaching and learning, manuscript preparation, peer
review, publication, academic journals
C6-6
Room: Arts 106
Friday, 1:30 - 2:20 pm
Does Social Accountability in Health Professional Education lead to
increased diversity?
Iris Lindemann, Health Professional Education, School of Medicine, Flinders
University; Helena Ward, Health Professional Education, School of Medicine,
Flinders University; David Prideaux, Health Professional Education, School of
Medicine, Flinders University
Innovative Practice Track
Abstract:
Health Professional Programs internationally are striving to improve the social
accountability of their programs in response to changing needs of patients,
communities, labour markets and health systems. A collaborative of eight socially
accountable medical schools from around the world created the Training for
Health Equity Network (THEnet) which is currently developing a comprehensive
evaluation framework for identifying socially accountable practices in health
professional education as well as ways to measure the impact of these on
workforce capacity and the health of local communities. In 2010, the draft ‘THEnet
Framework for Measuring Social Accountability in Health Professional Education’
was pilot tested at six of the THEnet schools, including Flinders University School
of Medicine (SOM) in Australia.
The SOM at Flinders University has had a commitment to being socially
accountable since its inception, and in particular in recent years has introduced
new initiatives to further bolster this position. Past developments included
introduction of a graduate entry program, problem based learning and client
centred approaches and an integrated curriculum embedded in service delivery, all
of which were innovative at the time. More recent initiatives include development
of longitudinal community curriculum with a focus on rural health, a dispersed
curriculum which encompasses two states within Australia, and pathways to
increase the participation of Indigenous Australians in health education.
Analysis of the Flinders Medical Program during the pilot implementation in 2010
revealed that these early developments had in fact served to increase the diversity
of students, staff and curricula. An outcome of more recent developments towards
becoming more socially accountable has also been increased diversity within the
student body, the teaching team, curriculum content and in engaging community
in the education program. It is apparent there are many aspects of the ‘THEnet
Framework for Measuring Social Accountability in Health Professional Education’
which can guide directives towards becoming more socially accountable with the
added outcome of also contributing to the diversity within the medical program in
a positive way.
This presentation will present an outline of the ‘THEnet Framework for Measuring
Social Accountability in Health Professional Education’ and will provide examples
from the Flinders University experience of how diversity has increased within the
School in relation to key components within the framework.
Participants can expect to learn about the range of opportunities which a school
can adopt to become more socially accountable based on ‘THEnet Framework for
Measuring Social Accountability in Health Professional Education’. Aspects of the
framework which encourage diversity will be presented and discussed with
examples from the Flinders University experience. Participants will be invited to
reflect on and share their own experiences and perspectives on aspects of the
framework and how implementing such a directive may impact on diversity in their
own organisation.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General
Keywords: social accountability, health professional education, diversity
C6-7
Room: Arts 108
Friday, 1:30 - 2:20 pm
Innovations in Integrated First Year Science Laboratories
David Lawrie, Science 100, University of Alberta; Danielle Vallee, Science 100,
University of Alberta; Barbara Bahnmann, Science 100, University of Alberta;
Jennifer Burke, Science 100, University of Alberta; Kathy Bueble, Science 100,
University of Alberta: Connie Varnhagen, Department of Psychology, University
of Albert;a Glen Loppnow, Department of Chemistry, University of Alberta;
Warren Gallin, Department of Biological Sciences, University of Alberta; Sai Yiu,
Department of Chemistry, University of Alberta; Paul Lu, Department of
Computing Science, University of Alberta; Kurt Konhauser, Department of Earth
and Atmospheric Sciences, University of Alberta; Gerda de Vries, Department of
Mathematical and Statistical Sciences, University of Alberta; Richard Sydora,
Department of Physics, University of Alberta
Innovative Practice Track
Abstract:
Session Outcomes
• Explore the goals of Science 100 and reflect on innovation in teaching science
• Participate in several mini discovery learning activities and discuss key features
of the activities
• Reflect on and discuss how some activities could be modified for participants’
programs and courses
Science 100 is a unique year long course that integrates material from seven
different science disciplines (Biology, Chemistry, Computing Science, Earth and
Atmospheric Science, Mathematics, Physics and Psychology). Science 100 and an
integrated writing studies course (WRS 103 Introduction to Writing in the Sciences,
enrollment currently restricted to Science 100 students) comprise the Science 100
Program = An alternative, full credit approach to first year science for those who
truly love science and want to explore all its aspects.
A key feature of Science 100 is its emphasis on hands-on discovery based learning.
Over the year students complete 70 different laboratory investigations, all of which
have been customized to integrate with the Science 100 curriculum. Some of the
investigations are similar to traditional first year laboratories while others are
unique and were created specifically for Science 100. For example, we have
amalgamated the first year "Properties of Light" labs taught separately by the
Departments of Chemistry and Physics (each with a slightly different emphasis) into
a single Science 100 lab that encompasses the key components of each and
emphasizes the connections between the disciplines in a discovery-learning based
format. We have also created labs especially for Science 100, including a central
nervous system lab in which students administer tests of neurological functioning to
each other and then adapt the tests for special populations, including physically
handicapped cats (students also engage in a little “fur therapy” in this lab that
occurs before a series of major exams).
In addition to the laboratory investigations, we have developed a number of
interactive and integrated afternoon activities where a particular topic is examined
from the viewpoint of each science discipline. For example, in our radioactivity
afternoon, we learn about radioactivity and radiation from each of the science
perspectives, including the different types of radiation, why people are fearful of
this odourless, tasteless, invisible form of matter/energy, how to model radioactive
decay, and how an understanding of radioactivity and radiation are used in
biology, chemistry, and understanding the history of the Earth.
Audience members will have the opportunity to try out and participate in several
investigations, including a mini radiation experience and experimenting with the
physics and psychology of perception as well as sample some of the unique
innovations developed for Science 100 laboratories. We will discuss the key
pedagogical features of each activity and encourage audience reflection and
adaptation of science activities in their classes to encourage more opportunities for
discovery.
Theme: Experiential Learning
Audience: TA Developers Special Interest Group; Educational Developers;
General
Keywords: integrated science, interdisciplinary, first year laboratories, innovative
practices
C6-8
Room: Arts 214
Friday, 1:30 - 2:20 pm
Threshold concepts and expressive writing: intersections and tensions
Maureen Connolly, Physical Education and Kinesiology, Brock University;
Jonathan Parsons, English, Memorial University of Newfoundland
Innovative Practice Track
Abstract:
Paulo Freire (1985, 1987) claimed that learners alienated from their own forms of
expression also experience alienation from the larger culture and from their sense
of themselves as cultural agents. This alienation is evident when students attempt to
apply previously assessed knowledge that they believe they have learned only to
discover that they cannot bring their knowledge to action or expression. In effect,
they are without a form of expression even though they have the assessment grade
which supposedly attests to some level of expertise. Their relationship with their
knowledge is, in Freire’s terms, naïve, and literal to the extent that it is practically
useless. Lev Vygotsky (1962, 1978) is equally cogent in his emphasis on the move
from maximally compacted inner speech to maximally elaborated outer speech,
that is, communicating knowledge in ways that people other than oneself can
engage with in meaningful ways. This is not to suggest that moving beyond literal
learning or maximally compact inner speech is in any sense a taken for granted or
easily achieved learning objective; indeed, these moves are transformative and are
usually the result of deep learning, and often involve threshold concepts.
Deep learning is distinguished from surface or “additive” learning by virtue of the
quality and sophistication of the thinking, discernment and analysis and the
integration and consolidation of perspectives, theory and related sources (Entwistle,
2009). In far too many instances, “more” content, “more” source material, “more “
pages substitute in a horizontally additive fashion for engagement with an idea or
topic that forces interrogation of premises, recursive comparison of perspectives,
deconstruction and analysis of taken for granted assumptions and deliberate
attention to the expressive repertoire. Threshold concepts are those ideas, premises
or constructions that next learning relies upon (Entwistle, 2008). In effect, if a
particular threshold is not grasped or learned, then other learning in the course
would be adversely affected. Threshold concepts have domino effects, hence
teachers need ways of assessing them in an efficient and timely enough fashion so
that the remainder of the course material can be engaged in meaningful ways and
so refinements can be made to compensate when necessary.
This session will present a variety of in class and out of class activities whose goals
are to engender a connection between expressive writing and threshold concepts,
and to have learners engage with these concepts and activities at a meta-cognitive
level. Outcomes of the session include exchange of ideas on ways to plan around
threshold concepts and generating activities, in addition to expressive writing, that
make the expressing and engaging connection more evident and meaningful for the
learners. The session is situated in the creative practices: teaching, assessment and
evaluation theme of the conference and in the innovative practice track.
Participants interested in course re-organization, threshold concepts and expressive
activities will likely enjoy this session as both learners and contributors.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: General
Keywords: threshold concepts, deep learning, cultural agency, expressive writing,
meta-cognitive awareness
C6-9
Room: Arts 210
Friday, 1:30 - 2:20 pm
Action Learning Group Projects: A socioecological pedagogical
strategy
Peta White, University of Regina
Innovative Practice Track
Abstract:
Sociecological pedagogies such as this Action Learning Group Project reveal
different ways of doing education. Based in an activist discourse, this project
engages learners in action learning strategies while recognising the benefits of
social learning contexts. Learners come to understand the difference between an
issue and an action while also learning many useful skills regarding how to take
action. This pedagogical strategy is presented in 12 steps via a website that is
resourced to support the learner to progress through a cyclical and iterative
learning/action experience.
The premise for this work is based on Payne’s statement “My body is a ‘site’ for
describing how the ‘ecological crisis’ is re-inscribed and/or disrupted by my actions
or interactions” (Payne, 1997). Students are asked to use the action learning 12 step
process to explore environmental issues (ecological crises) that are of interest to
themselves (your body) and their group. This may be an aspect of how they live,
what they believe in and practice, and/or something their society practices. Reinscribing these practices implies assigning a value to that practice that results in its
repetition (consciously or not). Disrupting these practices implies a change is
implemented (consciously). This project is an evaluation piece in an undergraduate
teacher preparation course.
This work is based on PhD research that is theoretically informed by critical
ecofeminist poststructuralism, and methodologically grounded in autoethnographic
self study. I have transformed how I practice environmental education as a result of
this work and I hope to share this pedagogical strategy that I adapted with others
looking for similar transformational outcomes from their teaching practices.
During this 20 minute presentation I will explore the website that presents the
Action Learning Group Project as a pedagogical strategy, drawing attention to some
of the resources that have been included. I will also offer examples of students’
success with the 12 step process and describe the environmental issues selected as
well as the variety of actions taken to address them. This presentation is designed to
offer an engaging overview to a useful pedagogical strategy that will require deeper
exploration and possible adaptation to be useful in other contexts. It is offered with
the desire to share and work collaboratively on our educational practices.
Theme: Transformational Curricular Design
Audience: General
Keywords: activism, transformational learning, environmental education
C6-10
Room: Arts 109
Friday, 1:30 - 2:20 pm
A Model for the Development of a TA and Graduate Student Teaching
Development Program
John Paul Foxe, Learning & Teaching Office, Ryerson University; Chris Cachia,
Department of Sociology, Ryerson University; Abdolreza Roshandel,
Communication and Culture, Ryerson University; and Paola Borin, Learning &
Teaching Office, Ryerson University
Innovative Practice Track
Abstract:
Learning Objectives:
By the end of this session participants will be able to:
1. Brainstorm and discuss core principles and elements of teaching development
programs tailored towards teaching assistants and graduate students.
2. Assess the strengths and challenges related to our program's development and
implementation.
3. Begin a conversation around the development or modification of an existing TA
and graduate student teaching development program at your home institution.
Session Description:
The aim of this workshop is to present and facilitate discussion concerning core
principles and elements of a dynamic and pedagogically-sound Teaching Assistant
(TA) and Graduate Student Professional Development in Teaching Program. This
workshop will present for discussion the new and innovative Ryerson TA and
Graduate Student Professional Development in Teaching Program and the joys and
challenges of its development and implementation in the 2010-2011 academic
year. While preparing to formulate our program model, Ryerson University’s
Learning & Teaching Office conducted a comparative analysis of 27 TA
development programs across Canada, as well as a teaching-related needs
assessment survey of Ryerson graduate students.
We will present our comparative analysis and survey findings and invite workshop
participants to complete a similar needs assessment survey. Through the
implementation of this survey, participants will brainstorm and discuss core
principles and elements of teaching development programs tailored towards
teaching assistants and graduate students. Participants will then be invited to assess
the strengths and weaknesses related to Ryerson’s Teaching Assistant (TA) and
Graduate Student Professional Development in Teaching Program. It is hoped that
our comparative analysis, survey findings, and model be held not as definitive, but
as one method and model that other universities may adapt to inform the
beginnings of their own teaching development programs.
Theme: Communities of Practice, Learning Communities
Audience: Educational Developers
Keywords: professional skills development, teaching development program,
teaching assistant, graduate education
C6-11
Room: Arts 105
Friday, 1:30 - 2:20 pm
Putting Zing in your Assessment: Using a Team Learning System to
provide formative feedback to culturally diverse student cohorts
Linda Westphalen, School of Education, University of Adelaide
Innovative Practice Track
Abstract:
This paper outlines the trial implementation and an evaluation of a formative
assessment process using Zing Team Learning System (ZTLS). The ZTLS is a
computer with twelve wireless keyboards attached via a USB hub and connected to
multiple monitors or a video projector to display a common image to all
participants. Users have a keyboard and access to a shared display that shows both
team and individual contributions. A feature of the ZTLS is that all participants are
able to contribute and view each others’ ideas dynamically and synchronously in
an area referred to as the ‘teamspace’, via a ‘talk type read review’ process. The use
of this technology as a mode of formative assessment enables all students to engage
meaningfully with the diverse ideas and responses usual in Cultural Studies and to
develop further their spoken English language abilities by participating in ‘authentic
discourse communities’ (Al-Jarf 2004, Lam, 2000 and Singhal 1998 in Zha, et al.
2006).
A facilitator (the author) takes responsibility for managing the session, which will
involve creating the meeting process, selecting agenda items or questions and
summarizing the main ideas raised during a session. Themes or areas that warrant
further discussion can be identified: these can feed into further questions and group
interaction. In this sense, the ZTLS has the ability to ‘feed’ directly back into the
responses of students which is the basis of the learning system. At the same time,
assessment questions can be included in a planned list of ‘Agenda’ items for
discussion.
An additional advantage of using this as a mode of assessment is that the facilitator
can monitor student responses, which will reflect their different understandings of
concepts, and redirect questioning as the session progresses. All sessions follow a
similar format so that when each question is presented, participants can talk in
small groups for a few minutes or consider the question individually, type their
ideas and then, with the help of the facilitator, identify common themes or points of
discussion. The written responses can be printed for further consideration by the
assessor/facilitator.
This paper outlines the implementation of this process. Strengths and weakness will
be identified, and suggestions made about how such a formative assessment
process could be enhanced in future applications.
Theme: Innovation with Technology
Audience: General; Educational Developers; College Educators Special Interest
Group
Keywords: education, formative feedback, technology, diverse, team learning
system
C6-12
Room: Arts 217
Friday, 1:30 - 2:20 pm
Meeting Students on the Road to the Horizon: Expanding Our Notions
of Teaching Graduate and Advanced Undergraduate Readers, Writers,
and Thinkers
Rebecca Katz, Boston University/University of Massachusetts Boston
Innovative Practice Track
Abstract:
When we think about the diverse needs of student writers in higher education, we
sometimes neglect a group deserving of our attention: graduate students and
advanced undergraduates. As Maxine Hairston (1984) pointed out long ago in
“Working with Advanced Writers”, high-achieving writers bring to classrooms and
tutoring centers a unique set of concerns and challenges. How might we best
address these needs in order to teach writing to these students?
In this interactive presentation, we will explore considerations unique to teaching
writing to graduate students and advanced undergraduates through free-writing,
small group conferencing, and large group discussion. Guided by scholarship by
Maxine Hairston, Rosemary S. Caffarella, and other researchers, we will explore
best practices for equipping advanced student writers to meet their demanding
course requirements and achieve their personal academic goals.
Theme: Creative Practices: Teaching, Assessment, and Evaluation
Audience: TA Developers Special Interest Group; College Educators Special
Interest Group; Writing Centre Special Interest Group; General
Keywords: graduate, undergraduate, advanced students, reading, writing, critical
thinking, tutoring, teaching, writing centre, writing center, classroom
C6-13
Room: Arts 212
Friday, 1:30 - 2:20 pm
Highlights from The 3M National Teaching Fellowship Awards
Adjudication Committee
Ron Marken, University of Saskatchewan; Arshad Ahmad, Concordia University;
Claude Lamontagne, University of Ottawa; Nicola Simmons, University of
Waterloo; Denise Stockley, Queen’s University; Lynn Taylor, Dalhousie
University
Innovative Practice Track
Abstract:
Please note: This is a “service” session to address key issues surrounding the 3M
National Teaching Fellowship Program.
Does your nominee or potential nominee have what it takes to be a 3M National
Teaching Award winner? Go behind the scenes with 2011 Selection Committee to
see how we read the dossiers and then interpret what we have read. We invite you
to meet committee members and learn how successful nominees are selected and
why some are not. Fulfillment of the stated criteria in the Call for Nominations is
necessary but not always sufficient to win the competition.
This session is designed to help nominators and educational developers (a) move
beyond the stated criteria in the Call for Nominations and to enhance the quality of
dossiers; (b) increase understanding of how 3M National Teaching Fellows are
selected; and (c) share existing practices for interpreting dossiers.
Description of how the session will be interactive:
• Large and small group discussion
• Compilation of shared responses
• Strategizing on how to put together a package.
Theme: Institutional Leadership of Teaching and Learning
Audience: General
Keywords: 3M national teaching fellow, teaching awards
C6-14
Room: Arts 206
Friday, 1:30 - 2:20 pm
The Force Within: Teaching Assistants as Key Influencers in Creating
Inclusive Education
Suzanne Tyson, Student Awards Inc.; Mercedes Rowinsky-Geurts, Wilfrid Laurier
University
Innovative Practice Track
Abstract:
In their role on the front lines with both students and professors, Teaching
Assistants (TAs) possess a unique vantage point from which to observe the evolving
trends in higher education and to influence the creation of educational
environments which embrace diversity. This session will explore the results of a
study conducted by Studentawards Inc, on the topic of diversity in higher
education and its real and perceived impacts on students, TAs and professors. In
addition to gathering insights about what “diversity” truly means in the TA
trenches, the study focuses on how TAs, charged with assisting in the delivery of
course curriculum, are often required to resort to innovative techniques to assist
students in their quest for success.
We will share our findings and engage your participation throughout the session.
You will be encouraged to share your experiences, and help to create preliminary
recommendations on how to create more inclusive educational environments that
embrace diversity. We hope participants will walk away with actionable insights
into leveraging TAs to create a new environment within their own campuses.
Theme: Diversity and Inclusive Practice in Higher Education
Audience: General; Educational Developers; College Educators Special Interest
Group; TA Developers Special Interest Group
Keywords: Teaching assistants, inclusive education, diversity
C6-15
Room: Arts 213
Friday, 1:30 - 2:20 pm
Models of Collaboration: Change on a Shoestring Budget
Betsy Keating, Faculty of Education, University of Windsor; Erika Kustra, Centre
for Teaching and Learning, University of Windsor; Candace Nast, Faculty of
Graduate Studies, University of Windsor; Melanie Santarossa, Faculty of Graduate
Studies, University of Windsor
Organizational Change Track
Abstract:
Teaching in Higher Education is the only profession in which one can "begin
without training and then get by without involvement in professional development
activities" (Weimer, 2010, p. 17). In fact, it may be one of the few professions in
which there is a widespread lack of awareness that professional development is
both possible and available. Using the University of Windsor's new GATA Network
Development initiative as a lens through which to explore collaborative
possibilities, the presenters will lead participants through short discussions and
activities that will map out some possibilities for creative (and inexpensive)
collaborative initiatives at their home campuses.
Although the model we will use as an example highlights a graduate and
undergraduate teaching assistant (GATA) development initiative, the model will
appeal to participants dealing with shoestring budgets and organizational restraints
in other areas of Teaching and Learning. The new Network involves collaboration
between three different developmental initiatives, between different administrative
units within and across departments, and between individuals all working toward a
single goal. It also requires diverse student roles, diverse technologies, and a
balance between centralized and de-centralized foci. The University's innovative
combination of collaborative efforts has been a complex but rewarding process to
help support professional development and bring about change in the teaching and
learning culture.
This presentation will touch on more than one area of interest to conference
attendees: Innovative Leadership, Creative Organizational Practices, Innovation
with Technology, and Communities of Practice. In the presentation portion of this
session, we will introduce a unique model for change in the climate and awareness
of Teaching and Learning on one university campus. The model involves creative
collaboration on several levels, a model that can be adapted by other institutions,
according to their individual strengths and organizational alignments. In the
presentation, we will briefly map out the various components and levels of
collaboration between organizational units and how this played out at our
university. While administrative levels and organizational units will differ at
individual institutions, many interfaces and practices are common and can be reevaluated for their collaborative potential. Participants will be introduced to several
alternate working models from various institutions. Activities will include mapping
out draft models for collaboration based on the organizational structures at the
participants' home universities.
Through sharing our developmental structures, experiences, strategies, failures,
negotiations, and re-inventions–particularly our structure for multi-leveled
collaborative efforts–learning outcomes for participants will be: to examine a
model for collaboration, to share potential strategies for organizational change, and
to take away fresh ideas for arranging new shoestring-budget collaborations of their
own.
Theme: Institutional Leadership of Teaching and Learning
Audience: College Educators Special Interest Group; Educational Developers;
Administrators; General
Keywords: organizational change; budget; collaboration structures; organizational
model; innovative program design; digital network; ga/ta development; graduate
student; leadership